Dissertation/Thesis Abstract

Influences of social interaction and workplace learning conditions on transactive memory among agile software teams: A quantitative study
by Iverson, Chad E., Ph.D., Capella University, 2016, 171; 10168362
Abstract (Summary)

Behavioral aspects of learning and emergent cognitive state are known to influence team effectiveness. In practice, agile project management is employed to address certain behavioral aspects of teaming with an emphasis on communication and social interaction. Software development teams have widely adopted the scrum framework for agile over the past decade, yet research on agile software development has produced a limited amount of work covering scrum. In addition, quantitative empirical support for links between socially situated learning, learning conditions, and organizational learning in agile software development teams have not been established. This dissertation study used a quantitative survey research design to examine effects of social interaction and learning conditions on transactive memory and the influence of social interaction on transactive memory among agile teams practicing scrum. A one-time quantitative survey was conducted, collecting data from 114 agile software developers on research panels. All participants were currently or recently working in the US on agile teams practicing scrum. This dissertation study proposed learning conditions as a socio-cognitive mediator in the relationship between social interaction and transactive memory. Support was found for three hypotheses (a) social interaction positively influences learning conditions among agile team members; (b) learning conditions positively influence transactive memory among agile team members; (c) social interaction influences transactive memory among agile team members. Evidence of mediation was also found using the Sobel test and a joint test of significance with percentile bootstrapping. This dissertation study found that agile software teams demonstrate enhanced group memory under certain learning conditions. The results indicate that positive learning conditions can strengthen the relationship between social interactions and transactive memory in an organizational setting.

Indexing (document details)
Advisor: Howard, Caroline
Commitee: Rahman, Shawon S., Vucetic, Jelena
School: Capella University
Department: School of Business and Technology
School Location: United States -- Minnesota
Source: DAI-B 78/05(E), Dissertation Abstracts International
Subjects: Information Technology, Adult education, Organizational behavior
Keywords: Agile teams, Informal learning, Social interaction, Software development, Transactive memory, Workplace learning
Publication Number: 10168362
ISBN: 978-1-369-22647-8
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