Today's dynamic business environment must continuously adapt its software development methods to changing technologies and new requirements on the part of customers. Therefore, Agile methods are being used more and more used because they emphasize both flexibility and the ability to change. However, at the same time, the business-driven need for predictability and control remains. The purpose of this case study is to explore and theorize on paradoxical tensions and ambidexterity during an Agile software development project at a government agency. The study empirically examines how tensions and the ambidextrous responses to these tensions are related to Agile values. Data was collected by conducting interviews and studying internal project documents. Four categories of tensions (learning, organizing, performing, and belonging) were used for analytical purposes. The findings suggest that most of the tensions perceived were in the categories of learning and performing. There are, furthermore, several connections between the ambidextrous responses to these tensions and Agile principles. A deeper understanding of Agile values and principles is required in order to make projects successful. The contribution made by the study, therefore, is of great importance because Agile methods are for leading projects, not only in Agile software development, but also in other industries and sectors.

To achieve efficiency in rapidly changing environments, working methods that promote change and flexibility are needed. Thus, the Agile ways of working (i.e. Agile values, principles, and frameworks) are today the most common approach to developing software and something that is currently spreading to many other industries and organizations outside of the traditional IT sector. 

However, it is challenging to combine the business-driven need for predictability and planning with the Agile ways of working, e.g. changeability, self-management and step-by-step development and delivery; therefore, several tensions can arise at the team and organizational levels. Tensions can, for example, be experienced if the team members’ experiences are rooted in traditional project environments with stable processes and predefined requirements based on detailed planning. 

This dissertation aims to contribute to our knowledge of Agile Software Development (ASD) by examining the contradictions and tensions in ASD environments, as well as how to balance and react to these tensions. The dissertation responds to the great need for conceptual development in the field of Information Systems. The target groups are both researchers and practitioners.

The research reported on in this dissertation is based on one conceptual study and two empirical studies. The studies reported on in four appended papers jointly contribute toward answering three research questions (RQs):

RQ 1: What is the nature of the tensions experienced in ASD environments?

RQ 2: What are the sources of the tensions experienced in ASD environments?

RQ 3: What ambidextrous strategies can be used to both balance and react to the tensions found in ASD environments?

This dissertation brings together concepts from academic domains of knowledge (organizational theories of [paradoxical] tensions and ambidexterity and Activity Theory derived from socio-psychological theory) in order to provide a new insight into the complexity of ASD.

This dissertation contributes by discussing and visualizing how patterns of contradictions, categorized tensions and ambidextrous (i.e. the ability to manage two seemingly contradictory activities) strategies have been compiled and connected. This dissertation also contributes by describing how three models that can be used to develop the concept of “shared mental models”, which is so important to team-based learning. 

This dissertation aims to contribute to our knowledge of Agile Software Development (ASD) by examining the contradictions and tensions in ASD environments, as well as how to balance and react to these tensions.

This extended knowledge of ASD is important because ASD is today the most common way to develop software and it is currently spreading to many other industries and organizations outside the Information Technology sector.

However, recent research reports that it is challenging to combine the business-driven need for predictability and planning with the Agile ways of working, e.g., changeability, self-management and step-by-step development and delivery; therefore, several tensions can arise at the team and organizational levels. Tensions can, for example, be experienced if the team members’ experiences are rooted in traditional project environments with stable processes and predefined requirements based on detailed planning.

This dissertation comprises of three studies (one conceptual study and two empirical studies), which are reported on in four papers.

This dissertation contributes by visualizing how patterns of contradictions, categorized tensions and ambidextrous (i.e. the ability to balance between tensions) strategies have been compiled and connected. This dissertation also contributes by describing how three models that can be used to develop the concept of “shared mental models” which is so important in team-based learning. 

Purpose The purpose of this study is to apply the concept of organizational ambidexterity as a conceptual lens to increase the understanding of tensions between exploitation (continuity) and exploration (change) in Agile software development (ASD) project teams, and particularly the balancing (ambidextrous) strategies utilized. Design/methodology/approach A conceptual framework was constructed from interdisciplinary sources on ambidexterity. A literature review of publications on ambidexterity in ASD was then performed, and the results from the selected publications were classified according to an extension of the conceptual framework. Findings Contextual ambidexterity in ASD is affected by the four basic coherent concepts: time, task, team and transition. The study found that most ambidextrous factors and strategies were task and team-related. In addition, a mixture of hard (performance) strategies and soft (social) strategies is needed in order for people/teams to (be able to) become ambidextrous. Practical implications To provide a better understanding of ASD, it is important to identify a broader set of ambidextrous factors and strategies that can impact ASD project teams. The expanded conceptual framework can serve as a basis for future empirical research and provide insights to practitioners on how to strengthen ambidexterity in ASD projects. Originality/value The contribution is of great importance for ASD research and practice, as ASD methods are a popular method for managing projects within ASD and in other nonsoftware organizations. In addition, as more and more organizations struggle to deal with rapidly changing environments, interest in the phenomena of paradoxical tensions and the strategy (ambidexterity) to deal with these tensions increase.

Purpose – This study aims to create a better understanding of how practitioners implement and work Agile while balancing the tensions arising between stability and change.

Design/methodology/approach – A grounded theory approach was used to explore what happens in practice when software development teams implement and work Agile. The empirical data consists of twenty semi-structured interviews with practitioners working in fourteen different organizations and in six different Agile roles.

Findings – As a result, a substantive theory was presented of continuously balancing between stability and change in Agile teams. In addition, the study also proposes three guidelines that can help organizations about to change their way of working to Agile.

Research limitations/implications – The inherent limitation of a grounded theory study is that a substantial theory can only explain the specific contexts explored in that study. Thus, this study’s contribution is a substantial theory that needs to be further developed and improved.

Practical implications – The proposed guidelines can help organizations about to change their way of working to Agile. They can also assist organizations in switching from “doing Agile” to “being Agile”, thus becoming more successful.

Originality/value – The new perspective that this study contributes is the fact that our discovered categories show that several inherent processes are ongoing at the same time in order to balance the need to have both stability and change.

Context: Agile software development (ASD) projects were assessed through the classical triple constraints of cost, quality, and schedule, as well as on communication, collaboration, and responsiveness.

Objective: Our objective is to examines ASD practitioners' experiences of tensions or conflicting demands between adapting into processes, being structured and having continuity (also called exploitation), on the one hand, and being creative, flexible and autonomous on the other (also called exploration).

Method: We collected data in twelve semi-structured interviews. Thematic analysis was used to identify recurrent themes and sub-themes in the data.

Results: Three themes and four sub-themes were identified. The findings show ASD practitioners' experiences of tensions labeled in the three main themes: Structure and flexibility, Competence and learning, and Roles and Responsibilities. By identifying how tensions of exploitation and exploration are understood, we contribute to the debate of how organizational ambidexterity is pursued in practice.

This exploratory paper introduces the terms exploitation and exploration within the business process management (BPM) context. Despite the fact that BPM grows in popularity, more and more organizations report on BPM failure. The most recent development in the BPM field has led to a variety of new requirements. Almost all processes in BPM are different and may thus be almost impossible to standardize. Researchers in the BPM research field have recently differentiated between exploitation and exploration as two distinct goals of BPM. Today, BPM is applied to different purposes and the trend is going from the exploitation capabilities of BPM to exploration capabilities. This paper addresses the following research question: Can an understanding of exploitation and exploration be a help for BPM organizations to become more successful? For long-term success, it is essential for BPM organizations to identify the competencies and skills of their employees according to changed requirements. The paper ends with an overview of the author’s ongoing thesis project.

In the literature there is a common belief that project management is a general theory that is mainly

about techniques and/or tools used for planning, budgeting, and control. This view has lately been

questioned due to the fact that it does not give a complete picture of what a project manager actually

does in their daily work. By including other skills, such as, skills for communication, team building,

and leadership, a more complete picture of the project management role may be provided. Project

management research needs more empirical data from project managers about what their role as project

manager actually means. The purpose of this study is to investigate what it means to work as a project

manager in small and medium sized organizations. Empirical data is planned to be gathered (in the

county of Värmland, Sweden) from May through October 2012, using semi-structured interviews and

participant observations of project managers working in a multi-project management environment.

Three overlapping analyzes techniques will be used to analyze the gathered data: thematic analysis,

grounded theory, and narrative analysis. By using these techniques, hopefully this article will expand the

knowledge and the understanding what a project manager actually does in their daily work.

Project management skills are needed in a growing number of areas, all with specific requirements regarding technical and social competencies. Still, the majority of project management training is focusing on technical tools and techniques, emphasized in standards suggested by global professional project management associations. Uncertainties and unique social settings require a managerial approach different from the linear, rational and analytical view of the world provided by international standards such as the PMBOK Guide. A new approach to project management education is needed that deals with the complexity of today’s project environments. This paper describes a one year master program in project management at the KarlstadUniversity in Sweden. The program is general and focuses on issues regardless of business area or project type, and mix both technical and social skills. The program was initiated in 2002 and more than 200 students have until today been part of the program. In addition to the mandatory courses in the program, several students have, on voluntary basis, passed the IPMA D-level certification. The paper also presents the results from two different types of evaluations showing that the majority of the students have great use of their education in their current employment.

Keywords: project management education; project management knowledge; soft skills; hard skills; pedagogic

Project management skills are needed in a growing number of areas, all with specific requirements regarding technical and social competencies. Still, the majority of project management training is focusing on technical tools and techniques, emphasized in standards suggested by global professional project management associations. Uncertainties and unique social settings require a managerial approach different from the linear, rational and analytical view of the world provided by international standards such as the PMBOK Guide. A new approach to project management education is needed that deals with the complexity of today’s project environments. This paper describes a one year master program in project management at theKarlstadUniversityinSweden. The program is general and focuses on issues regardless of business area or project type, and mix both technical and social skills. The program was initiated in 2002 and more than 200 students have until today been part of the program. In addition to the mandatory courses in the program, several students have, on voluntary basis, passed the IPMA D-level certification. The paper also presents the results from two different types of evaluations showing that the majority of the students have great use of their education in their current employment.

Idag bedrivs en stor del av forskningen vid högskolor och universitet i projektform. Detta gäller inte minst inom teknik, naturvetenskap och medicin, men numer också inom samhällsvetenskap.Det är vanligt att olika personalkategorier så som exempelvis professorer,docenter, och doktorander ingår i projekten. Projektledaren är oftast den som har ansökt om projektmedlen, eller den person som är mest vetenskapligt meriterad vid avdelningen, vilket ofta är en professor eller docent med lång erfarenhet. Av de här personerna förväntar sig organisationen ofta underverk. De ska medverka i alla möjliga typer av aktiviteter, som exempelvis handledning av doktorander,undervisning, medverkande vid och organiserande av konferenser,ansökan om medel för nya projekt och vara avdelningens ansikte utåt. Dessutom ska de också agera projektledare för en eller flera parallella projekt.I den här uppsatsen redovisar vi först en kartläggning av projektledarkompetens hos projektledare i forskningsprojekt vid Karlstads universitet. Kartläggningen har gjorts med stöd av två enkätundersökningar och sex stycken kompletterande intervjuer. Såväl professorer och docenter som doktorander har medverkat i studien. Kartläggningen visar klart och tydligt att de flesta projektledarna leder projekten baserat på tidigare erfarenheter och merparten saknar ledarskapsutbildning. Detta innebär att beprövade projektledningsmetoder och tekniker sällan används.Baserat på resultat från enkätundersökningarna, intervjuerna och deltagande observationer presenterar vi dessutom fyra konkreta förbättringsåtgärder för forskningsprojekt vid Karlstads universitet. Åtgärderna tror vi kan effektivisera forskningsprojekten och därmed medföra en besparing för Karlstads universitet. Den första åtgärden är att utveckla en kurs i projektledningsmetodik, som sedan erbjuds till alla projektledare vid Karlstads universitet.Den andra åtgärden är att bygga upp en eller flera erfarenhetsnätverk bland aktiva projektledare. Den tredje åtgärden är att skapa ett mentorsprogram för stöd åt nya projektledare. Den fjärde och sista åtgärden är att etablera en grupp med erfarna projektledare som kan ge stöd åt andra projektledare.