Abstract:
Self-assignment, a self-directed method of task allocation where teams and individuals
select and assign work for themselves, is considered one of the hallmark practices of empowered,
self-organising Agile teams. It is known to have multiple benefits, e.g., providing
the opportunity to work on a variety of tasks, improving competences, creating a greater
sense of ownership and responsibility amongst team members. Past research shows some
Agile teams still rely on manager-driven delegation, indicating that self-assignment may
not be as regularly practiced as other Agile practices and is likely not an easy and straightforward
practice. There has been very little empirical research on self-assignment. This
Grounded Theory study explores how self-assignment works in Scrum teams. We collected
data through interviews with 53 participants from 26 software companies and supplemented
these interviews with observations. Based on a rigorous application of the Grounded Theory
analysis procedures, such as open, axial, and selective coding, we present a comprehensive
grounded theory of practicing and making self-assignment work that explains the causes
for adopting self-assignment and the benefits that practitioners, teams, and organisations
gain from adopting self-assignment. It explains the context of how and when Scrum teams
practice self-assignment. It identifies factors team members consider while self-assigning
tasks. It presents a set of facilitating conditions that makes for effective self-assignment, a
set of constraining conditions that mediate how self-assignment may be constrained and
which are overcome by a set of strategies applied by Scrum teams and managers, resulting
in a set of consequences. The findings of this study will help practitioners understand
different aspects of self-assignment and practice it with confidence regularly as a valuable
practice. Additionally, it will help teams already practicing self-assignment to apply
strategies to overcome the challenges they face on an everyday basis.