Teaching agile with agile teaching

Abstract

This work explores how agility and agile methods can be taught in an agile way. The motivation for this comes with the fact that it has not yet been possible to create a comprehensive, common understanding of agility and agile methods at Zürcher Kantonalbank. This is a problem because it consumes time resources and limits continuous learning. In a first step, various agile teaching methods were analysed in a workshop and evaluated in terms of company fit, feasibility, expense/income ratio and relevant references. The three most promising methods were described in detail. The research method is essentially based on the research onion by Saunders et al. (2016). The research philosophy is based on the pragmatism and the research approach is inductive. Qualitative data collection techniques are primarily used what leads in a multi-method qualitative approach. Since a main feature of the work is the creation and evaluation of an Agile Teaching Tool, it is based on the idea of design science research. Only a short-term observation period is analysed, not a longer period, which leads to the choice of the cross-sectional time horizon. For the data collection and analysis, literature review and semi-structured interviews are applied.