Product Owner’s Journey to SAFe®—Role Changes in Scaled Agile Framework®

As agile software development methods are spreading through the industry, they are no longer sufficient in their original design. With the increasing adoption by various types and sizes of organizations, these methods are scaled and tailored. The most popular framework for scaling Agile is the Scaled Agile Framework®, registered trademark of Scaled Agile, Inc. Boulder, USA. Some roles originating from the agile methods, such as Product Owner, are part of the framework and are impacted by scaling and tailoring. A Product Owner role is critical to the success of projects in agile environments. This paper aims to describe and discuss the evolution of and changes in Product Owner activities since Agile started to spread in the industry until the current concept of the Product Owner role in the Scaled Agile Framework. By identifying the activities typical of Product Owners outside of the Scaled Agile Framework context and mapping these activities to the Product Owner role description in Scaled Agile Framework, the changes in Product Owner role with respect to time and role specifics in the Scaled Agile Framework are revealed. It was identified that some of the activities previously described for Product Owner are distributed between various roles in the Scaled Agile Framework. In fact, the Product Owner loses the real product ownership in Scaled Agile Framework. The loss of ownership seems connected with the fact that, in the large environments that the Scaled Agile Framework is designed for, it is impossible to cover all required activities by one role using the hierarchical structures with a top-down approach in the Scaled Agile Framework.

PERUNDUNGAN REMAJA DI SEKOLAH KATOLIK SWASTA JAKARTA

There are several roles when it comes to bullying; the bully, the assistant, the victim, the defender, and the outsider. This study aims to look at an overview of bullying at Catholic schools, especially the roles in bullying, and the efforts that have been taken by the schools to prevent and overcome bullying. Catholic schools are chosen in this study for having values both in learning process and various activities. A mixed method is applied as the research method. Quantitative approach is implemented to identify the role description in students bullying at Catholic schools, and qualitative approach is conducted to perceive the efforts that have been taken by the schools to prevent and overcome bullying at the schools. The study involved 178 students who filled out questionnaires and 15 students in group interviews, as well as 15 teachers from 3 different Catholic schools. The data were processed with SPSS. The observation was conducted by observing the building conditions of school A, B, and C. The result of the study indicates that bullying occurs in Catholic schools and the students take a part in different roles. The biggest percentage is the role of the bully. The interview results with the teachers and the student groups show that the bullying prevention had been carried out by providing various useful activities. Each school has values in educating pupils based on the spirit of the Saint of which are implemented as a fundamental of all activities and in the character building. The schools supervise the students and give mentoring to them if they make mistakes. Nevertheless, regulations against bullying, further information about bullying, and evaluations on implemented programs are still needed. Ada beberapa peran dalam hal perundungan: pelaku, asisten pelaku, korban, pembela potensial, dan penonton yang tidak terlibat. Penelitian ini bertujuan untuk melihat gambaran tentang perundungan di sekolah Katolik, khususnya perannya dalam perundungan, dan upaya yang telah dilakukan sekolah untuk mencegah dan menanggulangi perundungan. Sekolah Katolik dipilih dalam penelitian ini karena memiliki nilai-nilai, baik dalam proses pembelajaran maupun dalam berbagai kegiatan. Mixed method diterapkan sebagai metode penelitian. Pendekatan kuantitatif dilakukan untuk mengetahui gambaran peran siswa dalam melakukan perundungan di sekolah Katolik, dan pendekatan kualitatif dilakukan untuk melihat upaya yang telah dilakukan sekolah dalam mencegah dan menanggulangi perundungan di sekolah. Penelitian ini melibatkan 178 siswa yang mengisi kuesioner dan 15 siswa dalam wawancara kelompok, serta 15 guru dari 3 sekolah Katolik yang berbeda. Data diolah dengan SPSS. Observasi dilakukan dengan melihat kondisi sekolah A, B, dan C. Hasil penelitian menunjukkan bahwa perundungan terjadi di sekolah Katolik, dan peran siswa berbeda-beda. Persentase terbesar adalah peran pelaku perundungan. Hasil wawancara dengan guru dan kelompok siswa menunjukkan bahwa pencegahan perundungan telah dilakukan dengan memberikan berbagai kegiatan yang bermanfaat. Setiap sekolah memiliki nilai-nilai dalam mendidik anak didik yang dilandasi oleh semangat Orang Suci yang diimplementasikan sebagai dasar dari semua kegiatan dan pembinaan karakter. Sekolah mengawasi siswa dan memberikan pendampingan jika mereka melakukan kesalahan. Kendati demikian, regulasi yang melarang perundungan, informasi lebih lanjut tentang perundungan, dan evaluasi atas program-program yang dilaksanakan masih diperlukan.

PARE0030 PEER SUPPORT OF PATIENT AND PUBLIC INVOLVEMENT AND ENGAGEMENT IN RESEARCH: THE ‘RUG-BUDDY’

Background:Since 2006, The School of Primary, Community and Social Care, Keele University has a long standing commitment to Patient and Public Involvement and Engagement (PPIE) in research. The School’s Research User Group (RUG) has 133 members in January 2020, compared to 80 members in September 2016. Supporting the practical and emotional needs of a growing number of RUG members to support their long-term involvement is of prime importance.Arising from Keele’s role as a test bed site for the new UK Public Involvement Standards, a new peer support role (the ‘RUG-Buddy’) was co-produced to facilitate the support of RUG members.Objectives:The RUG-Buddy is a peer support and mentoring scheme. More experienced RUG members attend research meetings with less experienced members to provide support and reassurance. The scheme aims to provide:•A welcoming and friendly environment for RUG members•Extra support for all RUG members before, during and after research meetings•Help new RUG members ease into public involvement•Support with discussions between researchers and RUG members, e.g. avoiding research jargon••Reassurance to new members - learning from those with greater experience of public involvement•Someone to talk to and confide in from people who have personal experience of PPIE•Practical advice on completing payment forms, parking issues, etc.Methods:Peer support is provided by a panel of existing RUG members who have substantial experience of PPIE in research. This is anadditionalmethod of supporting the RUG members alongside support provided by the School’s PPIE team. RUG-Buddies will be supported in their role by the PPIE team and provided with an induction and training. RUG-Buddies are offered payment for their time and have their travel expenses reimbursed. The RUG-Buddies scheme will be piloted during an initial 6-month period, after which it will be reviewed, with feedback from RUG-Buddies and RUG members.Results:A role description for the RUG-Buddy role has been coproduced by Keele’s PPIE team and its RUG Steering Group (Table 1). A panel of 10 RUG members have been recruited for the RUG-Buddy role and have received an induction and training (e.g. Health and Safety, Information Governance). RUG-Buddies have provided support to and attended research meetings with other RUG members. The RUG-Buddy role will be reviewed in September 2020.Table 1.Summary of the RUG-Buddy role descriptionQualities of a RUG-BuddyRUG-Buddy responsibilitiesPPIE team responsibilitiesWilling to share personal experienceTo attend up to the first three PPIE meetings of a research projectTo provide a training session for all RUG-BuddiesFriendly and approachableTo introduce new member to RUG members and research teamTo meet RUG-Buddies every two months to provide review/feedback of the roleEnthusiastic and knowledgeable about PPIE in researchTo encourage contribution to the meetingTo have a named PPIE lead for any questions/queries that may ariseBe reliable and punctualTo provide support and respond to RUG members’ questionsTo work alongside RUG-Buddy to meet and greet public membersConclusion:The RUG-Buddy is an innovative peer support scheme to support the involvement of patients and the public in research. The support provided by RUG-Buddies offers a different perspective from people with real-life experience of involvement in research. It is anticipated that this additional support will enrich the experience of RUG members and facilitate a more welcoming and conducive environment for active and meaningful public involvement. Furthermore, it has also provided an opportunity for the RUG-Buddies to gain valuable new skills and also give something back to the PPIE team and researchers who have supported their own involvement for many years.Acknowledgments:This project is funded by the National Institute for Health Research (NIHR) School for Primary Care Research (project reference 440). Thank you to the Keele Research User Group for all their great workDisclosure of Interests:None declared

Bringing the Leader Back in: Why, How, and When Leadership Empowerment Behavior Shapes Coworker Conflict

With the diffusion of team-based work organizations and flatter organizational hierarchies, many leaders empower employees to perform their work. Empowerment creates an interesting tension regarding coworker conflict, enhancing trust and giving employees more autonomy to prevent conflict, while also increasing workload and the potential for coworker conflict. Recent conflict research has focused on how characteristics of individuals, groups, and tasks contribute to conflict among coworkers. We extend this work by exploring the role of leader empowerment behavior (LEB) in influencing coworker conflict. Our model integrates research on LEB and coworker conflict to help organizations manage coworker conflict effectively. To test our model at the workplace level, we utilize data drawn from matched surveys of leaders and employees in 317 workplaces. We find that LEB relates negatively to relationship and task conflict through affective and cognitive trust in leaders. We further find that LEB relates negatively to relationship and task conflict through reduced workload, but only when employees have a clear role description. In contrast, if employees have unclear roles, LEB has a U-curve relationship with workload: a moderate level of LEB reduces workload, but a high level of LEB increases workload, in turn increasing coworker conflict. Finally, relationship conflict has a direct negative effect on task performance, whereas task conflict has an indirect negative effect through relationship conflict.

Experiences of the Initial Phase Implementation of the STAMINA-Model in Perioperative Context Addressing Environmental Issues Systematically—A Qualitative Study

(1) Background: Challenges in perioperative settings put demands on staff working with systematic work environment management. A support model, STAMINA (Structured and Time-effective Approach through Methods for an Inclusive and Active working life), was implemented in a hospital in Sweden, to help staff address environmental issues systematically. The aim was to describe the experiences of the initial phase of implementation of the adapted STAMINA model in perioperative context. (2) Methods: Qualitative individual interviews were held with 14 managers and employees (three men and 11 women). Data were analysed by systematic text condensation. (3) Results: Five themes were identified: Limited knowledge of the model and the implementation process; scepticism, lack of confidence in the model and a passive attitude; the model offered increased participation; the culture in the organization—to understand one’s role as employees and managers; and endurance and feedback are key factors for success in the implementation process. (4) Conclusions: Scepticism turned to positive attitude by recognising that the STAMINA model offered increased participation. In order to have successful implementation, the organisational culture must be taken into consideration by giving the employees increased responsibilities and timely feedbacks. Role description, goal definition, feedback, and sticking to one model are key factors for success.

Compulsory Citizenship Behavior and Organizational Commitment

Organizational citizenship behavior means the extra role behavior of employee that is not in the role description. Managers expect from employees to show organizational citizenship behavior for benefits to the organization. This expectation may become an obligation over time, and an employee can perceive managers and co-workers' expectations for extra role behavior as a compulsory that will affect an employee's organizational attitudes and behaviors. This study's aim is to investigate the relationship between compulsory citizenship behavior and organizational commitment and, the mediating role of leader-member exchange in Turkey's cultural context. The data were gathered from the 222 employees in a public organization by convenience sample method at two points in time. Regression-based path analyses were conducted to explore the relationship between the variables. According to the results, compulsory citizenship behavior had a negative effect on organizational commitment and leader-member exchange fully mediated this effect.

Role Model for Systems Engineering Application

Twenty-three years ago, Sheard published a very well-known description of Systems Engineering roles. Each role represents and defines activities and tasks to be taken into account for performing Systems Engineering through the entire system life cycle. As today's more and more complex systems require different considerations and approaches, these activities and tasks have changed and thereby the description of the role model need to be updated. This work introduces the “Role Model for Systems Engineering Application”, which is adapted to today's circumstances, with the intention to give practitioners guidance in applying Systems Engineering. For this purpose, results from literature as well as from research projects and industrial applications experience were analyzed and combined to an updated role description.

Introduction

During an interview on May 3, 2011, then director of the Central Intelligence Agency (DCIA) Leon Panetta told interviewer Jim Lehrer that he was the overall commander for the Abbottabad Raid that killed Osama bin Laden.1 Although some uniformed military officers disagreed with DCIA Panetta’s assertion, Admiral William McRaven, commander, Joint Special Operations Command, who was the commander on the ground, had no issue with DCIA Panetta’s role description....