Additionally, it will help teams already practicing self-assignment to apply strategies to overcome the challenges they face on an everyday basis. The findings of this study will help agile practitioners and companies understand different aspects of self-assignment and practice it with confidence regularly as a valuable practice. Based on rigorous application of Grounded Theory analysis procedures such as open, axial, and selective coding, we present a comprehensive grounded theory of making self-assignment work that explains the (a) context and (b) causal conditions that give rise to the need for self-assignment, (c) a set of facilitating conditions that mediate how self-assignment may be enabled, (d) a set of constraining conditions that mediate how self-assignment may be constrained and which are overcome by a set of (e) strategies applied by agile teams, which in turn result in (f) a set of consequences, all in an attempt to make the central phenomenon, self-assignment, work. We collected data through interviews with 42 participants representing 28 agile teams from 23 software companies and supplemented these interviews with observations. This Grounded Theory study explores how self-assignment works in agile projects.
There has been very little empirical research on self-assignment. Despite all the benefits it promises, agile software teams do not practice it as regularly as other agile practices such as iteration planning and daily stand-ups, indicating that it is likely not an easy and straighforward practice. Self-assignment, a self-directed method of task allocation in which teams and individuals assign and choose work for themselves, is considered one of the hallmark practices of empowered, self-organizing agile teams.
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