By Topic

The Impact of Lessons-Learned Sessions on Effort Estimation and Uncertainty Assessments

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
Magne Jørgensen ; Simula Research Laboratory and University of Oslo, Norway ; Tanja M. Gruschke

Inaccurate estimates of software development effort is a frequently reported cause of IT-project failures. We report results from a study that investigated the effect of introducing lessons-learned sessions on estimation accuracy and the assessment of uncertainty. Twenty software professionals were randomly allocated to a Learning group or a Control group and instructed to estimate and complete the same five development tasks. Those in the Learning group but not those in the Control group were instructed to spend at least 30 minutes on identifying, analyzing, and summarizing their effort estimation and uncertainty assessment experience after completing each task. We found that the estimation accuracy and the realism of the uncertainty assessment were not better in the Learning group than in the Control group. A follow-up study with 83 software professionals was completed to better understand this lack of improvement from lessons-learned sessions. The follow-up study found that receiving feedback about other software professionals' estimation performance led to more realistic uncertainty assessments than receiving the same feedback of one's own estimates. Lessons-learned sessions, not only in estimation contexts, have to be carefully designed to avoid wasting resources on learning processes that stimulate rather than reduce learning biases.

Published in:

IEEE Transactions on Software Engineering  (Volume:35 ,  Issue: 3 )