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Information and Software Technology
Volume 47, Issue 5, 31 March 2005, Pages 293-303
 
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doi:10.1016/j.infsof.2004.08.008    How to Cite or Link Using DOI (Opens New Window)
Copyright © 2004 Elsevier B.V. All rights reserved.

Postmortem reviews: purpose and approaches in software engineering

Torgeir DingsøyrCorresponding Author Contact Information, E-mail The Corresponding Author

SINTEF Information and Communication Technology, SP Andersens vei 15b, 7465 Trondheim, Norway

Received 21 June 2004; 
revised 17 August 2004; 
accepted 25 August 2004. 
Available online 3 February 2005.

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Abstract

Conducting postmortems is a simple and practical method for organisational learning. Yet, not many companies have implemented such practices, and in a survey, few expressed satisfaction with how postmortems were conducted. In this article, we discuss the importance of postmortem reviews as a method for knowledge sharing in software projects, and give an overview of known such processes in the field of software engineering. In particular, we present three lightweight methods for conducting postmortems found in the literature, and discuss what criteria companies should use in defining their way of conducting postmortems.

Keywords: Postmortem review; Knowledge management; Software engineering

Article Outline

1. Introduction
1.1. Knowledge management
1.2. Learning
1.2.1. Learning through participation: communities of practise
1.2.2. Learning as a conversion process between tacit and explicit knowledge
1.3. The project as a learning arena
2. Postmortem reviews
2.1. What is a ‘postmortem’?
2.2. Postmortem reviews in software engineering
2.3. Methods for conducting postmortem reviews
3. Case: postmortem in a medium-sized company
3.1. A satellite software company
3.2. The project
3.3. The postmortem
4. Summary and discussion
4.1. Requirements for a good postmortem process
4.2. Who to invite
4.3. With or without homework?
4.4. Facilitator
4.5. Open or structured discussion?
4.6. With or without management?
4.7. What should be output?
4.8. Learning focus: tacit or explicit knowledge?
5. Conclusion and future work
Acknowledgements
References




 
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