Marilyn Mantei

Bio: Marilyn Mantei is an academic researcher from University of Michigan. The author has contributed to research in topics: Software system & Project management. The author has an hindex of 2, co-authored 3 publications receiving 86 citations.

The effect of programming team structures on programming tasks

Abstract: The literature recognizes two group structures for managing programming projects: Baker's chief programmer team and Weinberg's egoless team. Although each structure's success in project management can be demonstrated, this success is clearly dependent on the type of programming task undertaken. Here, for the purposes of comparison, a third project organization which lies between the other two in its communication patterns and dissemination of decision-making authority is presented. Recommendations are given for selecting one of the three team organizations depending on the task to be performed.

Autobiography of a first-time discretionary microcomputer user

Abstract: Research in the area of human-computer interaction has typically concentrated on hardware and software design characteristics which increase the usability of the system, or the effectiveness of the relationship between the user and the system in the accomplishment of a task (Bennett, 1979).Few of these studies have concentrated on documentation. This is striking since the documentation of a computer system is a major portion of the user's learning experience with the system and also the primary interface when difficulties with the system occur. There is a growing market of users who are expected to learn how to use a computer system solely by reading the documentation, namely, the personal computer users. The number of privately authored books on “how to survive the personal computer experience” bespeak both the growing number of such users and the inadequacy of the documentation provided by the vendors.

Managing I/S Design Teams: A Control Theories Perspective

Abstract: The control relationship between project managers and team members is a central aspect of the working of any Information System I/S design team. This paper combines research on managerial control and team-member control in order to explore a range of control behaviors that can affect the performance of an I/S design team. Measures are developed and validated for managerial control and team-member control from both an outcome and a process perspective. Results from a study of 41 actual I/S design teams indicate that high-performing teams exhibit high process control by managers and high outcome control by team members. The results also support the proposition that both managerial and team-member control coexists and that increases in the total level of control behavior is positively correlated with performance.

The Effect of Coordination and Uncertainty on Software Project Performance: Residual Performance Risk as an Intervening Variable

Abstract: In this research, a study of the effects of coordination mechanisms and risk drivers such as project uncertainty on the performance of software development projects was conducted. Two types of coordination mechanisms were considered: vertical and horizontal. The former refers to the extent to which coordination between users and IS staff is undertaken by authorized entities such as project managers or steering committees. The latter refers to the extent to which coordination is undertaken through mutual adjustments and communications between users and IS staff. A new research model was developed by synthesizing research using the structural contingency perspective from Organization Theory and the risk-based perspective in Software Engineering. The model suggests that residual performance risk, i.e., the difficulty in estimating performance-related outcomes during the later stages of the project, can clarify the relationship between project uncertainty, coordination mechanisms and performance. Eight hypotheses were derived from the model for empirical testing. Data were collected from 64 software development projects in the banking and other industries. The results provide considerable support for a revised research model. As expected, project uncertainty increases residual performance risk. Both in turn have a direct negative effect on performance. Vertical coordination significantly reduces both project uncertainty and residual performance risk. However, horizontal coordination does not have any significant effect on residual performance risk. Instead, it has a direct positive effect on project performance. Moreover, higher levels of both vertical and horizontal coordination lead to higher levels of overall performance. Their differential impacts on residual performance risk are interesting areas of future research.

Paradox of the active user

Abstract: One of the most sweeping changes ever in the ecology of human cognition may be taking place today. People are beginning to learn and use very powerful and sophisticated information processing technology as a matter of daily life. From the perspective of human history, this could be a transitional point dividing a period when machines merely helped us do things from a period when machines will seriously help us think about things. But if this is so, we are indeed still very much within the transition. For most people, computers have more possibility than they have real practical utility. In this chapter we discuss two empirical phenomena of computer use: (1) people have considerable trouble learning to use computers (e.g., Mack, Lewis and Carroll, 1983; Mantei and Haskell, 1983), and (2) their skill tends to asymptote at relative mediocrity (Nielsen, Mack, Bergendorff, and Grischkowsky, 1986; Pope, 1985; Rosson, 1983). These phenomena could be viewed as being due merely to “bad” design in current systems. We argue that they are in part more fundamental than this, deriving from conflicting motivational and cognitive strategies. Accordingly, (1) and (2) are best viewed not as design problems to be solved, but as true paradoxes that necessitate programmatic tradeoff solutions. A motivational paradox arises in the “production bias” people bring to the task of learning and using computing equipment. Their paramount goal is throughput. This is a desirable state of affairs in that it gives users a focus for their activity with a system, and it increases their likelihood of receiving concrete reinforcement from their work. But on the other hand, it reduces their motivation to spend any time just learning about the system, so that when situations appear that could be more effectively handled by new procedures, they are likely to stick with the procedures they already know, regardless of their efficacy. A second, cognitive paradox devolves from the “assimilation bias”: people apply what they already know to interpret new situations. This bias can be helpful, when there are useful similarities between the new and old information (as when a person learns to use a word processor taking it to be a super typewriter or an electronic desktop). But irrelevant and misleading similarities between new and old information can also blind learners to what they are actually seeing and doing, leading them to draw erroneous comparisons and conclusions, or preventing them from recognizing possibilities for new function. It is our view that these cognitive and motivational conflicts are mutually reinforcing, thus exaggerating the effect either problem might separately have on early and longterm learning. These paradoxes are not defects in human learning to be remediated. They are fundamental properties of learning. If learning were not at least this complex, then

Computer programs for detecting and correcting spelling errors

Abstract: With the increase in word and text processing computer systems, programs which check and correct spelling will become more and more common. Peterson investigates the basic structure of several such existing programs and their approaches to solving the problems which arise when this type of program is created. The basic framework and background necessary to write a spelling checker or corrector are provided.

Object-oriented and classical software engineering

Abstract: From the Publisher: Classical and Object-Oriented Software Engineering is designed for an introductory software engineering course. This book provides an excellent introduction to software engineering fundamentals,covering both traditional and object-oriented techniques. Schach's unique organization and style makes it excellent for use in a classroom setting. It presents the underlying software engineering theory in Part I and follows it up with the more practical life-cycle material in Part II. Many software engineering books are more like reference books,which do not provide the appropriate fundamentals before inundating students with implementation details. In this edition,more practical material has been added to help students understand how to use what they are learning. This has been done through the use of "How To" boxes and greater implementation detail in the case study. Additionally,the new edition contains the references to the most current literature and includes an overview of extreme programmming. The website in this edition will be more extensive. It will include Solutions,PowerPoints that incorporate lecture notes,newly developed self-quiz questions,and source code for the term project and case study.