This document describes the evolution of an agile learning program over 12 years from an unintentional start to a more deliberate collaborative learning approach. It discusses choosing passionfruits as a metaphor for the program and outlines various program design elements like establishing group goals and interactions. The benefits of collaborative learning are highlighted along with a learning framework involving reflection, analysis techniques, and sharing learnings. Problem and solution analysis techniques like 5 whys, fishbone diagrams, and force field analysis are explained.
18. • Opt in only, pull based
• Variety of roles and diversity of thinking
• Deliberate commitment both inside the organisation and
outside
• Peer learning
• Two teams of 5
• Regular reflection
• Learn through training others
• Go look, go see
• Share doing basic Agile training
• Broad content, which a lot going outside the
regular boundary of Agile
Program design elements
19. • Establish group goals
• Keep groups midsized
• Establish flexible norms
• Establish group interactions
• Use real world scenarios
• Focus on enhancing problem-solving and
critical thinking skills
• Serve as a facilitator
• Groups with an equal number of females and
males are best
Collaborative learning
http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/
20. By engaging in discussion and taking
responsibility for their learning, participants are
encouraged to become critical thinkers (Totten,
Sills, Digby & Russ, 1989). Many researchers have
reported that participants working in small groups
tend to learn more of what is being taught.
Moreover, they retain the information longer and
also appear more satisfied (Beckman, 1990;
Chickering & Gamson, 1991; Goodsell, et al, 1992).
It has been consistently found that participants
who learn most are those who give and receive
elaborated explanations about what they are
learning and how they are learning it (Webb, 1985).
Benefits of collaborative learning
http://pagines.uab.cat/melindadooly/sites/pagines.uab.cat.melindadooly/files/Chpt1.pdf
21. Learning framework
Week Content
1 Introductions to framework
Learning models (Shu-ha-ri, 70/20/10, Unconsciously incompetent quadrant), champion
model, assignment allocation
2 Reflection for assignment 1
3 Problem & solution analysis Analysis models (Mind mapping, fishbone, A3, 5 whys, 6 hat
thinking, ritual dissent, force field analysis)
4 Assignment 1 presentation, new assignment
5 Effective facilitation
6 Reflection for assignment 2
7 Visual Management (Gemba time)
http://www.slideshare.net/AgileRenee/craig-smith-renee-troughton-visual-
management?qid=b2a978fd-dcf1-4ba2-b739-46f9095b3ced&v=qf1&b=&from_search=2
8 Assignment 2 presentation
9 Agile learning Wall - How would you change the process? How do you experiment with
process change?
10 Champions share learnings with Leadership
24. Week 1
• Session times and team groups
• Walkthrough the program
• Competency model
• Shu-ha-ri
• How we learn
• Agile Champion Model
• Self ranking
• Assignment choice
• Learning Agreement
25. Learning Agreement
Over the next 10 weeks- I am open to being coached,
to learning new things and am more than willing to
put in the time needed to get the most out of the
Agile Champions experience.
Over the next 10 weeks – not only will I show
commitment for my own development, but I will
support and encourage my fellow Agile Champion
team mates to ensure we all get the most out of the
programme.
Over the next 10 weeks – I don’t want to let down
my fellow Agile champions…. We will keep each
other honest, be committed and always encourage.
28. The Four Stages of Competence
Unaware that he/she
does not understand
or know how to do
something. Denial of
usefulness of
skill/knowledge.
Dependant on
strength of stimulus
to learn.
Aware that he/she
doesn’t understand
or know how to do
something.
Recognised value in
potential learning.
Frequent mistakes.
Understands or
knows how to do
something. Can
demonstrate skill, but
it requires
concentration and
effort. Frequency of
mistakes declines.
Practice of the skill is
second nature and
occurs without
thinking about it. Able
to teach the skill to
others.
29. Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
The competencies of an Agile Coach
The competencies of a Scrum Master
Spiral Dynamics/Integral
Servant Leadership
The 40 methods/frameworks of Agile
Lean/TPS
Systems Thinking
Ladder of inference
Intrinsic Motivation
Complexity Theory
Impact Mapping
User Story Mapping
DevOps & Continuous Delivery
Lean Startup
Visual facilitation
The Four Competencies in Action
30. Shu Ha Ri
Traditional Wisdom
Learning fundamentals,
techniques, heuristics,
proverbs
Breaking tradition
Detachments from the
form
Transcendence
Natural execution
without clinging to form
Cookbook
Learn the process,
practices and basic
techniques for an Agile
method
Blend
Create new techniques
or begin to blend
techniques across a
number of Agile
methods
Innovate, extend art
Begin looking at
methods outside of
Agile and attach
correlate and blend into
your every day
31. Shu Ha Ri
The competencies of an Agile Coach
The competencies of a Scrum Master
Spiral Dynamics
Servant Leadership
The 40 methods/frameworks of Agile
Lean/TPS
Systems Thinking
Ladder of inference
Intrinsic Motivation
Complexity Theory
Impact Mapping
User Story Mapping
DevOps & Continuous Delivery
Lean Startup
Visual facilitation
Shu Ha Ri in Action
32. Relationship to the Agile Manifesto
Individuals and
interactions
over
processes and tools
33. Oath of Non Allegiance
I promise not to exclude from
consideration any idea based on
its source, but to consider ideas
across schools and heritages in
order to find the ones that best suit
the current situation.
The oath of non allegiance
34. Learning from:
On the job
From other people
From courses +
reading
Learning in action
38. Agile Champion Self Ranking
Teaching
Instructing
others in
specific
knowledge,
skills and
perspective
Mentoring
Sharing
knowledge,
skills and
perspectives
that foster the
personal and
professional
growth of
someone else
Technical Mastery
Technical expertise as a
software craftsperson
Business Mastery
Expert at business-value-
driven innovation and
product development
Leading Change Mastery
Expertise as an organisational
development and change
catalyst
Facilitating
A neutral
process holder
who guides
groups through
processes that
help them come
to solutions and
make decisions
Coaching
Partnering with
people to
inspire their
personal and
professional
potential
Agile domain knowledge
Values, principles, methods,
practices and techniques
Lean domain knowledge
Values, principles, methods,
practices and techniques
http://www.agilecoachinginstitute.com/organization-breakthroughs/agile-coach-competency-self-assessment/
39. Assignment areas
Topic Description
The social
network(er)
Take a trip down social networks as a means to broaden your understanding of Agile.
Much of what happens in Agile comes from the community, get to know that community and see new
developments occur before your eyes.
References: Twitter, LinkedIn, Internet blogs
Coaching
champ
Learn more about the role of an Agile Coach, the Coaching canvas, Spiral dynamics, the coaching circle
References: Lyssa Adkin's Coaching Agile Teams, Frederic Laloux’s Reinventing Organisations, internet
Greenleafville Learn more about the role of the Scrum Master & Servant leadership
References: Gil Broza's The Human Side of Agile, Greenleaf's Servant Leadership, internet
Method
mayhem
Discover the myriad of agile methods and movements out there
References: Craig Smith's 40 methods in 40 minutes, internet
Livin' lean like What is Lean? How is it different from Agile? Where are there synergies? How could the 5Ss relate?
What are the different types of wastes?
References: Stephen Spear's High Velocity Edge, internet
Bias Boss What is systems thinking? What are the different types of bias and how does this related to what we say,
what we hear and how we communicate day to day? What is the ladder of inference?
References: Peter Senge's The Fifth Discipline, Daniel Kahneman’s Thinking Fast & Slow, internet
The secret
sauce
What motivates us? How does this relate to performance reviews, KPIs and how we lead teams? How
does gamification fit in?
40. Assignment areas
Topic Description
It’s a mad, mad,
mad world we
live in
What is complexity? How does complexity differentiate from complicated and simple domains?
How does this relate to software development?
References: Cognitive Edge by Dave Snowden on the internet
Fixing the game What is more important - shareholder value or customer value?
References: Roger Martin's Fixing the Game, Steve Denning's Radical Management
The great
treasure hunt
Map it out with Impact Mapping and User Story Mapping
References: Gojko Adzic's Impact Mapping, Jeff Paton's User Story Mapping
Rise of the
phoenix
What is the difference between DevOps and Continuous Delivery? How can Continuous
Delivery enable teams to move faster? Why is DevOps important?
References: The Phoenix Project by Gene Kim, Continuous Delivery by Jez Humble & Lean
Silicon Valley
Disruption
How is Silicon Valley changing the way we work? What is the difference between an
entrepreneur and intraprenuer? Who is the customer? What is the difference between
requirements and hypotheses? How does it relate to benefits realisation? What is disruption
and how does disruption impact the way we work?
References: Lean Startup by Eric Ries, What's Mine is Yours by Rachel Botsman
Visual
Communication
What is Visual Facilitation? Why is visual facilitation important? How can you be a visual
facilitator?
Visual Leaders by David Sibbet, Visual Mojo by Lynne Cazaly, Ed Emberley's Make a World
World
41. Week 3 Problem and Solution
analysis techniques
• 5 “Why”s
• Fishbone
• Mind Mapping
• Crystal Diagnosis
• 6 Hat Thinking
• Force Field Analysis
• Ritual Dissent
• 2 “How”s
• Lean A3 Canvas
43. Five Whys
“I’m spending too much time grooming my dog!”
Why (are you spending too much
time)?
Why (are you doing it several times a
day)?
2
She keeps getting farmers friends
stuck in her
Why (are the farmers friends getting
stuck in her)?
3
She brushes past them as she
patrols the garden
1
I’m doing it several times a day
Why (are they in the garden)?
4
Because the garden isn’t being
weeded
Why (isn’t the garden being weeded)?
44. Five Whys in action
1. Split up into two groups
2. Go through one person’s problem using the Five
Whys technique
3. Draw up your answers and questions as you go
4. Reflect as a whole group on how the technique felt
Commonwealth Bank of Australia /
Presentation Title / Confidential
45. Fishbone diagram
Cons:
Can be hard to build (space wise)
as you don’t know where the
conversation will lead. Can spend
time in the wrong area.
Pros:
Gives generic focus areas, but is
adaptable to modification
47. Fishbone Diagram in Action
1. Split up into two groups
2. Go through one person’s problem using the
Fishbone Diagram
PeopleProcess
ToolsEnvironment
48. Mind Mapping
Cons:
Can lack focus and take a while to get
to the point. Can lack structure (if you
allow it to). Also has a potential to suffer
the space problem
Pros:
Free flowing, allows natural narratives
50. 1. Split up into two groups
2. Go through one person’s problem using the Mind
mapping technique
3. Draw up your answers and questions as you go
4. Reflect as a whole group on how the technique felt
Mind Mapping in Action
51. Crystal Diagnosis Worksheet
Diagnosis Idea
Personalities
• Personalities
• Reflection
• Team awareness
Cooperative Game
• Invention
• Cooperation
• Communication
• Strategies
Craft
• Pride in work
• Skills
• Shu-Ha-Ri
Flow
• Math
• Queues
• WIP
• Multitasking
Learning
• Business need
• Social
• Technical
• Cost/schedule
• Trim the tail
Cons:
Hard to interpret, not adapted to
today’s Agile world
Pros:
Some areas to focus into when
diagnosing problems within an Agile
environment
53. 6 Hat Thinking
Cons:
Can be difficult for some people to
apply a pattern that isn’t their default
norm.
Pros:
Framework of thinking to consider
alternative perspectives
54. 1. Stay as a whole group, in a circle
2. Go through one person’s potential solutions from
the last session
3. Given your hat, provide feedback
6 Hat Thinking in Action
55. Ritual Dissent
Cons:
Can be confrontational and
uncomfortable for some
Pros:
Creates a strong environment to enable
effective listening and refinement of
ideas/solutions. A solution/idea
refinement loop, capable of being
utilised in large groups
56. 1. Stay as a whole group, in a circle
2. Go through one person’s potential solutions
3. The solution provider turns their chair around, takes
a note pad and pen
4. Everyone else shoots down the proposed solution –
why won’t it work, what has it not considered?
5. The problem and solution provider can not provide rebuttal,
they can only write what they hear and consider how they
may change their approach accordingly
6. The problem and solution provider re-turns their
chair around and re-presents their problem and
solution to the next group
Ritual Dissent in Action
57. Cons:
World complexity is misunderstood
resulting in suboptimal and non adaptive
solutions
Pros:
Once a solution is identified FFA can be
utilised to determine the likelihood and
risk factors to change
Force Field Analysis
58. Force Field Analysis Free Flow Example
Commonwealth Bank of Australia /
Presentation Title / Confidential
59. Force Field Analysis in Action
1. Define the change you want to see. Write down the goal or vision of a
future desired state. Or you might prefer to understand the present status
quo or equilibrium.
2. Brainstorm or Mind Map the Driving Forces - those that are favourable to
change. Record these on a force field diagram.
3. Brainstorm or Mind Map the Restraining Forces - those that are
unfavourable to, or oppose change. Record these on the force field
diagram.
4. Evaluate the Driving and Restraining forces. You can do this by rating
each force, from 1 (weak) to 5 (strong), and total each side. Or you can
leave the numbers out completely and focus holistically on the impact each
has.
5. Review the forces. Decide which of the forces have some flexibility for
change or which can be influenced.
6. Strategise! Create a strategy to strengthen the driving forces or weaken the
restraining forces, or both. If you've rated each force how can you raise the
scores of the Driving Forces or lower the scores of the Restraining Forces,
or both?
7. Prioritise action steps. What action steps can you take that will achieve
the greatest impact? Identify the resources you will need and decide how to
implement the action steps. Hint: Sometimes it's easier to reduce the
60. 5 Whys + 2 Hows
Commonwealth Bank of Australia /
Presentation Title / Confidential
How?
How?
How?
63. Week 5 effective facilitation
• Introduction icebreakers
• Using visual management to manage and scope
the agenda
• What makes an effective session?
• The four ‘P’s – Purpose, Preparation, Process,
Practical Action
• Facilitating difficult personalities
• Facilitating from the back of the room
65. Week 7 Visual management
1. Go look, go see at each of the passionfruit’s
current team board, 5 mins per board:
What information is easy to see
What information is hard to see
What is working well
What puzzles you
What to do differently
2. Additional alternative board walkthrough
3. Walkthrough on Visual Management
presentation:
http://www.slideshare.net/smithcdau/visual-management-leading-with-what-you-can-see
67. 1. Each passionfruit either describes their own ideal
Agile process or describes their tailoring of the
organisational Agile (Shu) process.
2. Walkthrough the process experimentation canvas
and experiments currently in play
3. Call to action – try your own experiment?
Week 9 process experimentation
68. Process experimentation canvas
Coaches spend a large amount of focus on lifting up the capability of the Scrum Masters. Scrum Masters
are spending limited time enabling a cross facilitated environment where others in the team can perform the
role. If a Scrum Master leaves, effort needs to be re-expended to lift another Scrum Master up.
45 Project scrum teams
• Teams where anyone is able to fill in as the Scrum Master role have higher levels of productivity through higher levels of capability and engagement.
• Doing daily “pull” based retrospectives and just in time Sprint Planning will reduce the
overheads of the Scrum Master role down to bare minimum
• Knowing that the Scrum Master role is being rotated will result in greater ownership of
each team member to keep the visual management board and tools up to date
• Pull based retrospectives will happen and result in a more rapid turnaround of changes
to resolve problems
• Rotating the Scrum Master role in the Scrum of Scrums will not impact continuity of
issues raised by the team to the Scrum of Scrums, nor the effectiveness of issue raising
• Once all have done the role, as everyone knows how to facilitate activities ,when the
Scrum Master is away there is collective ownership to have the event succeed
Trial a different team that:
• Has no single point of leadership failure
• Has greater collective ownership of problems and potential solutions
Tooling to board sync issues
Unaddressed issues critically impacting the team
Number of times Scrum of Scrum issues are sidelined due
to inability to talk to them
Ceremony event outcome success
Amount of time spent doing SM activities
Problem & Opportunity Customers
Hypotheses
Goal
Supporting Context
Metrics
69. • Passionfruits sharing back to the leadership team
what they have learnt
• And what they have applied back in their teams
• Request to continue the program to round 2
Week 10 shareback to leaders
70. What’s next
• Set of Scrum Masters on a large scaled Project
• Set of Product Owners and Leads on a large
scaled Project
• IT Leadership Group – CIO and direct reports
• Increased usage of collaborative learning
throughout the organisation
Agile Passionfruits: Growing Agile Champion capability through a Learning Culture
75 mins
Abstract:Stickiness success or failure of Agile at the enterprise often comes down two key things: a passionate Senior Sponsor and the establishment of a learning culture. It can be a very simple thing to "do" Agile in teams, but once teams understand the basics it is critical that talent is fostered inside the organisation to create this learning culture. This workshop will give practical tips to identify potential champions (Agile Passionfruits) and provide a framework to grow these passionfruits through a learning focused set of activities.
Highlights of the framework for Passionfruits includes learning models and self awareness against those models, problem and solution analysis techniques, facilitation techniques, visual management and process hypothesis and experimentation.
Information for Program Team: Expected timings and mechanics:
Introduction to self and the type of organisations this has been applied to - 5 mins
Explanation of why is a learning culture critical to success of an Agile Transformation, especially in a large enterprise - 5 mins
An exercise to help determine potential passionfruits - 5 mins
A walkthrough of the learning frameworks content and running of two of the exercises (likely 4 levels of competence against the learning program and Shu-Ha-Ri against the passionfruit model) - 20 mins
Overview of the learning program and how it works practically in time - 5 mins
A walkthrough of the problem and solution analysis techniques and running of one of the exercises (likely ritual dissent for the solution analysis) - 15 mins
A walkthrough of the facilitation techniques and running of one of the exercises - 10 mins
A walkthrough of the visual management techniques and the competition - 5 mins
What happens next? 5 mins
Prerequisite Knowledge:The basic ceremonies, practices and techniques of Agile.
Learning Outcomes:Why is a learning culture critical to success of an Agile Transformation, especially in a large enterprise
How to identify potential passionfruits who will one day replace Agile Coaches
A toolkit of activities to conduct with your passionfruits to understand learning frameworks, problem and solution analysis techniques, facilitation techniques and visual management techniques
The importance of social, intrinsic and 'train your peers' based led learning
Introduction to self and the type of organisations this has been applied to - 5 mins
Explanation of why is a learning culture critical to success of an Agile Transformation, especially in a large enterprise - 5 mins
700 people in Shu
We were kicking goals with those 700 people, the organisation was really noticing, watching, learning and wanting to spread it wider – at speed!
Explanation of why is a learning culture critical to success of an Agile Transformation, especially in a large enterprise - 5 mins
29000 people still untrained in the enterprise
Explanation of why is a learning culture critical to success of an Agile Transformation, especially in a large enterprise - 5 mins
Significantly high demand for coaches in Sydney due to multiple transformations kicking off at the same time
An exercise to help determine potential passionfruits - 5 mins
Exercise:
Take an piece of paper and a pen.
Write down on it a list of names, no more than 10 people. These people are the ones that you are think are ready for their next stage in their Agile journey. Who would be your passionfruits?
Now let’s take a look at what I look for. As I go through each item check off your names if they have the attributes.
Passionate about teams and people
Passionate about learning
Volunteers for two reasons – volunteering to be part of something new (early adopter), but also the sort of person that volunteers information freely, they are passionate about sharing information with others.
Passionate about Agile, but also, have critically been doing Agile for a while (eg 12 months)
Passionate about value
Passionate about customer needs
High levels of emotional intelligence
Is willing to make a commitment, an investment of their own personal time.
But the reality was we didn’t get a perfect group of 10 people who met all of these criteria. We did achieve fully committed volunteers who wanted to learn more, and that seemed to be enough in the end. To me, the biggest value was that of seeing a analytic thinking Project Manager fundamentally question their approach, their role and their mindset over the course of the 10 weeks.
Group diversity included Scrum Masters, Product Owners, Developers, Business Analysts, Team Leaders, UX Specialists, Project Managers
Participants are asked to provide 2 hrs contact time during work hours and at least 4 hours personal investment of time per week. The reality check on this was that the personal investment was probably higher, around 6 hours per week.
Overview of the learning program and how it works practically in time - 5 mins
Reality check, it is probably more realistic to spread the program out to 12 weeks if possible to allow for participants to have an extra week per assignment area to read. These extra two weeks would be filled with an additional two facilitated content areas focussing on Advanced Agile concepts.
In week one, participants will choose an assignment area. In week two, participants are encouraged to present back to the group what they have learnt so far in their assignment area with the group then providing feedback on what they would like more information on. In week three the participants will research further into the assignment area and then in week four is the formal presentation to the rest of the group on the topic. At this point in time, participants will switch onto a new assignment area and focus on that for the next month.
At the end of the 10 weeks you will be an Agile champion. You will have a better understanding of how to apply agile and lean best practices within your projects. Other people will know that they can come you for agile support.
With this new found knowledge, you will be able to:
Support the Agile coaches in embedding agile and lean across the group
Co-facilitate 101 sessions for your project stakeholders and peer groups
Improve how you facilitate agile ceremonies.
Help and support your team's and projects agile maturity
Have the tools you’ll need to support your own agile journey
BUT NOT BE AN AGILE COACH
A walkthrough of the learning frameworks content and running of two of the exercises (likely 4 levels of competence against the learning program and Shu-Ha-Ri against the passionfruit model) - 20 mins
You coach will be aware of the subjects that you are learning. Feel free to touch base with your coach if you have any questions.
If you don’t have a coach then feel free to touch base with any coaches in the organisation.
Otherwise feel free to alternatively contact us.
Icebreaker activity:
Take a few mins to draw your personal pathway – where you were born, highlights in your career, when you discovered Agile, your Aha moment with Agile and why are you here today
Once everyone has done their drawing present it back to your team.
8 mins to draw, 8 mins to share to your team. Ensure flip chart with enough paper for people in the room and lots of coloured pens
Print 1 or 2 A3
Now that the group knows the model, take some time to self rate in these areas.
5 mins to self rank, 5 mins pair up and discuss with a buddy. Print enough for number of people in room.
Originating from Aikido, a Japanese Martial Art, Shu Ha Ri is a model to represent learning stages to mastery
Ha is best described by Alistair Cockburn as “breaking free of the rigid instruction of the teach and beginning to question and discover more through personal experience”.
Now that the group knows the model, take some time to self rate in these areas.
Once that is done, highlight the areas that you would like to improve in. Feel free to add other areas if you want. 12 mins. Print enough for number of people in room.
Exercise: as a team – consider the first Agile Value. How does it relate to Shu-Ha-Ri? Are they opposed in thought? How would you introduce this value to a brand new Agile team? 10 mins
Optional to remove based on timing constraints
Print 1 or 2 A3
Exercise as an individual: shade in sections of a pie chart to indicate how much of your total learning time is attributed to the learning opportunities in the legend. Print enough for number of people in room. 5 mins
Morgan McCall created, based on where leaders have learned lessons from.
Print 1 or 2 A3
As a pair, consider which tools you would use for the functions of coaching. 10 mins
Activity: 10 mins, self assessment of low/med/high comfort of knowledge/skills in each area. Based on Lyssa Adkins Coaching Competency Framework. Print enough for number of people in room.
Total library cost of approximately $400AU
Coaching Agile Teams Servant Leadership High Velocity Edge Creating a Lean Culture The Fifth Discipline Drive Leaders Eat Last Impact Mapping User Story Mapping Fixing the Game Radical Management The Phoenix Project Continuous Delivery Lean Startup What's Yours is mine Visual Leaders Visual Mojo Make a World Non Violent Communication $400
A walkthrough of the learning frameworks content and running of two of the exercises (likely 4 levels of competence against the learning program and A walkthrough of the problem and solution analysis techniques and running of one of the exercises (likely ritual dissent for the solution analysis) - 15 mins
So the end answer could be the lyrical “Because my husband isn’t doing it”, but the reality is that the follow up why would lead to “because he is spending time playing with the kids” and then ultimately it comes down to an investment of time decision.
But the important thing here is that the problem was perceived to be around the dog, when the reality was (in this instance) it had more to do with the garden.
It doesn’t have to be five whys either. An answer can be reached earlier, or an answer could take longer to get to, but the important thing is to continue to ask why.
Be careful of why pivot points. Normally the five whys technique focusses solely on saying only “Why” without the rest of the context, but if you do that then you miss possible option paths. For example, in the scenario above a question could have been asked around why she is outside patrolling. If this path was investigated you may have found a psychological problem with the dog, or you could have found that the dog wasn’t allowed inside due to rental tenancy restrictions. A simpler solution could have been to tie the dog up so that she couldn’t stray into the weed infested area.
Some possible reflections:
Sometimes the problem described isn’t the right one
What happens if you don’t know the answer to the question? This is then an opportunity to stop the 5 whys and get some metrics/data needed to move forward.
If you were tempted to ask “How” based questions than it might mean you are delving into solution mode too quickly
Be careful as a facilitator that you don’t bias or move the conversation away from the problem giver. It is your responsibility as a facilitator to move through the technique and not submit your own perceptions. This is the key difference between being cogniscently in the facilitator role versus the advisory role.
Also known as Ishikawa or Cause-Effect diagram
Categories often include:
People: Anyone involved with the process
Process: How the process is performed and the specific requirements for doing it, such as policies, procedures, rules, regulations and laws
Tools: Any equipment, computers, tools, etc. required to accomplish the job. Raw materials, parts, pens, paper, etc. used to produce the final product
Measurements: Data generated from the process that are used to evaluate its quality
Environment: The conditions, such as location, time, temperature, and culture in which the process operates
At the end again reflect on the technique and outcomes. Common findings can include:
Fishbone areas are linked and it is harder to see that relationship
The same types of root causes from the 5 whys came up again (no time and too much delivery demand being common ones)
Note that this diagram was produced after the activity. Normally what happens is you start with the problem in the centre as a circle and then the circle widens from there. This is a good example however to show that you could colour code post-it notes and focus on the symptoms first, then identify causes, highlight the end root causes to get to a point of identifying potential solutions.
Reflection commentary:
You don’t have to use this technique (or any of them for that matter) for existing problems either. If you identify a potential risk, or have a “futurespective” goal state you can use the same technique to identify actions.
Trim the tail reference: http://alistair.cockburn.us/Design+as+Knowledge+Acquisition
You can utilise this technique in ways:
Each person is given a hat and they respond with that hat in mind; or
Each hat is focused on, one by one, for the whole team, until all hats have been covered
Print 1 in colour and cut into strips
At the end of the activity: Highlight that in a normal ritual dissent environment step 6 is conducted with a new group. This is usually done three times until the idea/solution is refined.
Highlight that just like you can investigate a problem and it’s root cause utilising the 5 whys you can also use the same technique to get to solutions by drilling down into ‘how’ for the action plan.
The A3 wraps up the Problem and Solution Analysis all together to a single focussing page.
A walkthrough of the facilitation techniques and running of one of the exercises - 10 mins
Activity – Brainstorm what has made workshops or sessions that you have been involved in awesome? Post-it notes and share.
A walkthrough of the visual management techniques and the competition - 5 mins
Key concepts in the Visual Management presentation:
Flow management – various types of board setups, eg variety of ways to represent backlogs, done, lego walls, balloon walls, etc
Highlighting that Visual Management is more than just a board, there is a whole series of zones of information
How UX applies to boards
How complexity of the type of work drives board types
Gamification
Announced the afternoon of the passionfruit session, open to all 700 people
Two weeks to pimp up boards, with a focus on doing it as a team activity and not a Scrum Master activity
Three judges with a choice of fixed or self-created criteria, photos taken of all and shared to all