3 beliefs you need to let go to start your agile journey - Wildcard 2015
- 1. 3 beliefs you need to let go to
start your agile journey
The ”Don’t Blink” version
Antti Kirjavainen @anttiki
Wildcard 2015
- 2. The purpose of this talk
Give you ideas and concrete
practices to help people and
organizations
get rid of beliefs that
hold them back from embracing
the new paradigm of knowledge
work.
- 4. 3 layers of culture
Practices,
processes, rules
Values (stated)
Assumptions, beliefs
(unconscious)
Source: Schein, Edgar (1992). Organizational Culture and Leadership: A
- 5. Why beliefs and assumptions are so
strong?
• Most things in a culture are built atop of
those
• Lots of connections with other ideas,
assumptions etc.
• Usually unconscious
• Conflicting ideas and assumptions do not
fit with the ideas and assumptions that are
based on the old unconscious assumption
• The idea with less sticking points has less
change to prevail than the connceted (old)
one
- 7. I used to design and produce games
for learning
• In collaboration with science teachers
• For primary school children
• ~10 years ago
• Agora Game Lab, University of Jyväskylä
• Problem: children’s misconceptions about
scientific phenomena
- 10. Misconceptions about Science
• Hinder the children’s ability to learn about
scientific phenomena
• The earlier conception has stronger
connections in cognition
• Scientific knowledge is inter-connected, new
knowledge sticks if it fits with the existing
assumptions
• A couple of misguided assumptions can
hinder the child from learning most of related
science (e.g. astronomy and climate theories
related to model of seasonal changes)
- 13. ”Delivering each batch of work has
costs, so it is most efficient to do it
all in one big batch”
Photo CC-2.0-BY-NC by Cameron Grant
- 14. Problems with batches or big
projects
• Assumption: big batches save money
(true, but…)
• Unconscious tradeoffs:
• Losing the adaptibility to changes
• Risks are discovered and acted on late
• Testing of assumptions is done in the end
• Scope tends to get even bigger – scope
creep
• Long time to market
- 16. Problems with specialisation
• Loss of information
• The need to ask something competes with
the fact that people are already on their
next assignment
• Leads to multitasking
• Task-switching reduces effectiveness
• Lots of unfinished work, which is
potentially waste
- 19. Problems with 100% utilization
• No capability left to deal with surprises
• Results in low predictability if there is
variability (= surprises)
• Often leads to multitasking
• Task-switching reduces effectiveness
- 22. Changes in an organization chart will
lead to similar changes in reality
- 23. Problems with rolling out new
processes, org charts
• People do not change anything in their
behaviour
• People do not understand the changed
process in the same way
• Lack of commitment towards change
• Hard to relate a modelled process to
everyday work
- 25. Problems with separating thinking
and doing
• People far away from work have hard time
seeing the real problems
• People with most insight on improvement
opportunities are left out of work design
• Lessens commitment on improvement on
”doers”
• Takes meaning out of ”doers” work
- 26. HOW TO GET RID OF THESE
LEGACY BELIEFS?
Photo CC-2.0-BY by wecometolearn
- 27. Problems with using logic to help get
rid of old beliefs
• The old belief has lots of connections with
other ideas, assumptions etc.
• The old belief is usually unconscious
• Conflicting ideas and assumptions do not fit
with the ideas and assumptions that are
based on the old unconscious assumption
• The idea with less sticking points has less
change to prevail than the connceted (old)
one
• Arguments against the old belief have less
existing allies in the cognition
- 29. Games for Learning: Experience
• Safe experience
• Distanced from subject matter
• Chance for the child to experiment
different strategies, theories
• Constructed so that strategies based on
actual scientific theories work better
- 31. Games for Learning: Reflection
Together
• Compare experiences from playing the
game
• Form a collective opinion on what
strategies worked and why
• Confirmation on individual observations
from group
• Connect the experience to scientific theory
(at this point the experience has provided
connecting points to the children’s
cognition)
- 33. Games for Learning: Application
• Application of ther newly learned theory to
another context
• To reinforce the newly formed theory
• I.e. Another exercise, project work etc.
- 44. Assumptions and beliefs hold us
back
Practices,
processes, rules
Values (stated)
Assumptions, beliefs
(unconscious)
- 45. How To facilitate change in beliefs
1.Experience
2.Reflection together
3.Application in real context -
experiment
- 46. Links to experiences, games
• Marshmallow Challenge:
http://marshmallowchallenge.com/
• Multitasking name game:
https://www.crisp.se/gratis-material-och-
guider/multitasking-name-game
• Ball Flow Game: http://availagility.co.uk/ball-
flow-game/
• Value Stream Mapping:
http://agilitrix.com/2010/07/use-value-stream-
mapping-for-current-state-assessment/
- 50. What kind of experience would help
get rid of this belief?
• To promote fostering trust instead of
building control mechanisms
• To demonstrate how command & control is
actually command & hope
• Please share your ideas on this with me!
Editor's Notes
- If what we belief to be true conflicts with new paradigms, it prevents us to adopt those paradigms
- If what we belief to be true conflicts with new paradigms, it prevents us to adopt those paradigms
Schein, Edgar (1992). Organizational Culture and Leadership: A Dynamic View.
- I first worked with the problem of people’s beliefs or misconceptions hindering their learning about ten years ago.
Agora Game Lab, University of Jyväskylä
Learning games in collaboration with science teachers
- Btach thinking, 100% utilization
18 minutes
Design exercise
- 100% utlization
- Process roll-out positivism
- Process roll-out positivism
- Process roll-out positivism
- If what we belief to be true conflicts with new paradigms, it prevents us to adopt those paradigms
Schein, Edgar (1992). Organizational Culture and Leadership: A Dynamic View.