Think Like an Agilist      By Jason Yip
d = ½gt2d          What is d if…           t=2s           g = 10 m / s2    d = 20 m
What are we learning?
d = ½gt2                OR How far will an object fall over time(assuming it doesn’t hit the ground)?
Which one hits the groundfirst?
Equations    20 m            20 mWord                            Same timeproblems            Misconception
Routine Expertise    (context-specific)                               Indistinguishable                               with...
ABC    Where should you aim?
Superficial    What equation do I use?Semantic      The equation indicates that d is                  independent of massQ...
Effective tactical leaders think       differently about situations than       ineffective ones“What are their interests?”...
Think Like a CommanderRun students through very difficultscenarios to expose and correctweaknesses in their thinkingproces...
Classroom study    (basic concepts)Think Like a Commander   (expose weakness)  Full-scale simulation  (exercise strengths)
THINK LIKE AN AGILIST
Thinker:Respond to the scenario usingthink-aloudScribe (1 or more):Capture the thoughts; remindThinker to think-aloud
Think Aloud Protocol• Describe what you are thinking, feeling,  noticing, questioning so that the Scribe  can capture it  ...
But if you were thinking aloud, wecan see that you didn’t think ofthat and didn’t consider it
Warning! Scenarios may will bemore unfair than reality• No body language to read• No other background available• Not allow...
Too easy!               Too hard!Can’t learn            Can’t learn              Maximum learning                (via fail...
SCENARIO ONE
Think Aloud Protocol Template• Describe what you are thinking, feeling,  noticing, questioning so that the Scribe  can cap...
DISCUSSION ONE
Assess the response•   What did you like about how the Thinker responded? What were    the strengths in his / her response...
More questions•   Did you consider higher intent? What is the overall purpose?•   Did you consider all the stakeholders an...
END SCENARIO ONE
How many people learnedsomething about how they approach things that they did not previously               know?
How many people will approach new      scenarios differently?
Cognitive themes•   Keep focus on higher intent•   Understand stakeholder interests•   Consider effects of organisational ...
SCENARIO TWO
DISCUSSION TWO
Assess the response•   What did you like about how the Thinker responded? What were    the strengths in his / her response...
More questions•   Did you consider higher intent? What is the overall purpose?•   Did you consider all the stakeholders an...
END SCENARIO TWO
Overall impressions?
Adjustments if you do this yourself•   Use small groups (3 – 4)•   Use your own scenarios•   Focus on your own common misc...
KEY TAKEAWAYS
Expertise requires practice“I’ve read the bookand taken thecourse.”             “You’re a certified             expert!”  ...
Classroom study      (basic concepts)Practice difficult scenarios (aka Think Like an Agilist)    (expose weakness)  Agile ...
Consider how you think not just         what you do
THE END
Upcoming SlideShare
Loading in...5
×

Think Like an Agilist - Agile Australia 2012

1,718

Published on

When an Agile situation is routine, you may not be able to tell the difference between a novice and an expert. It's really only in the unanticipated, more challenging situations where we see an expert's superior capability. Agile experts think differently than novices about situations which is what allows them to adapt. If we accept this, then how can we help non-experts to think like experts?

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,718
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
23
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Small groups 5, intro first
  • Think Like an Agilist - Agile Australia 2012

    1. 1. Think Like an Agilist By Jason Yip
    2. 2. d = ½gt2d What is d if… t=2s g = 10 m / s2 d = 20 m
    3. 3. What are we learning?
    4. 4. d = ½gt2 OR How far will an object fall over time(assuming it doesn’t hit the ground)?
    5. 5. Which one hits the groundfirst?
    6. 6. Equations 20 m 20 mWord Same timeproblems Misconception
    7. 7. Routine Expertise (context-specific) Indistinguishable without change in contextAdaptive Expertise(survives change in context)
    8. 8. ABC Where should you aim?
    9. 9. Superficial What equation do I use?Semantic The equation indicates that d is independent of massQualitative Just shoot the apple, the arrow will fall at the same rate
    10. 10. Effective tactical leaders think differently about situations than ineffective ones“What are their interests?” “They’re all out to get me!”
    11. 11. Think Like a CommanderRun students through very difficultscenarios to expose and correctweaknesses in their thinkingprocesses
    12. 12. Classroom study (basic concepts)Think Like a Commander (expose weakness) Full-scale simulation (exercise strengths)
    13. 13. THINK LIKE AN AGILIST
    14. 14. Thinker:Respond to the scenario usingthink-aloudScribe (1 or more):Capture the thoughts; remindThinker to think-aloud
    15. 15. Think Aloud Protocol• Describe what you are thinking, feeling, noticing, questioning so that the Scribe can capture it • What do you notice? want? suspect? • What questions do you have? • What actions would you take? • What else is passing through your head?
    16. 16. But if you were thinking aloud, wecan see that you didn’t think ofthat and didn’t consider it
    17. 17. Warning! Scenarios may will bemore unfair than reality• No body language to read• No other background available• Not allowed to ask for clarification (you can actually ask, but I likely won’t clarify)
    18. 18. Too easy! Too hard!Can’t learn Can’t learn Maximum learning (via failures)
    19. 19. SCENARIO ONE
    20. 20. Think Aloud Protocol Template• Describe what you are thinking, feeling, noticing, questioning so that the Scribe can capture it • What do you notice? want? suspect? • What questions do you have? • What actions would you take? • What else is passing through your head?
    21. 21. DISCUSSION ONE
    22. 22. Assess the response• What did you like about how the Thinker responded? What were the strengths in his / her response?• What did you not like about how the Thinker responded? What were the weaknesses in his / her response?
    23. 23. More questions• Did you consider higher intent? What is the overall purpose?• Did you consider all the stakeholders and their interests?• Did you consider effects of organisational structure?• Did you consider what resources were available? What might already be working that could be leveraged?• Did you consider timing?• Did you consider how the issues in the scenario might fit into the bigger picture?• Did you consider risks, mitigation, contingencies?
    24. 24. END SCENARIO ONE
    25. 25. How many people learnedsomething about how they approach things that they did not previously know?
    26. 26. How many people will approach new scenarios differently?
    27. 27. Cognitive themes• Keep focus on higher intent• Understand stakeholder interests• Consider effects of organisational structure• Consider and use all resources available• Include considerations of timing• Consider how the current situation fits into the bigger picture• Consider risks, mitigation, and contingencies
    28. 28. SCENARIO TWO
    29. 29. DISCUSSION TWO
    30. 30. Assess the response• What did you like about how the Thinker responded? What were the strengths in his / her response?• What did you not like about how the Thinker responded? What were the weaknesses in his / her response?
    31. 31. More questions• Did you consider higher intent? What is the overall purpose?• Did you consider all the stakeholders and their interests?• Did you consider effects of organisational structure?• Did you consider what resources were available? What might already be working that could be leveraged?• Did you consider timing?• Did you consider how the issues in the scenario might fit into the bigger picture?• Did you consider risks, mitigation, contingencies?
    32. 32. END SCENARIO TWO
    33. 33. Overall impressions?
    34. 34. Adjustments if you do this yourself• Use small groups (3 – 4)• Use your own scenarios• Focus on your own common misconceptions
    35. 35. KEY TAKEAWAYS
    36. 36. Expertise requires practice“I’ve read the bookand taken thecourse.” “You’re a certified expert!” “Um…”
    37. 37. Classroom study (basic concepts)Practice difficult scenarios (aka Think Like an Agilist) (expose weakness) Agile simulation / project (exercise strengths)
    38. 38. Consider how you think not just what you do
    39. 39. THE END
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×