Agile Learning (60 minute version)

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Reduced version of Agile Learning presentation to fit in 60 minutes

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  • Stand upFace each otherFace the person and tell them your 1) name, 2) how many children in your family, and 3) the most challenging thing you faced as a child.If you feel uncomfortable with 3rd question chose something less challenging or passDebrief:How did that change how you feel?Did it change your understanding of the other person?Do you now feel more or less safe?Internal attribution error: we account for other’s behaviour based on who they are but our own on circumstances
  • How many of you looked at your hand or your neighbor's hand to draw the picture? Most of you did not. That is because we prefer to work with a mental picture even while the real world is staring in our face. We think with these mental pictures and we frequently base our performance on these mental pictures. Psychologists call the act of creating mental pictures generalization, abstraction, or concept acquisition. I call it stereotyping.It does not matter if you draw a picture of a hand based on your mental picture. However, it does matter if you come up with a company policy based on your mental picture of a female employee. This is because your mental picture could be stereotypical and distorted and, therefore, your policy may not produce the intended effect on the wide range of people it is supposed to affect.When was the last time you ignored reality and worked with a mental picture? Was your mental picture distorted?
  • Agile Learning (60 minute version)

    1. 1. Learning is key to agile success<br />building a learning culture on your agile team<br />Declan Whelan<br />
    2. 2. Overview<br />
    3. 3. Agile Manifesto<br />We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: <br />Individuals and interactions over processes and tools Working software over comprehensive documentation Customer collaboration over contract negotiation Responding to change over following a plan <br />That is, while there is value in the items on the right, we value the items on the left more.<br />Kent Beck, Mike Beedle, Arie van Bennekum, Alistair Cockburn, Ward Cunningham, Martin Fowler, James Grenning, Jim Highsmith, Andrew Hunt, Ron Jeffries, Jon Kern, Brian Marick, Robert C. Martin, Steve Mellor, Ken Schwaber, Jeff Sutherland. Dave Thomas<br />© 2001, the above authors this declaration may be freely copied in any form, but only in its entirety through this notice. <br />
    4. 4. Satir Change Model<br />Learning<br />Source: http://www.stevenmsmith.com/my-articles/article/the-satir-change-model.html<br />
    5. 5. Learning<br />Value<br />
    6. 6. Learning <br />study<br />accumulate<br />knowledge<br />bird leaving<br />nest<br />child in<br />doorway<br />youth<br />practice continuously<br />
    7. 7. Learning Culture<br />“ … where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learntogether” <br />Peter Senge<br />The Fifth Discipline<br />
    8. 8. What Do We Need to Learn?<br />
    9. 9. How do We Learn?<br />Auditory<br />Kinesthetic<br />Visual<br />
    10. 10. Personal History Exercise<br />Ask your partner:<br />How many children in your family<br />The most challenging thing you faced as a child<br />
    11. 11. Personal Learning<br />
    12. 12. L Brain R Brain<br />IDEA<br />Logical<br />Sequential   <br />Rational<br />Analytical<br />Objective<br />Looks at parts<br />Random<br />Intuitive<br />Holistic<br />Synthesizing<br />Subjective<br />Looks at wholes<br />
    13. 13. L Brain R Brain<br />IDEA<br />Logical<br />Sequential   <br />Rational<br />Analytical<br />Objective<br />Looks at parts<br />Random<br />Intuitive<br />Holistic<br />Synthesizing<br />Subjective<br />Looks at wholes<br />
    14. 14. Shu Ha Ri<br />Following<br />Breaking Away<br />Fluent<br />Source: http://en.wikipedia.org/wiki/Shuhari<br />
    15. 15. Beginner’s Mind<br />“In the beginner's mind there are many possibilities, in the expert's mind there are few.”<br />Shunryu Suzuki<br />
    16. 16. The Learning Organization<br />
    17. 17. Draw a Hand Exercise<br />Draw a hand in 45 seconds<br />http://www.thiagi.com/pfp/IE4H/august2005.html#99Seconds<br />
    18. 18. The Learning Organization<br />
    19. 19. The Learning Organization<br />
    20. 20. Team Learning<br />
    21. 21. Team Learning<br />
    22. 22. Discussion<br />Dialog<br />
    23. 23. Tinkering School<br />http://www.ted.com/talks/gever_tulley_s_tinkering_school_in_action.html<br />
    24. 24. “Gleeful calamity”<br />“Success is in the doing and failures are celebrated and analyzed. Problems become puzzles and obstacles disappear”<br />“Nothing ever turns out as planned ... Ever”<br />“Decoration of the unfinished project is a kind of conceptual incubation. From these interludes come deep insights and amazing new approaches”<br />“We start from doodles and sketches; sometimes we make real plans; sometimes we just start building”<br />“We keep the landscape of the projects tilted towards completion”<br />Chaordic Learning: Tinkering<br />http://www.ted.com/talks/gever_tulley_s_tinkering_school_in_action.html<br />
    25. 25. Learning Culture Map <br /> Intentional<br /> Incremental<br />accumulate<br />knowledge<br />bird leaving<br />nest<br />child in<br />doorway<br />youth<br />Infrastructure<br />Individual Safety<br />
    26. 26. Retrospectives<br />
    27. 27. Retrospective Format<br /><ul><li>Set the stage
    28. 28. Gather data
    29. 29. Generate insights
    30. 30. Decide what to do
    31. 31. Close</li></li></ul><li>Diverge & Converge<br />Source: Chris Corrigan blog: http://chriscorrigan.com/parkinglot/?p=1265<br />
    32. 32. Integrate Learning & Working<br />Pairing<br />Planning Sessions<br />Standups<br />Demos<br />
    33. 33. Create Practice Fields<br />Initial training<br />Simulations<br />Games<br />Katas<br />Etudes<br />
    34. 34. Create Learning Sessions<br />Brown bags<br />Study groups<br />Road trips<br />Games http://www.thiagi.com/games.html<br />
    35. 35. Create Learning Workspace<br />Big Visible Charts<br />Information Radiators<br />In Your Space<br />e-Forum<br />
    36. 36. Individual Safety<br />
    37. 37. Virginia Satir<br />“Feelings of worth can flourish only in an atmosphere where individual differences are appreciated, mistakes are tolerated, communication is open, and rules are flexible - the kind of atmosphere that is found in a nurturing family.”<br />
    38. 38. Summary<br />
    39. 39. “Our tendency is to be interested in something that is growing in the garden, not in the bare soil itself. <br />But if you want to have a good harvest, the most important thing is to make the soil rich and cultivate it well.”<br />Shunryu Suzuki<br />
    40. 40. Agile Coach Camp Canada<br />An Open Space Conference for Agile Coaches<br />Peer-to-peer Learning in a Collaborative Setting<br />Free!<br />June 11-12, 2010<br />Waterloo, Ontario, Canada<br />http://agilecoachcampcanada.com/<br />

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