The document discusses a behavioral hypothesis for team formation based on three critical conditions: 1) a shared, voluntary goal that is embraced by all team members; 2) a goal that is not achievable by any individual alone and requires teamwork; and 3) an appropriate level of challenge that is not too easy or too difficult. It proposes that if these conditions exist, team formation will naturally begin through a process similar to Tuckman's stages of forming, storming, norming, and performing. Several practices are described that can help foster an environment where these three critical conditions exist, such as collaborative user story writing, team-written acceptance criteria, and emphasizing shared rather than individual goals.
The document discusses learning skills that are important for workplace success. It covers topics like learning styles, the difference between learning at school versus work, listening skills, questioning skills, and self-directed learning. Effective learning requires mastering basic skills like time management, note-taking, and dealing with stress, as well as asking questions, listening to others, and being willing to learn throughout one's career.
Effective Problem Solving & Decision Making (ACE-4) PPT .pdfshwetas_52
The document outlines steps for team-based problem solving and decision making including: defining the problem, creating alternative solutions, evaluating alternatives to select the best option, and implementing the solution while following up. It also describes a team building activity where groups build the tallest free-standing tower out of balloons and tape within 5 minutes to explore collaboration.
The T.A.P.E. system for effective corporate trainingAndy Clark
The T.A.P.E. system is a training framework that includes theory, application, practice, and evaluation components to help ensure trainings are effective. It addresses different learning styles and allows trainers to apply concepts in real-life examples and receive feedback. Using T.A.P.E., trainers first provide the theoretical background, then demonstrate applications, allow trainees to practice the skills, and finally evaluate the results to improve future learning.
Stephanie Cooper - Genuine Curiosity - Conversations for ChangeAgileNZ Conference
People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
The document discusses learning skills that are important for workplace success. It covers topics like learning styles, the difference between learning at school versus work, listening skills, questioning skills, and self-directed learning. Effective learning requires mastering basic skills like time management, note-taking, and dealing with stress, as well as asking questions, listening to others, and being willing to learn throughout one's career.
Effective Problem Solving & Decision Making (ACE-4) PPT .pdfshwetas_52
The document outlines steps for team-based problem solving and decision making including: defining the problem, creating alternative solutions, evaluating alternatives to select the best option, and implementing the solution while following up. It also describes a team building activity where groups build the tallest free-standing tower out of balloons and tape within 5 minutes to explore collaboration.
The T.A.P.E. system for effective corporate trainingAndy Clark
The T.A.P.E. system is a training framework that includes theory, application, practice, and evaluation components to help ensure trainings are effective. It addresses different learning styles and allows trainers to apply concepts in real-life examples and receive feedback. Using T.A.P.E., trainers first provide the theoretical background, then demonstrate applications, allow trainees to practice the skills, and finally evaluate the results to improve future learning.
Stephanie Cooper - Genuine Curiosity - Conversations for ChangeAgileNZ Conference
People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
The document provides an overview of best practices for problem solving. It discusses defining the problem, analyzing it to understand the root cause, identifying alternative solutions, selecting and implementing the best approach, and then evaluating the solution. The document also outlines common problem solving tools like drill down, 5 whys, and appreciation. It emphasizes breaking problems into smaller parts, questioning assumptions, gathering multiple perspectives, and taking breaks to solve problems effectively.
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
This document discusses tools and techniques for managing creativity and innovation. It covers:
1) Conceptual blocks that can stifle creativity like rigid thinking patterns and complacency.
2) Three components of creativity: expertise, motivation, and creative thinking skills.
3) Paradoxical traits of creative groups like beginner's mind and experience.
4) Tools for defining problems creatively like the Kipling Method and challenging assumptions.
This document provides guidance on structuring online discussion boards to maximize participation and ensure learning objectives are met. It recommends identifying clear learning objectives and giving students specific tasks like posting unique initial responses and replying to classmates' posts in particular ways. For example, having students find real-world examples of a topic and analyze what category it fits in. It also suggests using multiple prompts, smaller groups, and calibrated deadlines to guide meaningful dialogue. The goal is engaging students in applying concepts, not just replying sequentially, through structured discussions aligned to intended learning outcomes.
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
Creativity Inc. is an autobiography by Ed Catmull, co-founder of Pixar. This book is very helpful for us when we wants to build something meaningful that will outlast us. Be it advance manufacturing or new innovation in technology. It explains, what it takes to build and sustain a culture of excellence, one that embraces originality in its truest form. I highly recommend this book. It has applicable ideas, but more than anything it will broaden our view of why success in itself isn’t all that interesting; sustaining it is.
Key Learnings
>Eight mechanisms for new perspectives
>Honesty and Candour
>Change and Randomness
>Fear and Failure
>Starting Points
The document discusses qualitative research methods for understanding users and their needs and experiences. It provides examples of qualitative strategies like focus groups, observation, interviews, and discusses methods like photo elicitation, role playing, participatory design, and shadowing. The document encourages triangulating multiple qualitative methods to get a rich set of data. It also provides tips for conducting interviews, including asking open-ended questions, being aware of assumptions, allowing silence, and sequencing questions from general to specific.
The document discusses approaches for controlling superbugs using positive deviance, including discovery and action dialogues (DAD). It provides an agenda for a virtual learning session on the discovery phase. Key points covered include:
- The discovery phase focuses on uncovering uncommon practices that enable some to find better solutions than others.
- DAD is an inquiry-based process used to identify solutions to problems by asking questions of frontline staff.
- Improvization is proposed as an approach to practice positive deviance by role playing scenarios to uncover themes and ideas.
- Next steps discussed include continuing to use DAD and other methods to collect data on units and thinking about a site-wide improv day.
This document provides an overview of a workshop for advanced scrum masters. It discusses the responsibilities of a scrum master and challenges they may face. Some key points include:
- A scrum master facilitates scrum processes and ceremonies, helps remove impediments, and pushes the team forward.
- Common problems scrum masters face include having too many responsibilities across the product, team, and communication.
- Giving effective feedback involves setting the stage, specifically describing behavior and impact, and making a request for improvement.
An introduction to creative problem solvingbetseykenn
This document introduces the concept of Creative Problem Solving (CPS), which is a framework developed by Alex Osborn and Sidney Parnes to apply creative thinking processes to solve problems. The CPS method involves 6 sequential steps - objective finding, fact finding, problem finding, idea finding, solution finding, and acceptance finding - with an emphasis on divergent and convergent thinking. Examples of CPS tasks are provided to illustrate how it can be applied in classroom settings to teach both content and creative problem-solving skills.
This document provides guidance on running an effective idea generation session, including recommended structures, techniques, and considerations. It recommends beginning with scene setting to understand the audience, problem, or product. Quantity techniques like quick-fire post-its and pairs exercises aim to generate many initial ideas. Quality techniques like building on ideas and De Bono's 6 Hats help refine and develop ideas. The document includes an example agenda and emphasizes preparation, facilitation, and getting feedback to conclude the session.
Participant handouts from Scrum Master as a Facilitator workshop. During this workshop we learn and practice some basic meeting facilitation skills, focus on tips and tricks for Scrum ceremonies, and simulate a Scrum cycle using our learning
Trick Out My PowerPoint Episode 1 (Original)Brian Washburn
This document discusses the crucial role that briefings and debriefings play in experiential education. It explains that briefings prepare participants for an experience by engaging them, evaluating their knowledge, establishing interest, and educating them. Debriefings allow for higher-level thinking through questioning that moves up Bloom's Taxonomy from basic knowledge to evaluation. Tips for effective briefings include capturing attention, assessing participants, and opening doors to further learning. Tips for debriefings are to ask more than one question per topic, give time for thinking, redirect questions to the group, and be comfortable with silence. Both briefings and debriefings are essential parts of the experiential learning process.
This document provides tips for effective retrospectives. It discusses the purpose of retrospectives, challenges that can occur, and strategies for overcoming them. Some key steps outlined are setting goals, checking in with team members, and using energizers. The document also discusses facilitating techniques like different coaching styles and focusing retrospectives on skills like emotional intelligence. Overall, the document aims to help teams improve retrospectives and maximize their effectiveness.
Teambuilding through chemistry example lessonFrank R. Morris
This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is titled "Understanding Teams" and is the second lesson in the course. It uses various interactive activities like discussions, brainstorming, and case studies to help participants understand what teams are, how people feel about being on teams, and why teams fall apart. The lesson also provides examples of successful teams and identifies some key factors they have in common.
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Slides from Scrum Master as a Facilitator. During this workshop we learn and practice some basic meeting facilitation skills, focus on tips and tricks for Scrum ceremonies, and simulate a Scrum cycle using our learning
This is the presentation slide deck for my 45 minute talk at TriAgile; it discusses how anyone can lead change and gives some techniques that can be used.
1. The document discusses principles of dog learning that could inform the development of interactive artificial characters that learn effectively.
2. Some key principles discussed include using temporal proximity to constrain causal relationships, representing states and actions hierarchically, and using implicit feedback to guide exploration and learning of perceptual models.
3. The document also emphasizes making learning easy for trainers through techniques like luring and shaping, and assigning credit in a way that matches the trainer's expectations.
Power of the Swarm - Agile Serbia Conference 2017Petri Heiramo
This document discusses practices for solving complex problems in an agile team environment through swarming or collective intelligence. It defines complex problems as those with no single solution due to competing factors, and explains that the best solutions emerge through interactions between people with diverse viewpoints. Effective swarming practices discussed include having the product owner and team collaboratively develop a shared vision and user stories, with the full team designing and testing stories together. The document recommends practices like mob programming and pairing to encourage collaboration over individual work and ensure all team members contribute to problem solving.
The document provides an overview of best practices for problem solving. It discusses defining the problem, analyzing it to understand the root cause, identifying alternative solutions, selecting and implementing the best approach, and then evaluating the solution. The document also outlines common problem solving tools like drill down, 5 whys, and appreciation. It emphasizes breaking problems into smaller parts, questioning assumptions, gathering multiple perspectives, and taking breaks to solve problems effectively.
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
This document discusses tools and techniques for managing creativity and innovation. It covers:
1) Conceptual blocks that can stifle creativity like rigid thinking patterns and complacency.
2) Three components of creativity: expertise, motivation, and creative thinking skills.
3) Paradoxical traits of creative groups like beginner's mind and experience.
4) Tools for defining problems creatively like the Kipling Method and challenging assumptions.
This document provides guidance on structuring online discussion boards to maximize participation and ensure learning objectives are met. It recommends identifying clear learning objectives and giving students specific tasks like posting unique initial responses and replying to classmates' posts in particular ways. For example, having students find real-world examples of a topic and analyze what category it fits in. It also suggests using multiple prompts, smaller groups, and calibrated deadlines to guide meaningful dialogue. The goal is engaging students in applying concepts, not just replying sequentially, through structured discussions aligned to intended learning outcomes.
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
Creativity Inc. is an autobiography by Ed Catmull, co-founder of Pixar. This book is very helpful for us when we wants to build something meaningful that will outlast us. Be it advance manufacturing or new innovation in technology. It explains, what it takes to build and sustain a culture of excellence, one that embraces originality in its truest form. I highly recommend this book. It has applicable ideas, but more than anything it will broaden our view of why success in itself isn’t all that interesting; sustaining it is.
Key Learnings
>Eight mechanisms for new perspectives
>Honesty and Candour
>Change and Randomness
>Fear and Failure
>Starting Points
The document discusses qualitative research methods for understanding users and their needs and experiences. It provides examples of qualitative strategies like focus groups, observation, interviews, and discusses methods like photo elicitation, role playing, participatory design, and shadowing. The document encourages triangulating multiple qualitative methods to get a rich set of data. It also provides tips for conducting interviews, including asking open-ended questions, being aware of assumptions, allowing silence, and sequencing questions from general to specific.
The document discusses approaches for controlling superbugs using positive deviance, including discovery and action dialogues (DAD). It provides an agenda for a virtual learning session on the discovery phase. Key points covered include:
- The discovery phase focuses on uncovering uncommon practices that enable some to find better solutions than others.
- DAD is an inquiry-based process used to identify solutions to problems by asking questions of frontline staff.
- Improvization is proposed as an approach to practice positive deviance by role playing scenarios to uncover themes and ideas.
- Next steps discussed include continuing to use DAD and other methods to collect data on units and thinking about a site-wide improv day.
This document provides an overview of a workshop for advanced scrum masters. It discusses the responsibilities of a scrum master and challenges they may face. Some key points include:
- A scrum master facilitates scrum processes and ceremonies, helps remove impediments, and pushes the team forward.
- Common problems scrum masters face include having too many responsibilities across the product, team, and communication.
- Giving effective feedback involves setting the stage, specifically describing behavior and impact, and making a request for improvement.
An introduction to creative problem solvingbetseykenn
This document introduces the concept of Creative Problem Solving (CPS), which is a framework developed by Alex Osborn and Sidney Parnes to apply creative thinking processes to solve problems. The CPS method involves 6 sequential steps - objective finding, fact finding, problem finding, idea finding, solution finding, and acceptance finding - with an emphasis on divergent and convergent thinking. Examples of CPS tasks are provided to illustrate how it can be applied in classroom settings to teach both content and creative problem-solving skills.
This document provides guidance on running an effective idea generation session, including recommended structures, techniques, and considerations. It recommends beginning with scene setting to understand the audience, problem, or product. Quantity techniques like quick-fire post-its and pairs exercises aim to generate many initial ideas. Quality techniques like building on ideas and De Bono's 6 Hats help refine and develop ideas. The document includes an example agenda and emphasizes preparation, facilitation, and getting feedback to conclude the session.
Participant handouts from Scrum Master as a Facilitator workshop. During this workshop we learn and practice some basic meeting facilitation skills, focus on tips and tricks for Scrum ceremonies, and simulate a Scrum cycle using our learning
Trick Out My PowerPoint Episode 1 (Original)Brian Washburn
This document discusses the crucial role that briefings and debriefings play in experiential education. It explains that briefings prepare participants for an experience by engaging them, evaluating their knowledge, establishing interest, and educating them. Debriefings allow for higher-level thinking through questioning that moves up Bloom's Taxonomy from basic knowledge to evaluation. Tips for effective briefings include capturing attention, assessing participants, and opening doors to further learning. Tips for debriefings are to ask more than one question per topic, give time for thinking, redirect questions to the group, and be comfortable with silence. Both briefings and debriefings are essential parts of the experiential learning process.
This document provides tips for effective retrospectives. It discusses the purpose of retrospectives, challenges that can occur, and strategies for overcoming them. Some key steps outlined are setting goals, checking in with team members, and using energizers. The document also discusses facilitating techniques like different coaching styles and focusing retrospectives on skills like emotional intelligence. Overall, the document aims to help teams improve retrospectives and maximize their effectiveness.
Teambuilding through chemistry example lessonFrank R. Morris
This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is titled "Understanding Teams" and is the second lesson in the course. It uses various interactive activities like discussions, brainstorming, and case studies to help participants understand what teams are, how people feel about being on teams, and why teams fall apart. The lesson also provides examples of successful teams and identifies some key factors they have in common.
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Slides from Scrum Master as a Facilitator. During this workshop we learn and practice some basic meeting facilitation skills, focus on tips and tricks for Scrum ceremonies, and simulate a Scrum cycle using our learning
This is the presentation slide deck for my 45 minute talk at TriAgile; it discusses how anyone can lead change and gives some techniques that can be used.
1. The document discusses principles of dog learning that could inform the development of interactive artificial characters that learn effectively.
2. Some key principles discussed include using temporal proximity to constrain causal relationships, representing states and actions hierarchically, and using implicit feedback to guide exploration and learning of perceptual models.
3. The document also emphasizes making learning easy for trainers through techniques like luring and shaping, and assigning credit in a way that matches the trainer's expectations.
Power of the Swarm - Agile Serbia Conference 2017Petri Heiramo
This document discusses practices for solving complex problems in an agile team environment through swarming or collective intelligence. It defines complex problems as those with no single solution due to competing factors, and explains that the best solutions emerge through interactions between people with diverse viewpoints. Effective swarming practices discussed include having the product owner and team collaboratively develop a shared vision and user stories, with the full team designing and testing stories together. The document recommends practices like mob programming and pairing to encourage collaboration over individual work and ensure all team members contribute to problem solving.
Workplace learning loses unless we engage learnersBert De Coutere
In today’s workplace, we support our employees to be engaged and active learners. In a constantly changing business environment, constant learning makes our careers and our businesses future-proof. The reality however is different from the dream: in today’s workplace we are busy being busy, and learning loses out - often unintentionally. In this session for anyone involved in corporate learning, we will together: - assess the reality of today’s workplace learning: - explore the bad habits and biases that stand in the way of learning more: - get inspiration to set up experiments to engage our learners for action. (From oeb.global conference, Nov 2019)
Coaching for Continuous Improvement presented at the ASQ World Conference on Quality and Improvement May 2016 Milwaukee - How to develop team members to be strong problem solvers
One-on-one reviews with management are crucial to delivering supportive, constructive and developmental feedback. This communication allows employees to improve their performance and develop their potential for future opportunities. Presently, many organizations are eliminating their outdated and indefensible performance appraisal programs with a new approach to talent development. In this interactive session, discover the principles and practices associated with conducting successful one-one-ones.
Shaping the dynamics of a new virtual team - Tony Llewellyn and Paolo FidelboPMIUKChapter
PMI UK and PMI Souther Italy Chapters Webinar - 23 June 2020
This webinar considers some of the aspects of team behaviours and how they are likely to be impacted when connection and communication are restricted to electronic media. We will consider some of the science behind team formation, and how behaviours are shaped in the early stages of a new team’s existence. We will then work through some practical steps that a project manager might take to shape the dynamics of the new team so they become a cohesive and collaborative unit.
Project management topics covered:
Some practical steps a PM should take when developing a team in an on-line environment
• Team development
• Challenges of forming a new team in a virtual environment
• Behavioural dynamics of project teams
About the Presenters:
Tony Llewellyn
Tony is a director at Resolex, a firm specializing in team development. Much of his earlier career was spent working in the Construction and Real Estate sectors, but since 2011 he has been pursuing a long-term interest in interpersonal dynamics and the effectiveness of people working in groups
He is a visiting lecturer at the University of Westminster, as well as a guest lecture at a number of other UK universities. Tony has written three books around the theme of building effective teams. His third book entitled ‘Big teams’ was published on 24 March 2020.
Paolo Fidelbo
Paolo is a Construction Manager and Safety Manager with ten years of experience gained working in the transport infrastructure sector for public agencies.
In 1999, as a volunteer at an educational agency, he began to study behavioural models, emotional intelligence and cognitive biases.
He is a lecturer in project management for the professional chamber at Fondazione Ordine degli Ingegneri di Catania since 2018. He has also founded the professionals network reSTART that aims to provide companies with services to foster change management by creating a people-oriented culture.
Paolo is the Chair of Sicily Branch of the PMI Southern Italy Chapter.
The document discusses strategies for effectively implementing new initiatives or training in schools. It covers key principles of adult learning, including that adults need training to be immediately useful and relevant to their experience. It also emphasizes the importance of follow-through after training to support transferring new skills and concepts into practice through goal setting, accountability, and feedback systems. Sustainable implementation requires addressing potential resistance and creating structures for ongoing learning and improvement.
this presentation gives basic understanding of What is coaching, Why coaching, Skills required to be a coach, Coaching arc of conversation and basics of coaching models.
This document summarizes a training session on embracing change. The agenda includes sessions on overview of change, the progress principle, the book Switch, and organizational citizenship. Between sessions, participants are asked to add items to a list of changes they need to make. They are also encouraged to apply what they learn about change management back at work by making continual improvement a habit.
Chapter 10 high performing team leadershipydstrangga
The document discusses how to establish an effective team, implement necessary teamwork processes, manage people on teams, handle team issues and conflict, and help virtual teams succeed. It describes establishing a team charter that defines the project purpose and goals, team member roles and responsibilities, and communication protocols. It also discusses creating action and work plans, delivering results, and learning from experience. Managing people on teams involves discussing positions, experiences, expectations, personality and cultural differences. Addressing team issues involves handling analytical, task, interpersonal and role conflicts. Helping virtual teams requires identifying their advantages and challenges and addressing issues like lack of context, cultural differences and trust.
This document provides an overview of training concepts and best practices for designing and delivering effective training sessions. It discusses what training is, the roles and responsibilities of trainers, adult learning theory, the training design process, and tips for facilitating dynamic sessions. The key aspects covered include conducting a needs assessment, writing learning objectives, selecting appropriate activities, facilitating participation, and closing sessions successfully.
This document provides an overview of developing a culture of innovation within an organization. It outlines four phases of innovation: idea generation, idea elaboration, idea championing, and idea implementation. For each phase, examples are given of how specific companies like IDEO, Amazon, Apple, and 3M approach that phase. The document also discusses key aspects of culture that enable innovation, such as transparency, empowerment, and communication. It concludes by offering questions and techniques for assessing a company's current approach to innovation and brainstorming ways to improve.
The document discusses teams and teamwork. It defines what makes a collection of people a true team, including having a common purpose and supporting each other. Effective team leadership is participatory rather than autocratic. Developing a good team requires clear goals, the right leadership style, defining roles and skills, and an open and honest atmosphere. High-performing teams share responsibility, focus their energy on common purposes, and are greater than the sum of their individual parts.
تتحدث هذه المحاضرة عن العصف الذهني
Brainstorming
وهي أداة يتم استخدامها بغرض تجميع أكبر قدر ممكن من الأفكار لحل مشكلة أو تطوير منتج أو خدمة.
قمت في هذه المحاضرة بتعريف العصف الذهني او ال
Brainstorming
وشرحت أسباب اللجوء لهذه الأسلوب ووضحت أنواعه الموجودة.
قمت بعد ذلك بتوضيح خطوات العصف الذهني او ال
Brainstorming
متطرقا لأنواع متخصصة من العصف الذهني او ال
Brainstorming
يتم استخدامها في أحوال خاصة.
انتقلت بعدها لشرح استخدام تحليل باريتو عمليا في عمليات إدارة المشاريع وهي 6 عمليات يمكن فيها الاستفادة من تحليل باريتو فيها وعمليات تحليل الأعمال ( 15 عملية ) موزعة على دليل تحليل الأعمال من ال
PMI
( عمليتان) ودليل تحليل الأعمال من ال
IIBA
( 13 عملية ) وتم توضيح كيفية تطبيق ذلك في في التحليل الرباعي
SWOT
وفي إعداد الخطط الاستراتيجية.
Great book about motivation "Drive" - by Dan PinkHubert Golec
Hi,
My passion is reading books about soft skills and self-development.
Some time ago I have read great book by Daniel Pink "Drive: Surprising Truth about what Motivates Us".
It inspired me to create short presentation. I'd like to share it.
If you have not read the book yet, maybe those slides will encourage you. to read it.
Best regards
Hubert
Scrum and Personal Agility are simple frameworks for getting good at getting the right things done. Scrum is team-based framework, Personal Agility is an individual or pair-oriented framework. How are they similar? And how does Personal Agility help you in contexts where Scrum is not appropriate?
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
The document provides guidance on facilitating online agile retrospectives. It discusses the roles of the facilitator as architect, pilot and guide. It emphasizes that online facilitation is not the same as in-person and suggests considering digital constraints and interactive approaches. The document then outlines the typical stages of a retrospective - set the stage, gather data, generate insights, decide what to do, and close out - and provides tips for each stage. It aims to help facilitators effectively lead remote retrospectives.
Similar to Behavioral hypothesis of team behavior (20)
Colby Hobson: Residential Construction Leader Building a Solid Reputation Thr...dsnow9802
Colby Hobson stands out as a dynamic leader in the residential construction industry. With a solid reputation built on his exceptional communication and presentation skills, Colby has proven himself to be an excellent team player, fostering a collaborative and efficient work environment.
Ganpati Kumar Choudhary Indian Ethos PPT.pptx, The Dilemma of Green Energy Corporation
Green Energy Corporation, a leading renewable energy company, faces a dilemma: balancing profitability and sustainability. Pressure to scale rapidly has led to ethical concerns, as the company's commitment to sustainable practices is tested by the need to satisfy shareholders and maintain a competitive edge.
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
Impact of Effective Performance Appraisal Systems on Employee Motivation and ...Dr. Nazrul Islam
Healthy economic development requires properly managing the banking industry of any
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their employees. Therefore, Performance appraisal appears to be inevitable since it set the
standard for comparing actual performance to established objectives and recommending practical
solutions that help the organization achieve sustainable growth. Therefore, the purpose of this
research is to determine the effect of performance appraisal on employee motivation and retention.
12 steps to transform your organization into the agile org you deservePierre E. NEIS
During an organizational transformation, the shift is from the previous state to an improved one. In the realm of agility, I emphasize the significance of identifying polarities. This approach helps establish a clear understanding of your objectives. I have outlined 12 incremental actions to delineate your organizational strategy.
A presentation on mastering key management concepts across projects, products, programs, and portfolios. Whether you're an aspiring manager or looking to enhance your skills, this session will provide you with the knowledge and tools to succeed in various management roles. Learn about the distinct lifecycles, methodologies, and essential skillsets needed to thrive in today's dynamic business environment.
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Is Agile dead? It depends on what you mean by 'Agile'. If you mean that the organizations are not getting the promised benefits because they were focusing too much on the team-level agile "ways of working" instead of systemic global improvements -- then we are in agreement. It is a misunderstanding of Agility that led us down a dead-end. At Org Topologies, we see bright sparks -- the signs of the 'second wave of Agile' as we call it. The emphasis is shifting towards both in-team and inter-team collaboration. Away from false dichotomies. Both: team autonomy and shared broad product ownership are required to sustain true result-oriented organizational agility. Org Topologies is a package offering a visual language plus thinking tools required to communicate org development direction and can be used to help design and then sustain org change aiming at higher organizational archetypes.
A team is a group of individuals, all working together for a common purpose. This Ppt derives a detail information on team building process and ats type with effective example by Tuckmans Model. it also describes about team issues and effective team work. Unclear Roles and Responsibilities of teams as well as individuals.
6. Please stand up, if…
1. You regularly eat candy and chocolate
before lunch
2. You believe it’s healthy and a good idea
to eat candy and chocolate before lunch
3. You have taken candies or chocolate
from the tables and chairs
8. Workgroup Team
“Sum of its parts” ”We need synergies”
Individual goals Shared goals
Individual responsibility Shared responsibility
Centralized and assigned
leadership
Emergent leadership (although
formal leader exists)
Individual behaviors Shared behaviors
I can “win” even if you “lose”
Everyone “wins” or “loses”
together
11. Tuckman Model
Forming – come together and accept
the goal, avoidance of conflict
Storming – disagreements voiced
and argued, no agreement
Norming – behavioral alignment and
continuous improvement
Performing – very effective
operation and exceptional value
delivery
Forming
Storm
ing
Norming
Perform
ing
13. If( TeamFormation == Behavior,
LewinsLaw == True ) {
if (X, Y, Z,…) {
Team.Form.Begin
}
}
14. Google: Project Aristotle
Psychological safety Can we take risks on this team without feeling
insecure or embarrassed?
Dependability Can we count on each other to do high quality
work on time?
Structure & clarity Are goals, roles, and execution plans on our
team clear?
Meaning of work Are we working on something that is
personally important for each of us?
Impact of work Do we fundamentally believe that the work
we’re doing matters?
15. You First
Discuss with your neighbor,
what conditions do you perceive as
critical for team formation to begin?
16. There are 3 critical qualities
that initiate or prevent team
formation.
I deeply
suspect that…
17. Shared Voluntary Goal
Everyone knows the Vision
• What, why, who, when, how, …
Can be external or internal goal
Accepted personally
by everyone
• Worth striving for
18. Goal Not Achievable Alone
If achievable alone, why spend
the effort to team up?
Goal must integrate the work of all team members
Focus on end result,
not on components or activities
19. Appropriate Challenge
Too easy à no need for teamwork
Too hard à people give up Frustration
Boredom
Challenge Skill
Flow
Teams also enter “flow”,
though it looks a little
different
20. Flow
What Often Happens: A Better Approach:
Flow
Frustration
Boredom
Challenge
Skill
Frustration
Boredom
Challenge
Skill
Apathy
23. Take a moment, and…
• Think of the project or product team you are part of now (or
working with)
• Write down (2 min)
• What is your team’s goal? Is it voluntarily embraced by everyone?
• Do team members need each other to reach that goal?
• Is the goal appropriately challenging?
• If you feel that some condition is not present, note that down, too
• Discuss your notes with your neighbour (4 min)
• See if you can help each other improve/clarify the conditions
24. As a coach…
1. Ensure that the three conditions are true
2. Use catalysts to speed up and ease the natural
process
3. Profit
31. Conditions for MaintenanceperForming
• Continued big challenges
• Often driven by team itself
• Appropriate change
• Scrum, Inc.: 20% change
• Keep wolves at bay
32. In the behavioral hypothesis, we have:
3 Critical Conditions
Catalysts
Conditions of Advancement
36. Summary
If the hypothesis is correct,
trying to make teams jell is useless.
Create right conditions, and
people will start to self-form.
37. AVOID
… trying to convince people
… using trickery or sleight-of-
mind (e.g. bonuses,
dishonesty, flattery, made-up
deadlines)
… applying pressure
EMBRACE
… a meaningful shared goal
… techniques that
bring people together
… open-ended challenges
… coaching through the stages
38. I invite you to test the hypothesis,
and send your feedback to
Petri Heiramo
Agile Trainer & Coach, CST
Agilecraft Oy
petri.heiramo@agilecraft.fi
Kiitos!
39. Practices to help foster an
environment with the
3 Critical Criteria
Additional
Content!
40. Shared Vision Workshop
The PO and Development Team
collaboratively clarify that both
have the same Vision in their
minds.
Remember to involve all Team
members!
Make Team do it – PO consults.
Focus on next release only
Key things to remember:
• Only allow 3-4 critical features /
elements
• Fun is better than not fun
• Visual trumps text
• Iterate a few times
41. Internal Goal
Sometimes the external goal is
not sufficient for team formation
Ø E.g. not challenging enough, or not
open-ended enough
The team can self-select a twist
that adds challenge
Ø E.g. faster delivery, using new or
better techniques, higher quality,
as a team, one hand behind
back,…
Key things to remember:
• Safe to fail! Don’t tell others J
• Ok, maybe the PO should know
42. Increase Challenge over Time
Don’t give the Team the full
challenge at first
Start with a simpler, smaller part,
then expand
Ways to increase challenge
Ø Add new features over time
Ø Make challenges more open-ended
Ø Experiment with new tech, etc.
Ø Learn new techniques
Ø Increase quality
Key things to remember:
• Keep the big picture in mind
• Use proper Agile development
techniques
• Requires PO’s understanding and
engagement
43. Increase Challenge over Time
Don’t give the Team the full
challenge at first
Start with a simpler, smaller part,
then expand
Ways to increase challenge
Ø Add new features over time
Ø Make challenges more open-ended
Ø Experiment with new tech, etc.
Ø Learn new techniques
Ø Increase quality
Key things to remember:
• Keep the big picture in mind
• Use proper Agile development
techniques
• Requires PO’s understanding and
engagement
44. Collaborative User Story Writing
User stories are reminders of
conversations had and to be had
PO and Team write the stories
together
Focus on bigger picture over too
much detail
Ø Cover all users and features with at
least one story each
Recommendations:
• Don’t split up the group to
subgroups
• Use physical tools, like index cards
• Print out any materials that contain
references or prior work
• Reserve about 60-90 minutes
• Aim to 30-40 stories
45. Team Writes Acceptance Criteria
Request that the Team writes the
acceptance criteria for the
stories
Forces Team to study the
features together
Confirms their understanding to
PO
Recommendations:
• Keep PO close by
• Use iteratively in refinement
meetings
• PO needs to approve the criteria
and should clarify any criteria the
Team “did not get right”
46. Story-Level Design
For each user story going into a
Sprint, create a ”one-page”
shared design
Ø User flow and design
Ø Technical design
Ø Database changes
Ø Testing
Describes what the system will
look like after the story is done
Recommendations:
• Should only take 15 minutes for
most stories
• Use flipcharts or whiteboards
• Whole team participates (or at least
all disciplines)
• Can be done either in refinement or
Sprint Planning
• Extract tasks from this design
47. No Individual Goals
Avoid anything that would create
individual goals over shared goals
For example:
Ø No names on stories
Ø Don’t assign tasks in Sprint
Planning
Ø Only allow names in Daily Scrum
Use real user stories for Product
Backlog items
Recommendations:
• If you have to put an assignment on
a story, use “Team”
• Face magnets can help (also
enforces WIP limits)
• Tasks should be an average ½ days,
so that people can’t disappear into
a “cave” for long
48. Different Daily Questions
1) Of the things I did yesterday, what do others
need to know?
2) Of the things I plan to do today, where do I
need help or coordination with others?
3) What is blocking or slowing us down?
49. Fourth Daily Questions
“Are we still able to deliver to our commitment?”
The Team answers this together at the end of the Daily
Scrum
Use for example thumb voting
50. Collaborative ATDD
All team members collaborate to
define and implement automated
acceptance tests
Define what to test together
Pair programmers and testers to
automate them
Recommendations:
• Add these tasks to task board
• Teach programmers to create
scripts, teach testers to modify &
copy/paste automations
• Automate the tests before coding
51. Pair Work
Pair all production code
(programmers)
Pair all acceptance tests
(programmers and testers)
Pair exploratory testing (testers
with anyone else)
Pair design (designers with anyone
else)
Pair learning (everybody)
Recommendations:
• Driver only “types”
• Navigator thinks
• Rotate often
• If one person is much more senior,
they should mostly navigate
• Plan for pairing in Daily Scrum
52. Mobbing
More than two people doing
something together
Mob programming, mob testing,
etc.
Recommendations:
• Driver only “types”
• Multiple navigator think together
• Rotate very often
• If you mob as a full team, you no
longer need Daily Scrum and many
other things
Check the Mob Programming video from
https://www.youtube.com/watch?v=dVqUcNKVbYg