Learn sprint
- 1. Learn Sprint Developing Leaders for immediate and scalable change Mario Kojima
- 2. Learn Sprint is an accelerated learning method through solving complex problems in rapid cycles of hypothesis, innovation, and learning. The method integrates the neuroscience of learning and the agile method to generate insights and actionable solutions repeatedly. Educate Examine Explore Experiment Embed 1 2 3 4 5 The Five Dashes of the Learn Sprint
- 3. Neuroscience of learning Attention Learning something new requires focused attention. To learn new information, it must be of interest or meaningful and there must be limi- ted distractions - Neuroplasticity. It is almost impossible to learn some- thing new while multi-tasking. Expert and non-expert organize information in chunks of diferent size. Attention has limits of only 15-20 minutes before needing a refresher. Generation Generation is the act of creating your own connections to new or presented ideas. Our Social Brain requires and thrives on interactions with other brains. People learn from one another, sometimes without even realizing that they are doing so. Metacognition means thinking about thinking. Two rele- vant ways of thinking metacogniti- vely are: 1) It is possible to be aware of what you know and don´t know, and 2) It is possible to think Emotion The level of emotional arousal matter for making learning last, and positivity is better than negativity. The method of labeling an emotion - “Feeling angry” - shown to clear away low level emotional distrac- tions. A method of emotional regu- lation called reappraisal is changing one´s initial interpretation of a stimulus or situation to a positive opinion. Our Mirror Neurons make emotions contagious - and neurons that fire together, wire together. Spacing Spacing between learning and review sessions is the most coun- terintuitive and yet perhaps most important of the four learning principles. The law of diminishing returns applies to learning dure to our cognitive capacity. Spacing allows the brain to digest new content and over time build new connections, even when learners are at rest. Revisiting the informa- tion three times is ideal in terms of maximal benefit. Attention is essential for the analysis in Dash 2. Generation is the source of insights in Dash 3. Emotion contagious is criti- cal in the pressure to build a prototype in Step 4. Spacing is the reason that Dash 5 should have one day after the Sprint ended. AGES Model LEARN SPRINT
- 4. Agile method - Product Owner Product Owner The PO is responsible for maximizing return on investment by identifying product features, transla- ting these into a prioriti- zed list, deciding which should be at the top of the list for the Sprint. The PO is responsible for the Pro- duct Backlog Product Backlog The Product Backlog lists all features, functions, requirements that consti- tute the changes to be made to the product. It helps select trade-offs. Sprint Review A Sprint Review is held at the end of the Sprint to inspect the increment and adapt the Product Back- log. The PO discusses the Product Backlog as it stands. The participant assigned to the readings (article or case) is automatically the Product Owner. She is res- ponsible for the Product Backlog and the Sprint Review. The Product Backlog is a list of analysis, innova- tions, or solution features that the Team can execute during the Sprint. It must contain only activities that the Team can com- plete. The PO is responsible for evaluating the final work of the Team during the Sprint. She will compare the delivery with the items selected from the Product Backlog. SCRUM LEARN SPRINT
- 5. The Team The Development Team is self-organizing and cross- functional , with all the skills as a team necessary to create a product increment. The Team recognize no titles and accountability belong to the Team as a whole. Sprint Planning The work to be performed in the Sprint is planned at the Sprint Planning. The PO and the Team select the high-priority items in the Product Backlog. “Done” When a Product Backlog item is described as “Done”, everyone must understand what “Done” means.The purpose of the Sprint is to deliver increments of product. Agile method - The Team The Team is self-organi- zing. No one (even the Fa- cilitator) tells the Team how to turn Product Ba- cklog into increments of potential solutions. The Team selects the most critical items in the Pro- duct Backlog that they es- timate feasible to finish in the 45 minutes of the Sprint. There can be seve- ral Sprints subsequently. The Team aligns with the PO the definition of “Done.” It must be clear for the Team when they have executed enough for ending the Sprint. SCRUM LEARN SPRINT
- 6. Agile Coach The Scrum Master is the servant-leader for the Team. The Scrum Master serves the Team in coa- ching, helping them to create high-value pro- ducts, and removing impediments to the pro- gress. The Sprint (Time-Box) The heart of Scrum is a Sprint, a time-box during which a “Done” product increment is created. Each Sprint may be considered a project with no more than one month. Restrospective The Sprint Retrospective in an opportunity for the Development Team to inspect itself and create a plan for improvements to be enacted during the next Sprint. Agile method - Agile Coach The Agile Coach has two crucial tasks. First, main- tain collaboration within the Team. Second, search for additional fra- meworks and tools for the work. The Agile Coach is res- ponsible for ensuring the Time-Box of 15 minutes for each dash. The agility of the method comes di- rectly from the fixed time to analyze or innovate. The Agile Coach facilita- tes the post-activity of sharing the lessons lear- ned of the whole team. It is imperative to discuss how to spread the lear- ning. SCRUM LEARN SPRINT
- 7. Dash 1. Educate - Preparation 1. What is the problem in the case/article? • Make sure you know the problem that needs to be diagnosed. Consider whether the characteristics of the problem suggest causes. • Think about the frameworks that seem most appropriate to the situation. Quickly review the specifics of the frameworks if you aren’t sure of them. • Pursue the diagnosis by looking at case information through the lens of the cause you are most certain about. • For each cause, make a separate pass through the case looking for evidence of it. • In a case with a protagonist, consider whether she is a potential cause. If you think she is, work out how she contributes to the problem. 2. What is the solution? Is it relevant to us? • Review the criteria you have come up with so far.Which do you have the most confidence in? • Apply the criterion that seems to identify the most evidence in the case. • Investigate the strongest decision option with the criterion you have the most confidence in. Or, if you’re reasonably certain about which is weakest, see if you can dismiss that option quickly. • If there are conflicts about the decision between individuals or groups, think about why that is. Look at the decision from the point of view of each of the parties to the conflict. • If the protagonist is in a difficult position in relation to the decision, con- sider why that is. 3. How do we evaluate alternative solutions? • What are the terms of the evaluation going to be (e.g., strengths/we- aknesses)? Do any stand out in the case (e.g., an obvious strength of an individual)? • Start by applying the criterion that seems to identify the most evidence in the case. • Investigate the most positive rating or the most negative with the crite- rion you have the most confidence in. The Product Owner prepares the Product Backlog using the main point of the readings. She presents her analysis at the beginning of Dash 2. Case Study Checklist
- 8. Dash 2. Examine Time-box 15min. 1. Define the problem/question. What is the big question or questions that need to be answered? Try to avoid listing many separate questions. Focus on the “big picture” and ask one or two significant questions (which will undoubtedly turn out to have some subques- tions, but rather than listing the subquestions at the start, we want to clarify the larger issue that we’re trying to address). 2. Gather preliminary data that allow construction of initial hypotheses about the causes of and answers to the questions. Example: What do we already know about the pro- blem? 3. Develop a set of competing descriptive hypotheses about the causes and their associated prescriptive hypotheses. Example: The firm’s profitability problems could be caused by: Descriptive hypothesis Prescriptive hypothesis Unattractive industry structure Exit industry Lack of appropriate capabilities Develop capabilities Less profitable target markets Repositioning 4. Select the most promising descriptive hypothesis for testing. Example: Experience and the available data point to the hypothesis that target markets are the problem as the most likely one. 5. Formulate the prescriptive hypothesis for testing. Structure an argu- ment that lays out the supporting logic for the design hypothesis. 6. Identify the analyses that need to be performed and design the study needed to collect the data. Example: Perform a market-segmentation analysis by customer group, with estimates of profitability, by interviewing x number of geographically dispersed customers. Hypothesis-driven problem solving The Team chooses challenges from the Product Backlog. Then, the Team conducts the Sprint Planning. The main activity of Dash 2 in formulating an initial hypothesis.
- 9. Dash 3. Explore Time-box 15min. Reframing To better address your business challenges, first revisiting your definition of the problem may prove more productive than searching immediately for a solution. The framing of a question ultimately drives the nature of the answers. Narrow or conventional scoping of problems and opportunities may obscure or even prohibit the most creative solutions. Mind Mapping Mind mapping is the tool we use to cull large amounts of data in order to spot patterns and develop insights. It is a clustering tech- nique. By grouping observations, it’s easier to see patterns emerge and distill the insi- ghts that accompany them. Pattern recogni- tion comes up again and again in design thinking as a critically important skill. Ethnography The idea of diving deep into customers’ perspectives seems obvious to most businesspeople. We often fail, however, to apply ethnographic tools to our inter- nal partners and stakeholders. Their support is essential to the success of our innovation efforts, and understanding their problems and needs can often be as valuable as understanding custo- mers’. Journey Mapping Journey mapping is one of the most powerful weapons in the designer’s arsenal. It traces a stakeholder’s “journey” as he or she performs a series of steps involved in an expe- rience, with special attention to the emotional highs and lows. It is most often used to map a customer’s jour- ney, but when used in the redesign of internal processes to gain a deeper understanding of employees’ work routines, as Toyota does, it can yield important insights as well. The Opposable Mind As F. Scott Fitzgerald famously said, “The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time and still retain the ability to function.” The test of a first-rate design solution is the ability to find a higher-order idea that reconciles what seems like an inevita- ble trade-off, as Roger Martin has described in his book The Opposable Mind. Design Thinking tools The Team starts to look for insights in further analysis or through Design Thinking. The Agile Coach helps in finding frameworks and tools and ensures the Sprint Time-Box. Agile Coach helps find additional tools connecting to experts.
- 10. Dash 4. Experiment Time-box 15min. Prototyping The term prototyping conjures up images of polished mock-ups of future products. Banish those from your mind. Design thinking pro- totypes are more often simple visualizations such as storyboards, flow charts, or even PowerPoint slides (not filled with bullet points!). Their job is not to look good—it is to make your ideas tangible and concrete to your key stakeholders so they can give you better, more realistic feedback. Personas Personas are made-up people, standing in for real ones. Instead of being conjured up in your imagination, however, they are created out of bits and pieces of data gathered from actual people during ethnographic research. As such, they are archetypes representing different clusters of characteristics. They are often an important tool or uncovering unarticulated needs and for inspiring the generation of innovative ideas. Minimum Viable Product We have already talked a lot about prototyping. An MVP takes us one step further. It is a high-fidelity prototype that has the minimum level of acceptable functionality built into it. A prototype might be a nonfunctional representation of a website or a wooden sculpture of a car. An MVP is a beta (or even alpha) website that we can click through or a version of the wooden car that we could drive around a parking lot. Experimentation tools The Team focuses on delivering the “Done,” which was defined in the Product Backlog. The PO facilitates the Sprint Review and assesses the execution of the Sprint. Product Owner conducts the Sprint Review to assess the MVP.
- 11. Dash 5. Embed - Post Sprint STICKY. Can I remember the Sprint? The ability to quickly bring information learned to mind is “ease of recall”, and it is essentially what we mean when we call a new knowledge “sticky”. The more information one gets to process the less likely they will do it, or do it effecti- vely without errors. “If I cannot remember X, I will not use X.” MEANINGFUL. Do I care about the Sprint? Meaningful learning will motive leaders to use them. Even if a learning is easy to recall, there´s no guaranteeing it will lead to behavior change. It must also carry some meaning for the person, otherwise it edges more into the realm of pop music - information we can´t get out of our heads, but ultimately does little for us. COHERENT. Does the Sprint fit with what I am asked to do? Reconciling conflicting messages is mentally draining. The content of the learning will be perceived as being coherent with other company expectations when the behaviors outlined in the learning make sense and align conceptually with what is communicated via other channels across the organization. Levels of learning The Agile Coach conducts the Sprint Retrospective evaluating the level of learning in the Sprint. The Team and the Product Owner decide if a next Sprint is required. Daily Dash - Next Sprint 1. What did I do yesterday that helped the Team meet the Sprint Goal? 2. What will I do today to help the Team meet the Sprint Goal? 3. Do I see any impediment that prevents the Team or me from meeting the Sprint Goal?