Human Systems: The Deception of Training
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Agile has become a set of principles that companies ignore at their peril. After all, what CEO would admit his/her company is "not Agile?" Yet we frequently bemoan the difficulty of using these principles to "be Agile", instead relying on Agile-like practices that fail to change the status quo. Therefore, as we enter the next generation of business thinking, we meet a critical challenge: how can we learn to adjust to our behaviors, at all levels of a company, to successfully navigate the complexity of human systems? One answer is training - and one that we most often select to drive our Agile transformations. Is training the best method to cause a change in behaviors? In this interactive session with Zach Bonaker, you will experience activities that engage both mind and body to reveal the essence of systems thinking. Additionally, Zach will emphasize cause and effect relationships in a system, specifically, how Agile-related training might result in unintended consequences!
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Human Systems: The Deception of Training
- 1. Human Systems The Deception of Training
- 4. System of Profound Knowledge (W. Edwards Deming) 1. Appreciation for a system. 2. Knowledge of variation. 3. Theory of knowledge. 4. Psychology. @zachbonaker
- 5. @zachbonaker
- 7. @zachbonaker
- 8. Is your team or organization behaving according to Agile principles? How many have received Agile-related training? @zachbonaker
- 9. @zachbonaker
- 11. We’re most comfortable with reductionist thinking. Dr. Russell Ackoff 1. Take the thing apart. 2. Attempt to understand what the parts do. 3. Assemble an understanding of the parts into an understanding of the whole. @zachbonaker
- 12. @zachbonaker
- 14. @zachbonaker “Systems thinking is a broad term used to represent a set of methods and tools that focus on systems--rather than parts--as the context for defining and solving complex problems, and for fostering more effective learning and design.” – The Systems Thinking Playbook (Sweeney & Meadows)
- 15. A system is: “A set of interrelated or interacting elements.” According to ISO 9000:2015 (“Fundamentals of Quality Management Systems”) @zachbonaker
- 16. “A system is a whole, that consists of parts, each of which can affect its behaviors or properties.” https://www.youtube.com/watch?v=OqEeIG8aPPk (Ackoff, 1994) “A series of functions or activities within an organization that work together for the aim of the organization.” Deming W. Edwards (1994) The New Economics for industry, government and education. Second Edition MIT Press “A set of variables that influence one another.” Senge Peter M (2006) The Fifth Discipline, The Art and Practice of the Learning Organization. Random House @zachbonaker
- 17. http://www.wearethepractitioners.com/library/the-practitioner/2013/09/04/systems-thinking-and-the-supply-chain Cause & Effect Loop Dynamic, Unbound, Variable Nouns, Variables, Results Changing a variable causes a change to at least one other variable @zachbonaker
- 18. Let’s experience a human system together! @zachbonaker
- 19. Scrum requires collaboration and feedback loops! Be ONE FOOT away, instead! @zachbonaker
- 20. The Human System v2.0 @zachbonaker
- 21. @zachbonaker An “avalanche” of unintended consequences
- 22. @zachbonaker
- 23. “Analysis” is everywhere. • Our companies are broken into functional parts. • Our educational system doesn’t teach the field, it teaches the parts. • Our Scrum training doesn’t guide people on becoming an Agile software company with Scrum; we teach the parts of Scrum. @zachbonaker
- 24. “Command-and-control managers like to buy change by training and projects, unaware that change really requires changing the system.” --John Seddon @zachbonaker
- 25. Lewin’s Equation (1936) What about training causes a change in behavior? @zachbonaker
- 26. Let’s bring systems thinking to the table! “We can not solve our problems with the same level of thinking that created them” … “If we knew what it was we were doing, it would not be called research, would it?” @zachbonaker
- 27. @zachbonaker Content in this talk was highly influenced by (i.e., “recommended reading”): • Peter Senge: The Fifth Discipline, The Art and Practice of the Learning Organization • W. Edwards Deming: The New Economics for Industry, Government and Education • W. Edwards Deming: Out of the Crisis • Russell Ackoff & Herbert Addison: Systems Thinking for Curious Managers • Linda Sweeney & Dennis Meadows: The Systems Thinking Playbook • Donella Meadows: Thinking in Systems: A Primer
Hinweis der Redaktion
- Introduce myself Me This talk focuses on systems thinking. I am not a systems expert. I am not a behavioral expert. But I am highly curious and comfortable with vulnerability. This talk represents my intuitions, insights, and experiences… there are many ways and I am often wrong. Thus, this talk is meant to evoke thought, not prescribe thoughts. I believe we have a critical challenge in front of us: how can we grow our collective consciousness to think (see) complex systems… and behave in a way that supports learning, adaptation? According to Deming’s “4 part system of profound knowledge”, one doesn’t need mastery of one, or all, parts - but a component is “appreciation for a system” which I will attempt to convey today.
- Start with a story Story should touch on common pain points for organizational transformation
- Start with a story Story should touch on common pain points for organizational transformation
- Check-in with the audience: “let’s see how often we, as a group, have experienced discomfort with learning Agile, using Scrum… and our collective experiences with replacing our past experiences with a new model” Ask the audience: “Please stand if the story relates to a current or recent experience at your places of work. In other words, are you “in the presence of Agile”, trying to make it work, receiving training, etc.?” Remain standing if your organization behaves in accordance with [Agile principles 1 - 12, one at a time]. “What surprises you about the results?” “What do you think this means?” Now, let’s check-in one more time: “Please stand if you’ve received some sort of Agile training, Scrum training, certification, etc.” “What surprises you?” “What do you think this means?”
- What it means to me: I have a hypothesis: In my experience, I have observed that training appears to be a primary mechanism used to drive change at organizations. I believe these behaviors and the reliance on training is a failure to recognize the organizational systems of work that “make Agile go”. The purpose of this talk: Create a visual illustration of the characteristics of systems and processes, to allow you to both see and physically experience the difference between the two. By experiencing the difference, I aim to provide insight into the challenges of companies trying Agile and offer space to think about evoking new behaviors.
- Connect the story to operating in a familiar manner: The example story follows the common top-down decision model that many companies are comfortable with. We tend to follow our “muscle memory”, even if those behaviors are what got us “here” in the first place. Ask audience to raise arms in the air. Take a breath. Now quickly “fold your arms, the same way you would if you were bored - one arm naturally falling on top of the other.” Notice how it feels. It’s natural, familiar. Comfortable. Observe which arm is on top. Now raise your arms in the air… then quickly “fold your arms the other way, with the other arm on top.” “How does that feel?” “What do you notice” The takeaway here is that the very nature of the manifesto (“... over [traditional value]”) is a “replacement”, not an alternative, to our habitual way of thinking. Just like crossing your arms the opposite ways feels uncomfortable and awkward, it’s at precisely this place where we make a decision about how to proceed. “Altering your mental ruts and grooves is difficult and uncomfortable… yet where some of the greatest insights and innovations occur!”
- Ask for 10 volunteers (or appropriate size based on room… would prefer at least six. Ask volunteers to self-organize such that each person is two feet from each other, but not in a straight line. “What did you observe?” “What did you feel?” Demonstrating cause & effect relationship Change to one necessitates a change to other variables Dynamic, adaptive “Let’s explore our system deeper and experience what might happen when we treat a system as a process… when we simply ‘switch to an alternative’” - or optimize locally (more on that later!) Select a person, ask name - “Hi [name], I’m [name from story] and you are I.T (or R&D, whatever you prefer). I’m sending you to Scrum training because you’re going to do Scrum.” Ask the system to face the audience, can’t see the slide Project a slide “person can only be one foot away” so audience knows what’s about to happen Return person to the group, in the center of the system. Place a rope around the group: In addition, it’s important to note that systems are affected by their environment. This rope represents the boundary of the organization… expectations, values, performance. Step outside of the boundary and you’re “fired” Run the exercise “What did you observe?” “How do you feel?” Systemic failure of the system: failure between and within the system elements that need to work together for overall success. Human view of the system: a system is organized for a purpose, yet each element may have its own view of that purpose. “What did you notice about your own perception of what was happening?”
- Ask for 10 volunteers (or appropriate size based on room… would prefer at least six. Ask volunteers to self-organize such that each person is two feet from each other, but not in a straight line. “What did you observe?” “What did you feel?” Demonstrating cause & effect relationship Change to one necessitates a change to other variables Dynamic, adaptive “Let’s explore our system deeper and experience what might happen when we treat a system as a process… when we simply ‘switch to an alternative’” - or optimize locally (more on that later!) Select a person, ask name - “Hi [name], I’m [name from story] and you are I.T (or R&D, whatever you prefer). I’m sending you to Scrum training because you’re going to do Scrum.” Ask the system to face the audience, can’t see the slide Project a slide “person can only be one foot away” so audience knows what’s about to happen Return person to the group, in the center of the system. Place a rope around the group: In addition, it’s important to note that systems are affected by their environment. This rope represents the boundary of the organization… expectations, values, performance. Step outside of the boundary and you’re “fired” Run the exercise “What did you observe?” “How do you feel?” Systemic failure of the system: failure between and within the system elements that need to work together for overall success. Human view of the system: a system is organized for a purpose, yet each element may have its own view of that purpose. “What did you notice about your own perception of what was happening?”
- We’re going to play a game called ‘avalanche” Bring five volunteers up to the stage Placing a sticky note between their fingers and a hulu-hoop, explain that the team’s goal is to lower the hoop to the ground without losing contact of the hoop (the paper cannot fall). Play the game, ask questions between each round Look for a rise in the hoop Explore with the volunteers: “”Who caused the hoop to rise?” (note: no one is at fault - the rules of the game produced the behavior) “Have you seen examples of unintended consequences at your places of work?” “What did it take to get you to look outside of your own roles and to the overall system?” “What was the difference between the first attempt and the last?”
- We sent a scrum department to training. We trained them on new roles, practices, even suggested new ways of behaving to make Scrum work. But it was a disaster! Would we have expected this? Did old behaviors dominate? As Agile students and curious minds, take a moment to ask: “What about training makes people change their behavior?” In fact, John Seddon observed: "Peoples’ behavior (the culture) is a product of the system; when you change the system peoples’ behavior changes." Perhaps why Craig Larman observed: “Culture follows structure.” Ask the audience to explore: Does a change in process change behavior? Does training change behavior? Could training prevent a change in behavior? “Let’s look at the intersection of rules for behavior--such as roles--and the behavior of the whole system: