Archive for the ‘Musings’ Category

Clever recruiting stratagem

Musings | Posted by Doc
Apr 16 2011

I was chatting with my new acquaintance, Thomas Witt, at the ACCU2011 conference. As we were talking about my lightning keynote on Mastery Quest, we got off on a variety of topics around how to identify people who really know what they’re doing and how to weed out the fakes and system gamers.

He said a colleague of his started including something special in their job postings:

Include this word (<word>) in your cover note.

Of course, those who read the posting carefully see that and include the <word> in their cover note.  Many do not, according to Thomas.

He says that as they’ve tracked the correlation between those who do and do not include the <word>, and those who do well in interviewing and on the job, the correlation is high. Those who notice the requirement to include the <word> are more successful.

Intriguing.

Separate blog: Mastery Quest

Musings | Posted by Doc
Apr 14 2011

I’ve decided to separate my work on play/games//work (“Mastery Quest”) onto a separate blog, so that I can have co-bloggers.

If you’re interested in following this thing as it evolves, it’s at mastery-quest.blogspot.com

Keynote @ ACCU2011: Simplicity

Coping and Communicating | Posted by Doc
Apr 13 2011

The keynote speaker at this conference, Giles Colborne, is talking about “Advanced Simplicity”. What’s fascinating to me is that he’s talking about some of the same stuff I’ve been talking about for 25 years or more.

He showed an example of a bank website that offered a way to select a statement: two drop down boxes for month and year, plus a “go” button. The problem was that you could select a future date, and get an error, or select a date more than twelve months in the past, and get an error. The simple solution was to provide a single drop down that only offered the users the months for which they could get statements. Simple.

Here are my constraints:

  • Make it as easy as possible for the user to get it right.
  • Make it as hard as possible for the user to get it wrong.

Presentation Tip: Make a long story short

Coping and Communicating, Musings, Presentation | Posted by Doc
Mar 29 2011

Stories are powerful. If you are going to be an effective presenter, it seems clear that you must incorporate stories.

A mistake that many of us make is to think that every little detail is important. It might be important to you. Ask yourself whether all of those details are important to achieve your purpose.

Here are some questions for you:

  • What is it that you want your listeners to learn from the story?
  • How much context do you need to create?
  • Are the details contributing to either the cognitive or emotional impact of your story?
  • How does the story contribute to the larger talk/?
  • Is it more important to include more of this story, or to include other stuff?

It’s not as simple as saying “Every story should be <so long>!” I have stories that take 30 seconds to tell, and others that take ten minutes.  I include more shorter stories in and in short presentations.  That said, I include my ten minute “signature story” in my one hour keynote talk (a motivational talk, from my earlier professional speaking days).  It’s a matter of your goal.

Short stories include brief anecdotes, and stories that are there to make a point or give a brief example.

Longer stories are there to totally captivate and engage your audience.

If I say “In 1996, thinking I was perfectly healthy, I had a heart attack. It changed my life.” I’ll get a gasp and immediate attention. If I’m making a point about a healthy lifestyle or diet, this is all that’s needed (well, I don’t think I can actually leave it at that :) ).

In my keynote, on the other hand, the ten minute version was designed to get people to think and reflect and leads up several key points that I want to be the last thing that the audience hears and thinks about.

Do you tell stories? Could they be shorter, and still have the same impact? Are you telling them for your own pleasure, or to make a point? What’s the point?

Quests and powerups

Agile & Lean, Education, Musings | Posted by Doc
Mar 07 2011

on a questThe first challenge I’ve set myself is to explore how to incorporate the concepts of quests and powerups/levelups into the professional educational setting1.

In many situations, there is certainly a sense of accomplishment. In fact, at our internal at ThoughtWorks, we’ve2 moved away from lecture and classroom intensive training, and toward project-focused, experiential . This allows the participants to gain feelings of achievement and accomplishment, to learn about collaboration, and to find a sense of discovery. Much of the instruction has moved to a Socratic Method, which both leads and allows the participants to use their intrinsic motivation.

The question I’m exploring is “can we apply these same methods and techniques in a public, less-controlled setting?” I believe the answer is yes.

What would the changes have to be?

  • Far less lecture. Just enough to give them a basic understanding, but not enough to fill their heads.
  • Challenges that allow them to discover, rather than be spoon-fed.
  • Questions rather than assertions, to allow them to incorporate changes in their thinking.
  • Achievements that allow them to feel good about themselves while they are learning.
  • Some extrinsic motivation, as long as it’s not the main focus.
  • The idea of a constant progression toward mastery (which takes me back to Shu Ha Ri and my post Is easy the same as hard?).

We’ll be working on this in our educational content. Expect to see the first results publicly available in the next few months.

Just because, look at this TED Talk by Sugata Mitra. It’s fantastic. (it should be embedded right here)

1 Just in case it hasn’t become painfully clear yet, I am avoiding the word “training”.

2 While I say “we”, in fact I had nothing to do with it. Take a look at Sumeet Moghe’s blog. Sumeet is the driving force behind all of our internal at ThoughtWorks.

P.S. We’re hiring at ThoughtWorks again (still).

Learning and games, games and learning

Agile & Lean, Education, Musings | Posted by Doc
Mar 04 2011

I’m reading “Reality is Broken: How Games Make Us Better and How They Can Change the World” by Jane McGonigal. It’s fascinating stuff, talking about Alternate Reality Games (ARGs) and using gaming to teach, learn, collaborate, and learn to enjoy what we do.

Of course, it’s got me thinking.

Alternate Reality

Does this mean some kind of weird science fiction stuff? No. It means games that can be played in the real world or in virtual worlds that may apply different sets of rules or contexts. McGonigal mentions the virtual worlds of Halo and World of Warcraft in the book. These are two very different contexts and scenarios. Halo is warfare set in something like the real world we know. Okay, there are aliens. But other than that…

I’ve never been a big, enthusiastic gamer, but I do like shooting things and blowing them up. And yet, somehow Halo has never called to me.

And then there’s World of Warcraft, which is a fantasy world in which you complete quests, fight, and band with others. If you’d asked me last week, I’d have said that I had no particular interest. But thanks to Jane McGonigal, I decided to sign up for a free trial of the game. It was more what she said about Intrinsic Motivation (see Dan Pink’s “Drive”) and how the quests relate, and the overall idea of collaboration but not (necessarily) competition.

The quests are compelling. Nothing really happens. I don’t get any prizes or recognition or anything but leveling up in the game. Somehow, in spite of that, I want to keep doing quest after quest. There’s a feeling of satisfaction about it. Finish one, start another. Level up periodically. Fight monsters, deliver messages, get lost and wander around, go up trees and down into the earth… On one level, it seems entirely pointless. On another, I FREAKIN’ GET IT!

?

How does this apply? Is there a way to use this kind of approach in delivering what we oh-so-annoyingly* call “training”?

I’m thinking about the idea of intrinsic motivation, quests, achievements that allow each of us to feel a sense of accomplishment, and extending it beyond the specific educational situation. That last includes some form of “social medium” and also thinking about how to extend it into the workplace.

teams are pretty good at this. Each time a person or pair completes a story, they get to move it on. There’s a sense of achievement in that. Of course, they don’t get a nifty “+1″ floating over their heads. They don’t level up to the next level of developer or tester. Maybe there’s a way?

For now, my immediate focus is on how to apply this in the educational/ situation. Is there a way to and create environments that take advantage of the work of Jane McGonigal, game designers, and others?


* I say “oh-so-annoyingly” because we should NOT be doing “training”. We train pets to certain specific behaviors. When I’m working with a project team or a bunch of folks from an organization that wants to adopt Agile, I’m not training them. I’m leading them to think differently and adopt different behaviors. So “training” just seems the wrong word to me.

Based on what we know today…

Agile & Lean, Musings | Posted by Doc
Mar 03 2011

One of the things I like about is .

In traditional/waterfall, it’s all too likely that we are being dishonest, either through commission or omission: about being on time; about how much is left to do; about when we’ll be done; about the quality of our work. The whole system seems to encourage, or at least support, this kind of dishonesty.

Let me be clear: I am not condemning waterfall wholesale, nor those who practice waterfall. I am examining the cultural biases generated by this approach, and the effects they have on the people.

A phrase I use frequently in Agile:

Based on what we know today, if nothing changes,…

Think about a burn-up chart or burn-down chart. It is immediate. It is based on what we know today, and the forecast/projection only holds true if nothing changes. All the information is clear, it’s right out there for anyone to see, and it’s honest.

When will the project be done? Based on what we know today, if nothing changes…

Because we allow for changes in scope and capacity (velocity), all we know for sure is based on what we’ve accomplished to date, and the current status.

How much is left to do? Based on what we know today, if nothing changes…

As above, the scope might change. If the scope doesn’t change, then we can look at a burn-up chart and tell, with some accuracy, how much is left to do between now and when the progress line touches the scope line.

It goes on and on. The charts are on the wall (including the card wall itself) or in some readily accessible and visible virtual location (like in Mingle).

When I do , I always make sure that people learn this: “Based on what we know today, if nothing changes…”

It’s honest, based on history, experience, and evidence, and it’s all there for anyone to see.

What is training?

Facilitation, Musings, Presentation | Posted by Doc
Nov 13 2010

Doing what we call “” for a while, I’m reflecting on what it means.

I tend to think of training in terms of providing information, guidance, exercise, and correction in order to help others develop some level of understanding and skill.

I’m forced to consider whether what I do on a day-to-day basis is actually training, or is something else.

I am definitely , in the sense of pedagogy: I deliver information, attempt to engage with the students, and check to see if it’s sinking in.

I am definitely providing all the tools and environment and – in some cases – exercises people need to learn.

A lot of what I’m teaching (or enabling others to learn) is intellectual: principle, values, philosophy, attitude. While there is some skills acquisition as part of it, there’s so much more.

Is that training? Or is it something else?

Presentation tips

Musings, Presentation | Posted by Doc
Nov 09 2010

Planning and Preparation

  • Read books like “Presentation Zen” and “The Naked Presenter” by Garr Reynolds, and “Slide:ology” and “Resonate” by Nancy Duarte. Learn core skills of designing, planning, and building the deck. Read Garr Reynolds’s blog, as well.
  • Remember that the deck is not the presentation, you are.
  • Keep it simple. Don’t expect your audience to retain dozens or even a dozen key points.
  • Decide up front what your core message is, and a few sub-messages, and stick with that. Martin Fowler talks about threes: three main points, then three sub-points under each.
  • Fewer words on the slides is better. Plan for the audience to pay attention to, listen to, and learn from you, not from reading the slides. Use words sparingly, use relevant images and illustrations, keep it simple.
  • Use visuals. Keeping words to a minimum doesn’t mean blank slides. Use appropriate photographs or illustrations that reinforce what you’re saying.**
  • Make it flow. Plan your presentation like a novel or a movie, so that the audience is guided from beginning to end.**
  • Use “callbacks” to reinforce key messages. Don’t just say something once. And don’t repeat ad nauseum. Reinforcing key messages periodically has real value. This helps to lock in the words that trigger the associated concepts.**

Delivery

  • Deliver knowledge, not just information.
  • Tell stories. There’s nothing like real experience to drive a lesson home, not to mention engaging the audience’s interest.
  • Make eye contact. Eye contact means that you are connecting with the members of your audience. If you’re not making eye contact, they might as well be listening to or watching a recording.
  • Face your audience. Don’t turn and face the screen. Turning away from the audience disengages, and also makes you look like you’re not ready.*
  • Take the audience’s temperature. Constantly monitor for alertness, interest, fatigue, distraction, and so on. Check their body language, facial expressions, and movement.
  • Move. Don’t stand in one place, particularly if that one place is behind a lectern. Don’t play it safe. On the other hand, don’t move frenetically. Slow walking, gesturing with your hands, changing the distance between you and the audience are all good. Use your movement to emphasize what you’re saying and how you’re saying it. Doug Stevenson’s Story Theater Method is a great example of this.
  • Have a conversation with the audience. Don’t talk at them. Don’t lecture them. Talk to them as if you’re having a one-on-one conversation, explaining and discussing something.
  • Relax. The more tense you are, the less comfortable they will be.  The more relaxed you are, the more they will learn from you.
  • Make it fun. Your audience will come away thinking you’re wonderful if they have fun. It helps if you have real, interesting content, of course. :)
  • Know your material, don’t read the slides. The audience has every right to expect you to be knowledgeable about your material and your subject. If you have put the words on the slide, and are reading the slides, then why does the audience need you?  See the note above about fewer words.*
  • Breathe. Seems simple, right? Allow yourself to pause, to look around, to take a deep breath.  A three-second pause will seem like eternity to you, but goes by in a flash for the audience.*

* [added 22 Nov]
** [added 26 Nov]

Body Language

Facilitation, Musings, Presentation | Posted by Doc
Nov 08 2010

Have you ever heard or read this?

  • 7% of meaning is in the words that are spoken.
  • 38% of meaning is paralinguistic (the way that the words are said).
  • 55% of meaning is in facial expression.

Or maybe some variation? Maybe you’ve even repeated it, telling others that 93% of all is non-verbal.

First, let’s put this in its proper context. This misinformation is based on research done by Professor Albert Mehrabian in the last twenty years. Here’s an excellent clarification on BusinessBalls.com.

Here is the key part:

  • 7% of message pertaining to feelings and attitudes is in the words that are spoken.
  • 38% of message pertaining to feelings and attitudes is paralinguistic (the way that the words are said).
  • 55% of message pertaining to feelings and attitudes is in facial expression.

Note the inclusion of “pertaining to feelings and attitudes” in each of these. Simplified, this says “93% of all communication about feelings and attitudes is non-verbal.”

Also, please note that is not included at all!

Here’s a further clarification from Mehrabian himself, from that article on BusinessBalls.com:

Mehrabian did not intend the statistic to be used or applied freely to all communications and meaning.

Mehrabian provides this useful explanatory note (from his own website www.kaaj.com/psych, retrieved 29 May 2009):

“…Inconsistent communications – the relative importance of verbal and nonverbal messages: My findings on this topic have received considerable attention in the literature and in the popular media. ‘Silent Messages’ [Mehrabian's key book] contains a detailed discussion of my findings on inconsistent messages of feelings and attitudes (and the relative importance of words vs. nonverbal cues) on pages 75 to 80.

Total Liking = 7% Verbal Liking + 38% Vocal Liking + 55% Facial Liking

Please note that this and other equations regarding relative importance of verbal and nonverbal messages were derived from experiments dealing with communications of feelings and attitudes (i.e., like-dislike). Unless a communicator is talking about their feelings or attitudes, these equations are not applicable. Also see references 286 and 305 in Silent Messages – these are the original sources of my findings…”

(Albert Mehrabian, source www.kaaj.com/psych, retrieved 29 May 2009)

This clarification, that this research was specifically and only about communications about feelings or attitudes, kills a common misconception. It’s not that 93% of all communication is non-verbal, or even that 93% of communications is about feelings and attitudes. Rather, this was a very focused study that addressed communication about feelings and attitudes.

This doesn’t rule out the importance of non-verbal communication, either in voice, , facial expression, or body language. It just eliminates the so-called authoritative reference.

All of that academic-y stuff being out of the way now, we all know that there are also loads of research about body language. And we also know, and research supports, that a significant amount of communication is conducted non-verbally. As such, I think it’s important that each of us who has interaction with others (hmm – that would be pretty much all of us), and particularly those of us for whom interaction is our professional focus, should have some knowledge of body language and facial expression.

Whether you do presentations or , coaching or leading, understanding what’s being communicated in ways other than in words is a critical skill. When I’m doing training or delivering a talk, one of the constants is that I’m looking at each member of my audience/class/group. At least those I can see: sometimes a group is so large that you can’t really see everyone. As I’m looking at each of them, not only am I making eye contact (a separate topic), but I’m also examining their facial expressions and body language.

  • Are they looking bored? Hostile?
  • Are they looking confused?
  • Are they looking like they have something to say?
  • Are they looking away? Or working on their computer/phone/iPad/whatever?

Each of these is a cue to me that something is going on. Note that in none of these cases is there any verbal communication. So the non-verbal communication, intended or otherwise, is actually 100% of the communication. And I can use that communication, assuming that I recognize it and understand it, to guide my actions and words.

For instance, if I look around and I see a number of people looking sleepy (usually after lunch ;) ), I may choose to stop what I’m saying and doing, and have the group do an activity.

If I see people looking confused, I may ask if there are questions, or take a few moments to explain a challenging topic in simpler terms.

Regardless of the specific cues, what’s important is knowing that they exist and how to understand them, so that I can use them to inform my choices and be more effective at my communication.

And, lest I leave out an important part, it’s equally important for me to be aware of my own non-verbal communications. But that’s a topic for another day.