Post on 22-Jun-2018
Badass Double-Loop Learning*
From Judgmental to Good Judgement
Derek W. Wade@derekwwade
dwade@kumido.com
www.kumido.com (C) 2009-2011
Susan Eller, R.N. M.S.N.@s_eller
simcenter.se@gmail.com
www.kumido.com (C) 2009-2011
www.kumido.com (C) 2009-2011
www.kumido.com (C) 2009-2011
“Mastery of others is strength; mastering yourself is true power.”
- Tao Te Ching
www.kumido.com (C) 2009-2011
Need
• transparency for self-organization
Goals
• build trust
• less noise/waste, more understanding/insight
• uncover common ground
Learning Objectives
• “judgmental” vs. “non-judgmental” vs. “good judgement” interactions
• the “mental frames” model of double-loop learning
• competence in using an “uncovering” technique
www.kumido.com (C) 2009-2011
Intro
Coaching - Clinical Scenario
• clinical video• coaching & debrief
Frames & Double-Loop Learning
Simulation Briefing
• sim background• observers
Break
Simulation
• using double-loop learning• debrief
Coaching - Agile Scenario
• sprint planning• coaching & debrief
Close
www.kumido.com (C) 2009-2011
With 2 other people at your table, share• Your name
• Your role/your work
• A “WTF moment” - an interaction where the other person seemed “crazy” to you, but they thought they were being rational
Quick Warm-Up
www.kumido.com (C) 2009-2011
Coaching - Clinical Scenario
Clinical videos
Discussion
Debrief
Learning Objectives
“judgmental” vs. “good judgement”
www.kumido.com (C) 2009-2011
Discuss at your tables:
•“What feedback would you give?”
Coaching - Clinical Scenario
www.kumido.com (C) 2009-2011
Whole-group discussion:• How did the “coach” do?
Coaching - Clinical Scenario
www.kumido.com (C) 2009-2011
Coaching - Clinical Scenario
Let’s see another style of coaching.
www.kumido.com (C) 2009-2011
“Frames”(aka Mental Models)
www.kumido.com (C) 2009-2011
Vandalism?
www.kumido.com (C) 2009-2011
Art?
www.kumido.com (C) 2009-2011
www.kumido.com (C) 2009-2011
1. “Check in:” observable vs inferred?
2. ...
3. ...
“WTF?!”(where’s that from? )**
www.kumido.com (C) 2009-2011
1. “Check in:” observable vs inferred?
2. “WTF” = “where’s that from?”
3. ...
www.kumido.com (C) 2009-2011
OutcomeEffects & Reactions
“Data”What They Did
FrameWhat They Believe
single-loop interaction
www.kumido.com (C) 2009-2011
OutcomeEffects & Reactions
ActualFrame
Why They Did It
“Data”What They Did
Inferred Frame
Why We Think They Did It
single-loop interaction
www.kumido.com (C) 2009-2011
OutcomeEffects & Reactions
ActualFrame
Why They Did It
“Data”What They Did
single-loop interaction
www.kumido.com (C) 2009-2011
OutcomeEffects & Reactions
ActualFrame
Why They Did It
“Data”What They Did
single-loop interaction
double-loop interaction
www.kumido.com (C) 2009-2011
balance advocacy with inquiry to uncover their frame...
...only then advocate to change it (if needed!)
“Data”What They Did
AdvocacyYour Frame
InquiryTheir Frame
www.kumido.com (C) 2009-2011
“I noticed that observable fact .
I’m (surprised, concerned, think there’s a real problem)
because my belief is...
I’m curious what you were thinking when above observable fact.”
“Data”What They
Did
AdvocacyYour
Frame
InquiryTheir Frame
www.kumido.com (C) 2009-2011
1. “Check in:” observable vs inferred?
2. “WTF” = “where’s that from?”
3. Balance advocacy with inquiry
www.kumido.com (C) 2009-2011
Intro
Coaching - Clinical Scenario
• clinical video• coaching & debrief
Frames & Double-Loop Learning
Simulation Briefing
• sim background• observers
Break
Simulation
• using double-loop learning• debrief
Coaching - Agile Scenario
• sprint planning• coaching & debrief
Close
www.kumido.com (C) 2009-2011
Simulation Briefing
At web-based B2C company:
An all-team meeting shortly before a worrying deploy
www.kumido.com (C) 2009-2011
Sim Briefing - Background
www.kumido.com (C) 2009-2011
Sim Briefing - Background
www.kumido.com (C) 2009-2011
Sim Briefing - Background
www.kumido.com (C) 2009-2011
Sim Briefing - Background
www.kumido.com (C) 2009-2011
Sim Briefing - Background
www.kumido.com (C) 2009-2011
Simulation Briefing
Learning Objectives
competence in using elements of double-loop learning
to uncover and share frames
A few days before the August deploy.
All-team “confidence” meeting.
www.kumido.com (C) 2009-2011
Players:• Open your folders and read
(Don’t share sheets w/ others)
• Be ready to start the meeting after the break
Active Observers:• One Observer/table will debrief the table
• Use your Observer Record: learn by evaluating
Simulation Briefing
www.kumido.com (C) 2009-2011
Sim Briefing:Observers
www.kumido.com (C) 2009-2011
Coach: “Don’t poll the members of the team one after the other like that. It destroys self-organization. I know it’s hard to get out of Project Manager mode, but you need to let the status updates flow.”
Sim Briefing - Observers
www.kumido.com (C) 2009-2011
Sim Briefing - ObserversC: “I saw you poll for status - why?”
SM: “I was short on time.”
C: “Is the time-box > self-organization?”
SM: “You told us don’t go over 15 min.”
C: “Could you have handled it differently?”
www.kumido.com (C) 2009-2011
Sim Briefing - Observers
Coach:“I saw you poll the team round-robin for status. I was surprised because I was thinking with a new team I’d let them own the flow. Could you share your intentions behind polling?”
www.kumido.com (C) 2009-2011
Intro
Coaching - Clinical Scenario
• clinical video• coaching & debrief
Frames & Double-Loop Learning
Simulation Briefing
• sim background• observers
Break (10m)
Simulation
• using double-loop learning• debrief
Coaching - Agile Scenario
• sprint planning• coaching & debrief
Close
www.kumido.com (C) 2009-2011
Intro
Coaching - Clinical Scenario
• clinical video• coaching & debrief
Frames & Double-Loop Learning
Simulation Briefing
• sim background• observers
Break (10m)
Simulation
• using double-loop learning• debrief
Coaching - Agile Scenario
• sprint planning• coaching & debrief
Close
www.kumido.com (C) 2009-2011
Simulation
It’s noon. Time for your meeting.Let’s get an answer for Bob.
1. Observable vs inferred?
2. “WTF” = “where’s that from?”
3. Balance advocacy with inquiry
www.kumido.com (C) 2009-2011
Simulation - Debrief
Phase Purpose Example Questions
Reaction Allow for venting of feelings prior to discussion of event
“What was that like?”
Description Ensure all team members are discussing same events
“Can you give us a summary of what happened?”
Analysis Exposes frames and relates simulation events to session topics
Use of advocacy/inquiry and “how did that relate to our topics?”
Generalization After the experience and reflection, enables future application
“How can you apply what you learned to your work?”
www.kumido.com (C) 2009-2011
Simulation - Debrief
Phase Purpose Example Questions
Reaction Allow for venting of feelings prior to discussion of event
“What was that like?”
Description Ensure all team members are discussing same events
“Can you give us a summary of what happened?”
Analysis Exposes frames and relates simulation events to session topics
Use of advocacy/inquiry and “how did that relate to our topics?”
Generalization After the experience and reflection, enables future application
“How can you apply what you learned to your work?”
www.kumido.com (C) 2009-2011
Simulation - Debrief
Phase Purpose Example Questions
Reaction Allow for venting of feelings prior to discussion of event
“What was that like?”
Description Ensure all team members are discussing same events
“Can you give us a summary of what happened?”
Analysis Exposes frames and relates simulation events to session topics
Use of advocacy/inquiry and “how did that relate to our topics?”
Generalization After the experience and reflection, enables future application
“How can you apply what you learned to your work?”
www.kumido.com (C) 2009-2011
Simulation - Debrief
Phase Purpose Example Questions
Reaction Allow for venting of feelings prior to discussion of event
“What was that like?”
Description Ensure all team members are discussing same events
“Can you give us a summary of what happened?”
Analysis Exposes frames and relates simulation events to session topics
Use of advocacy/inquiry and “how did that relate to our topics?”
Generalization After the experience and reflection, enables future application
“How can you apply what you learned to your work?”
www.kumido.com (C) 2009-2011
Simulation - Debrief
Phase Purpose Example Questions
Reaction Allow for venting of feelings prior to discussion of event
“What was that like?”
Description Ensure all team members are discussing same events
“Can you give us a summary of what happened?”
Analysis Exposes frames and relates simulation events to session topics
Use of advocacy/inquiry and “how did that relate to our topics?”
Generalization After the experience and reflection, enables future application
“How can you apply what you learned to your work?”
www.kumido.com (C) 2009-2011
Intro
Coaching - Clinical Scenario
• clinical video• coaching & debrief
Frames & Double-Loop Learning
Simulation - Briefing
• sim background• observers
Break
Simulation
• using double-loop learning• debrief
Coaching - Agile Scenario
• sprint planning• coaching & debrief
Close
www.kumido.com (C) 2009-2011
Coaching - Agile Scenario
As coaches, you happen to observe a planning session taking place.
Observe and prepare to coach the SM.
Learning Objectives
validated competence in using advocacy/inquiry in your domain
www.kumido.com (C) 2009-2011
Coaching - Agile Scenario
Debrief
www.kumido.com (C) 2009-2011
PhotosBikesOzier Muhammad/The New York Times
HoneyIFixedIt websitewww.a-1appliance.comwww.searspartsdirect.comwww.mcmaster.com
Flight Simulatorrevistaaerea.com
Grafitti/Gallerywikimedia commonsarchdaily.net
Ladder of InferenceThe Fifth Discipline Fieldbook
CreditsWorks
Argyris C, Putnam R, Smith DM. Action science: concepts, methods and skills for research and intervention. San Francisco (CA): Jossey-Bass; 1985
Mathieu, John E.; Heffner, Tonia S.; Goodwin, Gerald F.; Salas, Eduardo; Cannon-Bowers, Janis A. (2000) The influence of shared mental models on team process and performance. Journal of Applied Psychology, 85(2), 273-283
Rudolph, J. W., Simon, R., Rivard, P., Dufresne, R. L., & Raemer, D. B. (2007). Debriefing with good judgment: Combining rigorous feedback with genuine inquiry. Anesthesiol Clin, 25(2), 361-76.
Senge, P., Kleiner, A., Roberts, C., Ross, R., Smith, B. The fifth discipline fieldbook: strategies and tools for building a learning organization. Crown Business 1994
*badass title from Mike Sutton @mhsutton in conversation with Derek and Benjamin Mitchell @benjaminm**“WTF” = “where’s that from” from conversation between Derek and @eegrove
Thank You!
Badass Double-Loop LearningFrom Judgmental to Good Judgement
Derek W. Wade @derekwwadedwade@kumido.comgplus.to/derekwwade
www.derekwwade.netwww.kumido.com
www.kumido.com (C) 2009-2011
Susan Eller @s_ellersimcenter.se@gmail.com
Will you/how will you apply what you have learned?