action & influence - the science of high performance teams teams agile2013 peter saddington final

8/22/2019 Action & Influence - The Science of High Performance Teams Teams Agile2013 Peter Saddington FINAL

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Peter Saddington - MDiv, CST

The Science Behind Building and Sustaining High-

Performance Teams through Understanding

Behavioral Science, Neuroscience, Social Psychology
http://www.myai.org/http://www.myai.org/


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Peter Saddington - Action & Influence, Inc. www.myai.org

Peter Saddington MDiv, CST15+YearsinSo.wareDevelopment

Organiza9onalCounselor Cer9fiedScrumTrainer

TheAgilePocketGuide-AQuickStarttoMakingYourBusinessAgile(Wiley,2012)

h;p://amzn.com/1118438256

3MastersDegrees:

M.A.Counseling-Org.Behavior

M.A.Educaon-LearningTheory

MDivReligion-Psychology

VolunteerCounselor

2Email:[email protected]:@agilescout
mailto:[email protected]://amzn.com/1118438256mailto:[email protected]:[email protected]://amzn.com/1118438256http://amzn.com/1118438256http://www.myai.org/http://www.myai.org/


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Where were headed today...

Imgoingtochallengeyourcorporateculture...

StartwithSelf-Organiza:on

1.KNOWYOURCUTURE-BehavioralScience

2.THEMOSTIMPORTANTWORKQUESTION-Neuroscience3.AOWINGTEAMSTOSUCCEED-Psychology

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Self-Organization?

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True Self-Organization: Theory or Reality?

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Trueself-organiza0on=abilitytochangeandinfluence

EVERYTHINGaroundyouinautonomousteams

High-performance=Highproducvity,fun,sustainability


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From a Marriage Counselor

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Future Project Success Cannot Often BeDetermined...

Heuris9csisnotenough

Methodologiesarenotenough

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Not Heuristics, Not Methods...

Humanpa(ernstendtobemoreaccurateover

2me...

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- Working with a Team

Whataboutworkingwithateam?

Allmeasurable! 13



As a Manager, What If ?

Youunderstoodteam

memberpaerns...

Then...youcould

op:mizethem!

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From a Counselor: Emotions arent Accurate

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Action & Influence, Inc.



From a Counselor: General Behavioral Patterns

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Action & Influence, Inc.



Behavioral Science: Team DynamicsUnderstood...

17Action & Influence, Inc.



Behavioral Science: Manager Effort Decreases...

18Action & Influence, Inc.



Manager Effort Shifts...

1

Timeandeffortshi.sto:INSPIRING

ENABING

FUFIING


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Have a Process or Instrument for UnderstandingPeople

Behavioraldynamics,teamperformance,

establishingandverifyingrepeatablepa;ernsfor

teamsuccess

Howdowedothis?

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A&I Re-Interview Model (Process Option)

Example:

1.Whatdootherpeoplesayyouare?

.Whatdoyoulovetodooutsideofwork)?

3.Whodoyoulookuptomentor/rolemodel)?Why?

4.Whattypeofproblemsdoyouenjoysolving

outsideofwork)?Why?

5.Howdoyouknowyouvedoneagoodjobat

somethingoutsideofwork)?

6.Whatisyourbestwayofsuppor2ngothers

outsideofwork)?

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We Use Team Science (Process + Tool Option)

23wwwteamsciencecom
http://www.teamscience.com/http://www.teamscience.com/http://www.teamscience.com/http://www.myai.org/http://www.myai.org/


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Agile Coach / Consultant Patterns?

24wwwteamsciencecom


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What Patterns Work in My Company?

25wwwteamsciencecom


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Cultural Decay Happens... If Not Cared For


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THE MOST IMPORTANT CULTURALQUESTION OF ALL: ________________


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LOSS OF FUN

PlayandfunatworkhavedecreasedyearaNeryear

overthepast30years1970).

21GarryChick,PennStateUniversityReport


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VALUE?

1) Happierpeople=Moreproduc2vepeople

) Increasefun,increaseinnova2on

3) Increaseautonomy,increasefun

4) Morefunatwork,longerlifespan

5) EEDMOREDOPAMIEeuropsychology)

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1SuLon-Smith-UniversityofPennsylvania2SuLon-Smith-

UniversityofPennsylvania3enoreTerr,clinicalprofessorof

psychiatry-UniversityofCalifornia4ewisTerman-StandfordUniversity

Mo9va9on

Concentra9on

earning


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Do You Have FUN at Work?

Thinkforamoment...Doyouhavefunatwork?

JotdownYESorNO

IfYES,why? Writedownwhy

IfNO,whynot?

Writedownwhynot

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How Do We Get Fun Out of Work?

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Purpose

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a,b,c,d,eZ

3,6,,12,1542

5,10,15,20,256035

Easy Sequencing Simulation


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HOWDIDTHATFEEL?


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Tweet This. Make it Known!

@agilescout-Ifyourequireyourteammemberstoworkonmore

thanoneprojectata:me,youput

quality,speed,andvalueatrisk.

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COST?

1) ~$650B/yeartocompanies

) Imagine$11,000/yeartoYOU!

3) ~40%inlossofproduc:vityformul2pleprojectsandloseabilitytofilterrelevant

informa2onfromnon-relevant

4) VisualInputdrops9%andBrainAc:va:ondrops53%

5) Contextswitchinglinkedtomemoryloss

6) Mul2taskinglinkedtomadness

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1WorkplaceOp9onsSurvey2WorkplaceOp9onsSurvey3

MarcelJust,CarnegieMellonUniversityonNeurolmage

Journal4PsychologyTodayStudy5DavidMeyer,UniversityofMichiganStudy6EyalOphir,CliffordNass,Anthony

Wagner,ProceedingsfromtheNa9onalAcademyofSciences


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3

TheRoleofDorsolateralPrefrontalCortexforExecu9veCogni9veProcessesinTaskSwitching

DEMeyer,JEEvans,EJauber,Gmeindl,JRubinstein,Junck,RAKoeppe


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Peter Saddington - Action & Influence, Inc. www.myai.org42

Effecveleadersshouldsee

themselvesnotasmanagersor

evenproblemsolversbutas

loversofpeopleandinspira8on

starters.-PeterSaddington

Th B Li


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The Bottom Line

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UNDERSTANDPEOPLE

WeuseTeamScience

INCREASEFUN

Knowyourpeopleso

youknowhowto

mo9vatethem

FOCUS Stopwiththemul9ple-

projectsJuststop

R f f F h R di


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References for Further ReadingGopher, D., Armony, L. & Greenspan, Y. (2000). Switching tasks and attention policies. Journal of Experimental Psychology: General, 129,

308-229.

Mayr, U. & Kliegl, R. (2000). Task-set switching and long-term memory retrieval. Journal of Experimental Psychology: Learning, Memory, and

Cognition, 26, 1124-1140.

Meuter, R. F. I. & Allport, A. (1999). Bilingual language switching in naming: Asymmetrical costs of language selection. Journal of Memory and

Language, 40(1), 25-40.

Meyer, D. E. & Kieras, D. E. (1997a). A computational theory of executive cognitive processes and m ultiple-task performance: Part 1. Basic

mechanisms. Psychological Review, 104, 3-65.

Meyer, D. E. & Kieras, D. E. (1997b). A computational theory of executive cognitive processes and multiple-task performanc e: Part 2. Accounts of

psychological refractory-period phenomena. Psychological Review, 104, 749-791.

Monsell, S., Azuma, R., Eimer, M., Le Pelley, M., & Strafford, S. (1998, July). Does a prepared task switch require an extra (control) process

between stimulus onset and response selection? Poster presented at the 18th International Symposium on Attention and Performance, Windsor

Great Park, United Kingdom.

Monsell, S., Yeung, N., & Azuma, R. (2000). Reconfiguration of task-set: Is it easier to switch to the weaker task? Psychological Research, 63,

250-264.

Monsell, S. & Driver, J., Eds. (2000). Control of cognitive processes: Attention and Performance XVIII. Cambridge, Mass.: MIT Press.

Rogers, R. & Monsell, S. (1995). The costs of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General,

124, 207-231.

Rubinstein, J., Evans, J. & Meyer, D. E. (1994). Task switching in patients with prefrontal cortex damage. Poster presented at the meeting of the

Cognitive Neuroscience Society, San Francisco, CA, March, 1994. Abstract published in Journal of Cognitive Neuroscience, 1994, Vol. 6.

Rubinstein, J. S., Meyer, D. E. & Evans, J. E. (2001). Executive Control of Cognitive Processes in Task Switching. Journal of Experimental

Psychology: Human Perception and Performance, 27, 763-797.

Yeung, N. & Monsell, S. (2003). Switching between tasks of unequal familiarity: The role of stimulus-attribute and response-set selection. Journal

of Experimental Psychology-Human Perception and Performance, 29(2): 455-469.

Multitasking May Not Mean Higher Productivity. (2009). Talk of the Nation, National Public Radio. Found online at http://www.npr.org/templates/

story/story.php?storyId=112334449

American Psychological Association. (2006). Multitasking: Switching costs. Found online at http://apa.org/research/action/multitask.aspx

Adams, Marilyn Jager. 2010. "Fostering literacy within a multi-media, multi-tasking educational world." Multitasking Seminar Memo, The Joan

Ganz Cooney Center at Sesame Workshop.

Adams_MultitaskingMemo.pdf

Blakemore, Sarah-Jayne and Choudhury, Suparna. 2006. "Development of the adolescent brain: implications for executive function and social

cognition."Journal of Child Psychology and Psychiatry, 47:3-4, March-April 2006.

onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2006.01611.x/abstract

Calvert, Sandra. 2010. "Multitasking." Multitasking Seminar Memo, The Joan Ganz Cooney Center at Sesame Workshop.

Calvert_MultitaskingMemo.pdf

Foerde, Karin. 2010. "Neural correlates of performance after learning in dual or single task environments." Multitasking Seminar Memo, The Joan

Ganz Cooney Center at Sesame Workshop.

Foerde_MultitaskingMemo.pdf

Giedd, Jay. 2012. "The digital revolution and adolescent brain evolution." Journal of Adolescent Health, 51:2, August 2012.

www.jahonline.org/article/S1054-139X%2812%2900221-2/abstract

Ophir, Eyal et al. 2009. "Cognitive control in media multitas kers." Proceedings of the National Academy of Sciences , 106:37, September 15, 2009.

www.pnas.org/content/106/37/15583.short

Rosen, Christine. 2008. "The myth of multitasking." The New Atlantis, No. 20, Spring 2008.

Shah, Priti. 2010. "Media multitasking: The role of experience and practice." Media Multitasking Seminar Memo, The Joan Ganz Cooney Center at

Sesame Workshop.

Shah_MediaMultitasking.pdf

Wallis, Claudia. 2010. "The impacts of media multitasking on children's learning & development: Report from a research seminar." The Joan Ganz

Cooney Center at Sesame Workshop.

multitasking.stanford.edu/artifacts.html#finalreport

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http://apa.org/research/action/multitask.aspxhttp://www.npr.org/templates/story/story.php?storyId=112334449http://www.npr.org/templates/story/story.php?storyId=112334449http://www.npr.org/templates/story/story.php?storyId=112334449http://www.npr.org/templates/story/story.php?storyId=112334449http://www.myai.org/http://multitasking.stanford.edu/artifacts.html#finalreporthttp://www.pnas.org/content/106/37/15583.shorthttp://multitasking.stanford.edu/artifacts.html#finalreporthttp://multitasking.stanford.edu/artifacts.html#finalreporthttp://www.stanford.edu/group/multitasking/memos/Shah_MediaMultitasking.pdfhttp://www.stanford.edu/group/multitasking/memos/Shah_MediaMultitasking.pdfhttp://www.pnas.org/content/106/37/15583.shorthttp://www.pnas.org/content/106/37/15583.shorthttp://www.jahonline.org/article/S1054-139X%2812%2900221-2/abstracthttp://www.jahonline.org/article/S1054-139X%2812%2900221-2/abstracthttp://www.stanford.edu/group/multitasking/memos/Foerde_MultitaskingMemo.pdfhttp://www.stanford.edu/group/multitasking/memos/Foerde_MultitaskingMemo.pdfhttp://www.stanford.edu/group/multitasking/memos/Calvert_MultitaskingMemo.pdfhttp://www.stanford.edu/group/multitasking/memos/Calvert_MultitaskingMemo.pdfhttp://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2006.01611.x/abstracthttp://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2006.01611.x/abstracthttp://www.stanford.edu/group/multitasking/memos/Adams_MultitaskingMemo.pdfhttp://www.stanford.edu/group/multitasking/memos/Adams_MultitaskingMemo.pdfhttp://apa.org/research/action/multitask.aspxhttp://apa.org/research/action/multitask.aspxhttp://www.npr.org/templates/story/story.php?storyId=112334449http://www.npr.org/templates/story/story.php?storyId=112334449http://www.npr.org/templates/story/story.php?storyId=112334449http://www.npr.org/templates/story/story.php?storyId=112334449http://www.myai.org/http://www.myai.org/


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What does Action & Influence do?

AGIETRANSFORMATIONSERVICES

PleasecontactJennyMintz,VPofTalent

foranystaffingneeds:

-ookingforanewopportunity

-ookingforcandidatesforyour

company

jenny@myaiorg

404788402
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.myai.org/http://www.myai.org/


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Some Action & Influence Customers

1 2 3 4 St t A ilit L t G t St t d


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1, 2, 3, 4 Steps to Agility - Lets Get Started

1.WeoNenstartwithtrainingyourteamsandenterprise

i. AgileExecu2veTraining

ii.ScrumMasterandProductOwnerTraining

iii.TeamTraining

.FromtherewebeginanAgileMaturitySurveyofneartermandlongtermgoalsoNentakes3-9daysdependingonscale)

3.Wethenassignacoachforshort3-months)tolongtermcoaching,

consul2ng,andmentoringbasedonthesurveyresults

4.WecreateasustainabilityplanforgrowthandsuccessofAgilewithinyourcompany

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Ad ti t S l


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Adoption at Scale

Wh t Y G t ith A ti & I fl


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What You Get with Action & Influence

On-sitecoachingforteams

CulturalSurvey

AgileMaturitySurvey

SuccessMetrics

ROIofadop2onAgilePoroliomanagement

Riskmanagementofprojects

Agileplanningatscale

CustomerInterac2vityCycles

UsingfeedbacktoincreaseIRR

Increasequality

Agileinnova2oncycles

On-goingtraining

Assistanceinrecruitmentofteammembers

Execu2vecoaching

Andmore

4

C t ith U


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action & influence - the science of high performance teams teams agile2013 peter saddington final

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