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The purpose of this talk
Give you ideas and concrete
practices to help people and
organizations
get rid of beliefs that
hold them back from embracing
the new paradigm of knowledge
work.
3 layers of culture
Practices, processes, rules
Values (stated)
Assumptions, beliefs(unconscious)
Source: Schein, Edgar (1992). Organizational Culture and Leadership: A
Dynamic View.
Why beliefs and assumptions are so
strong?
• Most things in a culture are built atop of those
• Lots of connections with other ideas, assumptions etc.
• Usually unconscious
• Conflicting ideas and assumptions do notfit with the ideas and assumptions that arebased on the old unconscious assumption
• The idea with less sticking points has lesschange to prevail than the connceted (old) one
I used to design and produce games
for learning
• In collaboration with science teachers
• For primary school children
• ~10 years ago
• Agora Game Lab, University of Jyväskylä
• Problem: children’s misconceptions about
scientific phenomena
Misconceptions about Science
• Hinder the children’s ability to learn aboutscientific phenomena
• The earlier conception has strongerconnections in cognition
• Scientific knowledge is inter-connected, new knowledge sticks if it fits with the existingassumptions
• A couple of misguided assumptions canhinder the child from learning most of relatedscience (e.g. astronomy and climate theoriesrelated to model of seasonal changes)
”Delivering each batch of work has
costs, so it is most efficient to do it
all in one big batch”
Photo CC-2.0-BY-NC by Cameron Grant
Problems with batches or big
projects
• Assumption: big batches save money (true, but…)
• Unconscious tradeoffs:
• Losing the adaptibility to changes
• Risks are discovered and acted on late
• Testing of assumptions is done in the end
• Scope tends to get even bigger – scopecreep
• Long time to market
Problems with specialisation
• Loss of information
• The need to ask something competes with
the fact that people are already on their
next assignment
• Leads to multitasking
• Task-switching reduces effectiveness
• Lots of unfinished work, which is
potentially waste
Problems with 100% utilization
• No capability left to deal with surprises
• Results in low predictability if there is
variability (= surprises)
• Often leads to multitasking
• Task-switching reduces effectiveness
Problems with rolling out new
processes, org charts
• People do not change anything in their
behaviour
• People do not understand the changed
process in the same way
• Lack of commitment towards change
• Hard to relate a modelled process to
everyday work
Problems with separating thinking
and doing
• People far away from work have hard time
seeing the real problems
• People with most insight on improvement
opportunities are left out of work design
• Lessens commitment on improvement on
”doers”
• Takes meaning out of ”doers” work
HOW TO GET RID OF THESE
LEGACY BELIEFS?
Photo CC-2.0-BY by wecometolearn
Problems with using logic to help get
rid of old beliefs
• The old belief has lots of connections with other ideas, assumptions etc.
• The old belief is usually unconscious
• Conflicting ideas and assumptions do not fitwith the ideas and assumptions that arebased on the old unconscious assumption
• The idea with less sticking points has lesschange to prevail than the connceted (old) one
• Arguments against the old belief have lessexisting allies in the cognition
Games for Learning: Experience
• Safe experience
• Distanced from subject matter
• Chance for the child to experiment
different strategies, theories
• Constructed so that strategies based on
actual scientific theories work better
2. Reflection together
Photo CC-2.0-BY-NC by Juska Wendland
Games for Learning: Reflection
Together
• Compare experiences from playing the
game
• Form a collective opinion on what
strategies worked and why
• Confirmation on individual observations
from group
• Connect the experience to scientific theory
(at this point the experience has provided
connecting points to the children’s
cognition)
Games for Learning: Application
• Application of ther newly learned theory to
another context
• To reinforce the newly formed theory
• I.e. Another exercise, project work etc.
Step&4:&Describe&the&Developer&Policy&for&round&1&
Never/keep/a/customer/waiting
the/earlier/you/start/something,/the/earlier/
you/finish
At/this/point/I/paus/and/check/carefully/to/see/if/anyone/seems/to/object/to/that/statement./Usually/nobody/does,/because/it/sounds/obvious./One/of/the/purposes/of/the/exercise/is/to/illustrate/how/
false/that/statement/is./
Multitasking Name Game
Image CC-3.0-BY-SA by Henrik Kniberg
Ball Flow Game
Karl Scotland, http://availagility.co.uk/ball-flow-game/
Value Stream Mapping
Photo CC-2.5-BY-NC-SA by Michael Sahota
Assumptions and beliefs hold us
back
Practices, processes, rules
Values (stated)
Assumptions, beliefs(unconscious)
How To facilitate change in beliefs
1.Experience
2.Reflection together
3.Application in real context -
experiment
Links to experiences, games
• Marshmallow Challenge: http://marshmallowchallenge.com/
• Multitasking name game: https://www.crisp.se/gratis-material-och-guider/multitasking-name-game
• Ball Flow Game: http://availagility.co.uk/ball-flow-game/
• Value Stream Mapping: http://agilitrix.com/2010/07/use-value-stream-mapping-for-current-state-assessment/
Control by rules, incentives and
status reports is effectivePhoto by Dneary