Which roles will be impacted by the transition to agile?

A survey suggests that as agile spreads throughout an organization, it is losing ground to entrenched bureaucracy. The transition to agile can impact several roles. Here are some examples of roles that may be affected by the transition to agile:

People who create documentation

Agile projects are focused on producing output as well as solutions, and there is significantly less focus on documentation. That is one of the 4 key agile values. That does not mean that documentation is not required at all.  Instead, documentation tends to be more summarized and slimmed down versus the significant longer documentation required under waterfall methodology. Source. 

The change towards a significantly reduced focus on documentation has an impact on several roles, because many people on a team are involved in creating documentation. Examples: Technical writes, developers, project managers, quality assurance, system architects, clients, and business analysts.

Clients

In agile, customer collaboration is among the key values. Agile methodologies encourage close collaboration between the development team and clients. Clients may be more involved in the development process, providing feedback on incremental releases and helping to prioritize features based on changing market conditions and/or needs they have.

Development team members

Development team members may include product designers, writers, developers, testers and a user experience worker. They deliver incremental value value through frequent releases. This reflect one of the 4 key agile values: Responding to change over following a plan. The development team members perform work sprints from requirements provided by the product owner. Source.

It is not uncommon to find team members discussing ideas on how to work faster and easier. Ideal team members trust, support, mentor and learn from each other. They question things and come up with alternative ways of pushing continuous improvement all the time. They work on delivering the best possible outcomes. Source.

Agile methodologies often emphasize automated testing and continuous integration, which can impact the role of testers. Testers may need to adapt to new tools and practices, such as test-driven development (TDD) as well as behavior-driven development (BDD), and work more closely with developers throughout the development process.

Nurses, who work in the Buurtzorg network of health care professionals and are members of small teams, take on several different roles. Four examples: 1. Find out what patients need. 2. Schedule what nurses will serve which patients at which times. 3. Continuously suggest ideas that can help improve the quality and efficiency of care. 4. Mentor / coach / teach / consult / facilitate new nurses.

A survey shows that a majority of companies prioritize women (79%), youth under 25 (68%) and people with disabilities (51%) as part of their diversity, equity and inclusion programs. In addition, 60% of workers will require training before 2027. The top 3 priorities for skills training from 2023-2027 is analytical thinking, creative thinking as well as use of AI and big data. The medical and health services and electronics industry will emphasize skills development in curiosity and lifelong learning.

Product owner

Ideally, the client would be the best person to take over the Product Owner role. In reality, the Product Owner role it taken up by one the project team members. Source. The Product owner acts as the link between users and team members. Source.

A product owner is a person who has the authority to make decisions and prioritize the product backlog, i.e. the list of work for the development team. In other words, the product owner ensures that developers and project team members work on the right tasks. The Product Owner should be able to communicate with stakeholders about what’s being built and manage and prioritize work for the team to ensure that customers’ needs are met. Among key benefits of having a product owner on an agile team is that the product owner works on acquiring deep knowledge of client needs. Source.

Leaders

In an agile transformation, leaders need to

Agile coaches

Agile coaches may work at the organizational level, helping multiple teams adopt agile practices and guiding the overall agile transformation.

Sources of inspiration:
https://www.bcg.com/publications/2022/what-employees-say-about-agile-transformations
https://bluepiit.com/customer-role-in-agile-projects/
https://www.bmc.com/blogs/agile-roles-responsibilities/
https://businessmap.io/blog/agile-team-roles
https://www.calameo.com/read/0035073797ee90d4247e7
chat.openai.com
https://www.easyagile.com/blog/agile-team/
https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/why-an-agile-transformation-office-is-your-ticket-to-real-and-lasting-impact
https://monday.com/blog/project-management/agile-roles/
https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf
you.com

Which of the 12 principles fit into the 4 values that guide agile software development?

Agile software development is guided by four core values, as outlined in the Agile Manifesto. The 12 principles of agile software development, as outlined in the Agile Manifesto, support these values. Here’s how each principle aligns with the four values:

Value # 1: Individuals and interactions over processes and tools
– Principle # 4: Business people and developers must work together daily throughout the project.
– Principle # 5: Build projects around motivated individuals. Give them the environment and support they need, and trust them to get the job done.
– Principle # 6: The most efficient and effective method of conveying information to and within a development team is face-to-face conversation.
– Principle # 8: Agile processes promote sustainable development. The sponsors, developers, and users should be able to maintain a constant pace indefinitely.
– Principle # 11: The best architectures, requirements, and designs emerge from self-organizing teams.

Value # 2: Delivery of working software over comprehensive documentation
– Principle # 1: Our highest priority is to satisfy the customer through the early and continuous delivery of valuable software.
– Principle # 7: Working software is the primary measure of progress.
– Principle # 9: Continuous attention to technical excellence and good design enhances agility.
– Principle # 10: Simplicity – the art of maximizing the amount of work not done – is essential.

Value # 3: Customer collaboration over contract negotiation
– Principle # 4: Business people and developers must work together daily throughout the project.
– Principle # 8: Agile processes promote sustainable development. The sponsors, developers, and users should be able to maintain a constant pace indefinitely.

Value # 4: Responding to change over following a plan
– Principle # 2: Welcome changing requirements, even late in development.
– Principle # 3: Deliver working software frequently, with a preference for the shorter timescale.
– Principle # 10: Simplicity – the art of maximizing the amount of work not done – is essential.
– Principle # 12: At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.

Sources of inspiration
https://www.agilealliance.org/agile101/12-principles-behind-the-agile-manifesto/
https://chat.openai.com/share/b735c3db-b430-4674-8cb9-8d6cb18dcdde

What steps are part of a process of individual change?

Individual change is a multifaceted process that often involves several steps. Examples mentioned below are steps that are part of a process of individual change. The process is not always linear. To make change happen, we may move back and forth between steps. Additionally, the specific steps and strategies involved can vary depending on the nature of the change and the person’s circumstances.

Step # 1: Becoming aware of what you want to explore

On page 34 of her book Smart Growth, Whitney Johnson explains that finding out what you want to explore is the first part of a personal growth process. This could include, she mentions on page 57, to ask people, who know you well, why they like being around you, and what their relationship with you does for them.

It can also mean, Ms. Johnson writes on page 76, to reflect on life stories in order to develop a greater sense of self awareness. This can include discovering or rediscovering your values. Collecting experiences from her past, Whitney Johnson learned that her mother loved to cook and also wrote cookbooks. In addition, she discovered that food is part of the ways that she feels and expresses love. In relation to this, Rosamund Stone Zander suggests on page 199 of her book The Art of Possibility that we listen for the music of our beings. Choose the practices that shape yourself. They will shape your voice as a unique contribution to us all.

Awareness is the recognition that change is needed. Becoming aware that change is needed might involve realizing that certain behaviors or patterns are causing problems or that there’s a gap between where you are and where you want to be. Awareness is the first block of the ADKAR change management model. The ADKAR change management model consists of 5 stages: 1. Awareness. 2. Desire. 3. Knowledge. 4. Ability. 5. Enforcement.

Step # 2: Developing a desire to move

When a person becomes aware that a change is needed, a meaningful next step is to develop a real desire to grow. This could include recognizing the benefits of change and/or the consequences of not changing. Learning about the transformation of Panelfisa towards self management, I found it interesting that people, who worked for Panelfisa, voted if they wanted change or not. A requirement in this vote was 80% voting for transformation.

To develop a desire to move from A to B, storytelling can help. Storytelling is a tool that can inspire creative thinking and help you imagine a future you want. Telling a positive story can show yourself the way to an even better life. On pages 240-243 of the book Thinking 101, Ahn Woo-Kyoung mentions that to have faith in the future, remind yourself of a time when you had the power to make a difference – in your own life or in the life of another person. Also think about future events with as much detail as you can.

At page 96 of her book Winning from within, Erica Ariel Fox explains that the dreamer strives to invent new possibilities, create and improve things. When we are young, we call it playing. In adolescence, we call it daydreaming. As grown-up professionals, we call it, for example, creating. At its core, the impulse is the same. We desire. We experiment. We wonder. What do you dream of doing? In which direction do you want to go?

In this process avoid underestimating or overestimating yourself. On page 58 of the book Thinking 101, Ahn Woo-Kyoung explains that a person, who underestimates himself or herself, may avoid to go for opportunities. And a person, who overestimates himself / herself, may forget what he or she is not good at.

Step # 3: Committing to change

Committing to change means making a decision to take action. To do that, try to think in positive ways. An example: On page 157 of the book Thinking 101, it is mentioned that when patients with lung cancer were told they had 90% chance of surviving if they underwent surgery, more than 80% of them opted for operation. When patients were told they had 10% chance of dying after surgery, 50% of them opted for operation.

On the Roller Coaster of Change Model this point is at the very bottom of the curve. This is where the energy level is at the lowest points and starts to rise, as the person decides to “stick with it” and starts to search for the new. In other words, at this point things start to get better, and more positive emotions start to emerge more frequently.

Step # 4: Setting a goal

What follows naturally after commitment to change is setting a goal. Setting a goal is of strong importance for guiding the change process. Goals should be specific, measurable, attainable, relevant, and time-bound (SMART).

During a Café Scientifique Meetup about information, beliefs, values and means – four aspects that can enable change – I learned from Claude A. Garcia that when a person believes that change matters and has the resources / means to make change change happen, the person develops herself or himself into an architect of change.

Step # 5: Breaking down the goal in smaller tasks

Developing a plan of action outlines the steps needed to achieve your goal. This might involve breaking down your goal into smaller tasks, identifying potential obstacles, and brainstorming strategies to overcome them.

A small, efficient step that I found helpful regarding the transformation to healthier foods was planning to buy chocolate with a relatively high percentage of cocoa and a relatively low percentage of sugar.

Step # 6: Doing things

Towards the end of the book Visible learning and the science of how we learn, a book by John Hattie and C. R. Yates, the IKEA effect is mentioned. The IKEA effect stems from the personal contributions and actual work that a person puts into achieving a goal. In the Kübler-Ross change curve, this is where experimenting happens. During this part of the change process, productivity begins to improve.

At page 200 of her book Winning from within, Erica Ariel Fox writes that the warrior is the part of you that acts – gets things done and delivered. The warrior’s power source is willpower, and her strongest muscle is courage. Playing can also be an important ingredient when learning and grow. On pages 5 and 118 of the book Free to learn, Peter O. Gray explains that Free play is the primary means by which children practice and acquire the physical skills and intellectual skills that are essential for success in the culture in which they are growing. Playfulness motivates children to practice new skills and use those skills creatively.

On page 53 of their book The One Thing, Gary Keller and Jay Papason mention that it takes 66 days on average to develop a habit. In other words, sticking with what you decided to do and taking consistent action is crucial for making progress towards a goal – in particular when you are faced with challenges or setbacks.. This might involve actively doing new things, having new habits, learning new skills, seeking support from other people and making other necessary adjustments to achieve the desired change. An example: To avoid eating too much chocolate, a helpful action I took was to put chocolate in a place, where I would not see it during the day.

Step # 7: Accepting and expressing emotions

At location 2200 of her book Emotional Agility, Susan David indicates that fear can block change. Fear sometimes appears in disguise, for example when we postpone things, when we seek perfection, when we have low confidence and/or when we make excuses. Fear speaks only one word: No. Examples: No, I will just fail. No, I don’t know anyone there. No, that shirt will look awful on me. No, I would rather wait. No, I prefer to avoid that. Following up on that Ms. David mentions that accepting and expressing emotions are key actions to handle emotions with agility. In relation to a person feeling fear, he or she can tame the fear, which she or he feels, by accepting and expressing it.

At page 146 of her book The language of emotions Karla McLaren puts focus on this as well: When your emotions are welcomed and honored, they move easily and quickly. Ms. McLaren explains at page 74 that if we can welcome our flowing emotions as necessary – like the water element in our fully functional psyches – we won’t need to go into a problem-solving mode. For example, she notes on page 36 that when your fear flows nicely, you will feel focused, centered, capable, and agile. Your free-flowing fear brings you instincts, intuition and focus. If you can rely on fear’s calm, listening, sensing stance, it will help you read people and situations empathically.

Change often takes time and effort, and setbacks are inevitable. Therefore, this step may require consistent effort, practice, and perseverance. Perseverance involves staying committed to your goal and continuing to take action, even in the face of challenges. To help name and express emotions, the Feelings Wheel can help.

Step # 8: Analyzing progress

Regularly analyzing progress, which you make towards achieving your goal, allows you to figure out what is working and what is not working.

Step # 9: Adapting

Evaluating progress helps you make adjustments to your plan and stay on track towards your goal. Being willing to adapt and make changes to your approach as you learn and grow is essential for long-term success.

Step # 10: Setting new goals

What do you do when you have achieved your goal? You start a new process of individual change. What do you wish to learn next?

Sources of inspiration:
https://alban.org/archive/the-roller-coaster-of-change/
https://www.calameo.com/read/0035073790b7b340e5cd1
https://feelingswheel.com/
https://www.goodreads.com/review/show/1918959132
https://www.goodreads.com/review/show/2768418051
https://www.goodreads.com/review/show/3892573013
https://www.goodreads.com/review/show/6058484027
https://www.goodreads.com/review/show/769046140
https://www.goodreads.com/review/show/963181477
https://www.meetup.com/meetup-group-wfwyoubr/events/299829507
chat.openai.com
https://www.psychologytoday.com/intl/blog/inside-out/201308/6-steps-personal-change
https://blog.udemy.com/adkar-change-management-model/
you.com
https://www.youtube.com/watch?v=r53DPr7EhsA

What are specific differences between mentoring and coaching?

Mentoring and coaching are both valuable approaches to personal and professional development. These are among differences that exist between mentoring and coaching:

Differences regarding purpose and tasks

  • The purpose of mentoring is to help the mentee fulfill his or her job responsibilities. In this journey, a mentor is often a role model for the mentee. The mentor’s focus is on transferring knowledge to the mentee by guiding and directing the mentee. A mentor has competencies that enable him or her to provide targeted expert knowledge and help the mentee handle concrete challenges in their field of work. The mentee learns from listening to experiences and insights that the mentor had. The feedback provided by the mentor is context-rich, often delivered through personal stories. In a mentor-mentee relationship, the mentee is often the person who asks questions.
  • The coach, on the contrary, is the one who asks questions and listens when working with a client. Why? Because the focus of a coach is to help the client achieve her or his goals. Typically, coaching sessions are adapted to the needs of the client. The coach serves the client by helping her or him set actionable goals, create action plans, and track his or her progress over time. Coaching covers a broader spectrum of life domains – including personal relationships and finding purpose. Coaches address various aspects of clients’ lives that may impact their professional growth.

Differences regarding equality

  • The mentor-mentee relationship often involves a hierarchical relationship where the mentor holds a position of authority or seniority.
  • The relationship between a coach and his or her client is more equal, collaborative and partnership focused. The coach empower his or her client and holds the client accountable for his or her professional and/or personal development. The relationship between a coach and his or her client requires that the client participates actively in setting goals, identifying challenges, and implementing solutions. In other words, the coaching agenda is co-created by the coach and the client in order to best possibly tap into needs that the client has.

Differences regarding expertise and experience

  • A mentor typically has strong experience and expertise in the field relevant to the mentee. The mentor may have been through what the mentee is going thorough. Therefore, her or his willingness to show the mentee ways forward is of high value. The mentor offers practical advice based on experiences, which he or she has had. The mentor serves as a trusted advisor and shares insights, knowledge, and advice based on her or his own journey. A risk in mentoring is that the personal experiences and advice of the mentor may not be relevant to the current situation of the mentee, for example because of changes that have happened.
  • Coaches may not necessarily have direct experience in the field or industry of the client. The focus of the coach is on helping the client in his or her self-discovery, learning, and growth through powerful questioning and active listening.

Differences regarding duration of the working relationship

  • A coach helps a client achieve a goal within a defined period of time such as a number of weeks or months.
  • A working relationship between a mentor and a mentee usually unfolds over a longer period of time.

Sources of inspiration:
chat.openai.com
https://www.indeed.com/career-advice/career-development/mentoring-coaching-and-counseling
https://www.kent.edu/yourtrainingpartner/know-difference-between-coaching-and-mentoring
https://www.linkedin.com/pulse/10-key-differences-between-coaching-mentoring-steve-gregory/
https://www.linkedin.com/advice/3/what-some-key-differences-similarities-between
https://smallbiztrends.com/coach-vs-mentor/
https://timesofindia.indiatimes.com/blogs/krishna-athal/what-is-the-difference-between-coaching-and-mentoring/
https://blog.trevor-roberts.com.au/what-is-the-difference-between-coaching-mentoring
you.com

What is included in a coaching contract?

A coaching contract outlines the terms and expectations of the coaching relationship between the coach and the client. Here are elements that can be included in a coaching contract:

Name and contact information of coach and client
In the contract it is clearly identifies who the client is, and who the coach is. There is contact information such as e-mail addresses and phone numbers for the client as well as for the coach.

Coaching goals
The coach and the client agree on goals of the coaching relationship. This section may outline specific goals the client wants to achieve through the coaching process, and how the progress of the client will be measured.

Type of coaching provided
This section outlines what type of coaching services will be provided.

Frequency and duration of services
The frequency and duration of coaching sessions are mentioned in this part.

Methods of communication
Methods of communication can, for example, include communication via video call, communication via messaging services such as WhatsApp, communication via social media, and in-person sessions in physical locations.

Responsibilities of the coach and the client
This section clarifies the responsibilities of both the coach and the client in the coaching relationship. It may include expectations around attendance, participation, communication between sessions, and any homework or actions to be completed by the client. This section helps set expectations for the contributions to the coaching process of both the client and the coach.

Confidentiality
A confidentiality clause in the coaching contract ensures that all information shared during coaching sessions will be kept confidential.

Price and payment
This section outlines the price of coaching, payment methods as well as the time the client has to pay for coaching services.

Duration of the coaching relationship
This section deals with the duration of the coaching relationship.

Sources of inspiration:
chat.openai.com
you.com

    What are the most important ways that a horse whisperer can transfer his or her skills into helping humans?

    A horse whisperer, who is skilled in understanding and communicating with horses, can transfer their expertise to helping humans in several ways. 4 examples:

    Learning to be present
    Working with horses requires individuals to be present in the moment, aware of their own emotions, and attuned to the horse’s responses. Horse whisperers can help humans cultivate self-awareness and mindfulness by guiding them to focus on the present, observe their own emotions and reactions, and adjust their behavior accordingly. This can lead to increased self-awareness, emotional regulation, and overall well-being

    Learning to use tone of voice, facial expressions and body language
    Horses communicate primarily through body language. Horse whisperers learn, through their work, to get really good at understanding and using non-verbal cues. This skill can be applied to human interactions as well because understanding and effectively responding to nonverbal cues is crucial for building strong relationships as well as fostering effective communication. Horse whisperers can help people learn to improve their non-verbal communication skills such as tone of voice, facial expressions and body language.

    Learning to understand emotions
    Working with horses requires the ability to understand emotions – including how to recognize emotions, name emotions, accept emotions, understand reasons for emotions, express emotions and regulate emotions. These competencies are important to understand needs. Horse whisperers can help humans develop these skills – thereby helping people increase self awareness and improve relationships.

    Learning to manage stress and fear
    Interacting with horses can help people manage emotions such as stress and fear. Examples of techniques used by horse whisperers are mindfulness, grounding exercises, and relaxation techniques. Working with horses and learning through experience how to communicate with horses can help people to overcome fear, develop self-assurance, and improve their self-esteem.

    Sources of inspiration:
    chat.openai.com
    you.com

    What are concrete examples of initiatives a person can take to strengthen spiritual growth?

    Strengthening spiritual growth can take many forms, as it’s a deeply personal journey that varies greatly from person to person based on their beliefs, values, and experiences. Here are some concrete examples of initiatives people can take to strengthen their spiritual growth:

    Breathing and self-reflection
    Taking time to breathe and reflect on thoughts that go through your mind, emotions you feel and experiences you have can facilitate self-discovery and spiritual growth. Breathing and self reflection can help us connect with our inner selves, a higher power, and/or with the universe. These are examples of breathing exercises.

    Serving people
    Serving people, for example through acts of kindness, can be a powerful way to express spirituality and make a positive impact in the world.

    Expressing thankfulness
    Cultivating an attitude of thankfulness by appreciating good things in your life can foster a sense of connection and spirituality. Here are examples of thankfulness exercises.

    Reading books
    Reading books that explore spiritual topics and can provide valuable insights and inspiration for spiritual growth. Reflecting on the information and finding ways to apply it in your life can deepen your understanding and connection to your spirituality.

    Using your senses in nature
    Nature can help people feel connected to something greater than themselves. Try, for example, this sensing exercise when you are in nature.


    Other sources of inspiration:
    chat.openai.com
    you.com

    When people communicate with one or more Gods, do they communicate with themselves?

    The question of whether people are communicating with themselves when they interact with one or more gods is complex and largely depends on one’s perspective and beliefs.

    Answer from a psychological perspective
    From a psychological standpoint, some might argue that when individuals communicate with gods or engage in prayer, meditation, or other spiritual practices, they are essentially engaging with aspects of their own psyche. This perspective suggests that gods are symbolic representations of various aspects of human consciousness and emotions.

    Answer from a spiritual perspective
    From a spiritual perspective, believers often perceive their interactions with gods as genuine communication with divine beings who are separate from themselves. In these belief systems, gods are considered external entities with their own agency, consciousness, and powers.

    Source:
    chat.openai.com

    What are examples of how “what if learners” learn?

    These are examples of how “what if learners” learn:

    Research and critical thinking
    “What if learners” like to do independent research on topics they are curious about. And they like to analyze what they learn. They examine information, evaluate evidence, and consider alternative perspectives. They learn by challenging assumptions, asking questions, and analyzing the underlying logic behind different arguments or theories.

    Role-playing is a popular method for “what if learners” to learn and understand different perspectives. They can take on the role of a historical figure, a character in a story, or a professional in a specific field. By immersing themselves in these roles, learners can explore alternative viewpoints, develop empathy, and gain a deeper understanding of the subject matter.

    Creative thinking
    “What if learners” like to work on finding solutions to open-ended questions and challenges that do not have a single right answer. They are motivated by the opportunity to explore multiple possibilities. Using their curiosity and imagination, they may ask questions like “What if this event had turned out differently?” or “What if this decision had been made instead?” By considering alternative possibilities, they can gain a deeper understanding of the subject matter and its implications.

    “What if learners” like to also experiment with different approaches. For example, physicists often use thought experiments to understand complex concepts in quantum mechanics or relativity. “What if learners” thrive in environments where they have the freedom to pursue their interests. They enjoy exploring new ideas on their own. This can include brainstorming new concepts, imagining hypothetical scenarios, and exploring imaginative possibilities. Creative projects and activities that encourage them to think outside the box can be particularly effective for their preferred ways of learning.

    Sharing ideas with other people
    “What if learners” often express their ideas and insights through writing, storytelling and/or art. They like to have dialogues with other people – in particular with people who have different perspectives and ideas. Communicating with other people as well as doing collaborative projects provide opportunities for them to explore alternative viewpoints, challenge their assumptions, and refine their thinking.

    Practical applications
    “What if learners” thrive when they can see the practical applications of what they are learning. They appreciate opportunities to apply theoretical concepts to real-world situations, for example through project-based learning experiences. This hands-on approach allows them to test their hypotheses and see the tangible results of their efforts.

    Sources of inspiration
    chat.openai.com
    you.com