Don’t Fail Fast - Learn fast: Failing fast is an option. But innovating fast is a must
Often in agile working environments, people aim for failing fast. Yet failure is not the goal - learning is. Failure can lead to learning and so can other approaches. It can lead beyond continuous improvement to transformative learning: seeing your situation from a whole new framework in a way that lets you learn by leaps of insight.
In this workshop we present specific ways to probe, using hypothesis, and experiments will help you and your team to learn fast. This approach provides a way to get into the mindset of learning and thus always developing.
Usually a failure is to do nothing… or to do anything (blindly). The key even for big issues is to make small bets (hypothesis) and learn through experiments what's the impact. So, gain insights by (in)validating the bet. In summary it's about thinking big but acting small (and safely). Note, that every great idea, every innovation is at first a guess or rather a hypothesis and only experiments allow us to find out if our idea is really as great as we thought at first.
Outline/Structure of the Workshop
0 Welcome and set the stage 5’
5 Participants experiences with failing fast (small group discussions) 15’
20 Presentation of learning fast through probing and the difference between continuous and transformative learning 20’
40 In small groups discuss the advantages / disadvantages of the new model and create suggestions for improvements (synthesis) 30’
70 Applicability in participants' own environment 15'
85 Debrief & Wrap-Up 5’
- Learn how to conduct experiments (probes), how to learn from them, and how to scale them
- Understand the prerequisites for creating your own experiments
- Learn how to design experiments dependent on the outcome you aim for in respect to the environment you are in
- Understand that everyone in an organization can foster learning and innovation (faster)
- Differentiate between continuous learning and the deep innovation that comes from transformative learning
- Develop strategies for the application in your own context
Program Managers, Executives, Portfolio Managers, Project Leads, Coaches, Consultants
Prerequisites for Attendees
Familiar with agile concepts. Project and management experience at best with leading and going through change.
schedule Submitted 9 months ago
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schedule 9 months agoSold Out!
Too often innovative people in medium to large organizations have the feeling of being in a box - with startling new ideas - and no one really listens. In essence, these innovators are trying to “measure performance upwards.” This upward voice intrinsically measures strategies and customer impact, and applying the concept can significantly improve the overall performance without relying on top down OKRs and KPIs. Moreover, “measuring from above,” tends to measure the output of production rather than the truly important outcome: what is really making a difference for our customers and therefore for our company.
Adding “measurement from below” to a company can create a mindset that empowers everyone to follow their passion and interest and nourish the company’s effectiveness. Implementing a “from below” approach to measurement involves a fundamental shift that asks the company to synthesize a variety of new approaches. One such synthesis is Beyond Budgeting, Open Space, Sociocracy, and Agile (BOSSA nova). This synthesis enables a company to “measure upwards” without jeopardizing the strengths of “leading downwards.” Fortunately, the implementation can be done in small steps that probe and demonstrate new measurement ideas on a small scale such that the proof cascades beyond the demonstration. This session will enable you to get started on your journey to spreading the idea of upwards measurement company-wide.
This workshop asks participants to start where they are, explains what it means to probe, and helps them develop strategies and experiments they can use in their own situation to create an environment for high performance that goes beyond what OKRs and KPIs can offer.