Module 6 : Scaling Leadership Building High Performing, Shared-Responsibility Teams

1. Module 6: Scaling Leadership Building High Performing, Shared-Responsibility Teams

2. Agile Release Train Lean Scaling Leadership Scaling Agile Agile Scrum

3. About Dean Leffingwell “A leader is one who knows the way, goes the way, and shows the way.”

4. On Becoming a Lean|Agile Leader

5. The Goal: Value Sustainable shortest lead time. Best quality and value (to people and society). Most customer delight, lowest cost, high morale, safety. Foundation: Management Support • Pillar 1: Respect for People • don’t trouble your customer • develop people-then build products • no wasteful work • teams and individuals evolve their own practices and improvements • build partners with stable relationships, trust and coaching lean thinking • develop teams • Pillar 2: Continuous Improvement • Go See • kaizen • spread knowledge • small, relentless, • retrospectives • 5 whys • eyes for waste variability, overburden, NVA, (handoff, WIP, info scatter delay, multitasking, defects, wishful thinking…) • perfection challenge • Work to flow Product Development Flow Take an economic view Actively manage queues Understand/exploit variability Reduce batch size Apply WIP Constraints Flow with uncertainty Cadence and Synchronization Apply fast feedback Decentralize control Foundation: Management Support Management applies and teaches lean thinking, bases decisions on this long-term philosophy Derived from: Toyota Production System (2004) Larman and Vodde (2009) Reinertsen (2009)

6. Lean-Thinking Manager-Teachers Source: Larman and Vodde, 2009 • Develop People. They will develop products. • Management is trained in lean thinking – bases decisions on this long term philosophy • Management is trained in the practices and tools of continuous improvement (kaizen) • Applies them routinely … teaches employees how to use them • GenchiGenbutsu (Go See) – managers are expected to “go see with their own eyes” • You can’t come up with a useful improvement sitting at your desk • Go see what’s happening in the workplace • “Don’t look with your eyes, look with your feet….people who only look at the numbers are the worst of all – quotes from lean leaders

7. The New New Product Development Game “The… ‘relay race’ approach to product development…may conflict with the goals of maximum speed and flexibility. Instead a holistic or ‘rugby’ approach – where a team tries to go the distance as a unit, passing the ball back and forth – may better serve today’s competitive requirements.” ̶ HirotakaTakeuchi and IkujiroNonaka,“The New New Product Development Game” Harvard Business Review, January 1986.

9. Principles Built in instability Self-organizing project teams Overlapping development phases “Multi-learning” Organizational transfer of learning Subtle control

10. 1. Built-in Instability Management provides general goal and strategic direction – a strong vision Little-minimal-no specific work or project plans Challenging requirements High degree of freedom as to how teams meet requirements

11. 2. Self-Organizing Project teams • Autonomy • Top management seldom intervenes • Teams have freedom to take unconventional steps • Self-transcendence • Teams set own intermediate goals • Challenge norms of development • Daily, incremental improvements • Cross-fertilization • Team members from hardware design, software development, procurement, production

12. 3. Overlapping Development Phases Sequential (A) vs. overlapping (B and C) phases of development Type A 6 5 Phase 1 2 3 4 Type B 4 6 Phase 1 2 3 5 Type C 6 Phase 1 2 3 4 5

13. Overlapping Development Phases Type C Phase 1 2 3 4 5 6 • Sequential: move from one phase to the next, only after requirements of prior phase are satisfied • Bottleneck at any phase slows entire process, introducing delays in the value stream • Experience tells us there will be bottlenecks: therefore inevitable delays • Overlapping: • Greater speed and flexibility • Shared responsibility and cooperation • Encourages initiative taking • Requires cooperation, contingency planning, set-based engineering

14. 4. Multilearning • Multilevel • Company wide support for new methods and practices • Guidance, not specifics • Foundation: lean-thinking managers as teacher-coaches • Individual learning through peer pressure • Multifunctional • Cross disciplinary • Cross department • Shared ownership and shared responsibility Multilevel, multifunctional learning is a corporate objective.

15. 5. Organizational Transfer of Learning Caution: Do not take institutionalization too far, lest it become the residue of past innovation efforts! Continue learning. Project members encouraged, permitted to share learnings outside their groups Team members moved from team to team as projects complete Convert effective practices to standard practices

16. 6. Subtle Control Although project teams are largely on their own, they are not without controls….. Selecting the right people for the project teams Setting clear vision, goals and objectives Rewarding the group, rather than the individual Anticipating and tolerating mistakes Involving suppliers, partners and customers Creating an open working environment, total transparency and visibility

17. Agility is “the new master skill of leadership.” In today’s turbulent business environment, it determines a manager’s effectiveness in tapping all their knowledge, experience, and skill as a leader. ̶ Jim Kouzes, bestselling leadership expert Agile Leadership

18. Leadership Styles WARNING! Recommended Reading: Managing for Excellence ̶ David Bradford and Allan Cohen Leader as Expert Leader as Conductor Leader as Developer

19. Traditional Leadership Styles • Leader as Expert • The technician or master craftsman • Technically focused on the job at hand • Problem solver, the one people go to for answers • Promoted because they were the best at their job Source: Managing for Excellence, David Bradford and Allan Cohen

20. Leader as Expert Source: Managing for Excellence, David Bradford and Allan Cohen • Effective when… • Manager has greater knowledge than direct reports • Direct reports work is relatively autonomous and coordination is minimal • Emergency problems within manager’s area of expertise • Concerns • Often technology has moved beyond their learning • Limits learning and growth of direct reports • Focus on technical problems to the detriment of human factors • Behaviors • “Work” is when people leave them alone • They love their field of work

21. Traditional Leadership Styles • Leader as Conductor • The central decision maker, nerve center, and coordinator of activities • Orchestrates all individual parts of the organization into a harmonious whole • Subtle and indirect manipulation to their solution Source: Managing for Excellence, David Bradford and Allan Cohen

22. Leader as Conductor Source: Managing for Excellence, David Bradford and Allan Cohen • Effective when… • Situations are more complex • There are many direct reports with interdependent work • Coordination is a prerequisite for maximum performance • Organization is very political and requires maneuvering • Concerns • Narrows the focus of direct reports to their own areas • Conflict tends to push upward looking for the boss to fix • Limits overall performance of the organization • Emphasis on control is self fulfilling, continually requiring more • Behaviors • Use systems and procedures to control organizational work • Work harder and harder, without realizing full team potential

23. Good Leader Myths The leader knows at all times what is going on in the department The leader should have more technical expertise than any direct report The leader should be able to solve any problem that comes up (or at least solve it before the direct report does) The leader should be the primary (if not only) person responsible for how the department is working

24. Responsibility Cycle (Trap) Leader feels overresponsible for coordination for answers for overall unit goals direct reports feel overcontrolled direct reports feel blocked, underused direct reports feel committed only to own subgoals Direct reports feel lower commitment and sense of responsibility Source: Managing for Excellence, David Bradford and Allan Cohen Negative reinforcing cycle Fails to make full use of the knowledge and competencies of direct reports Produces narrow and self-interest direct reports

25. Agile Leadership Example • Review the article “Leadership as a Task, Rather than an Identity, provided in the appendix • Underline any sentences that you find interesting or thought provoking • Be ready to share your thoughts Source: Harvard Business Review article "Leaderships Online Labs" - May 2008 by Byron Reeves, Thomas W. Malone, and Tony O’Driscoll

26. Leader as Developer of People • Post-heroic leadership style • Change in orientation • Direct report-centric, rather than manager-centric • Behaviors • Creates a team jointly responsible for success • Asks “How can each problem be solved in a way that further develops my direct reports’ commitment and capabilities?” • Allows leader to spend more time managing laterally and upward

27. Profound Shift Leaders who work most effectively, never say 'I.’ They don't think 'I.' They think 'we'; they think 'team.' They understand their job is to make the team function. They accept responsibility and don't sidestep it, but 'we' gets the credit... This is what creates trust, what enables you to get the task done. ̶ Peter Drucker, Management Expert Moving from a manager-centric view to a team-centric view is similar to Copernicus presenting a sun-centric world Agile leaders revolve around the team

28. Danger of Language how decisions are madeandhow responsibility is shared “95% of American managers say the right thing. 5% actually do it.” – James O’Toole Isn’t this just empowerment and participatory management? It’s not the language – what matters is

29. Post-Heroic Leadership Benefits • Increased direct report responsibility • “Softer” and more ambiguous problems drive increased ownership and responsibility • Increased direct report motivation • Challenging jobs with responsibility are highly satisfying • Opportunities for learning and sharing success drive increased participation • Increased quality solutions • Cross-functional collaboration bring better solutions to the forefront • A sense of responsibility and motivation for the whole

30. Leadership Style Characteristics Source: Power Up, David Bradford and Allan Cohen

31. Applying Leadership Styles On the next page are a listing of various individual characteristics and the appropriate leadership style required to manage effectively. In the “My Team” column, enter an “X” if the characteristic applies to those you manage.

32. Applying Leadership Styles

33. Heroic Leadership Models: Leader as Expert • The expert or master craftsman - technically focused on the job at hand • Problem solver, the one people go to for answers • Promoted because they were the best at their job • Think of “work” is what they do when people leave them alone

34. Heroic Leadership Models: Leader as Conductor • The central decision maker, nerve center, and coordinator of activities • Orchestrates all individual parts of the organization into a harmonious whole • Subtle and indirect manipulation to their solution • Use systems and procedures to control organizational work

35. Drive: The Puzzling Puzzles of Harry Harlow “It appears that the performance of the task provides its own intrinsic reward…. this drive ..may be as basic as the others…. “ Source: Drive: The Surprising Truth About What Motivates US. -- Daniel Pink • Unprompted by any external motivation, the monkeys solved the puzzles on their own • This was an interesting, and not understood phenomenon • As a motivator, raisins were added as rewards for solving the problems • Result: the monkeys made more errors and solved the problems less frequently Results • Eight rhesus monkeys for a two week experiment on motivation and learning • Puzzles were placed in their cages The 1949 Experiment

36. The Surprising Truth About What Motivates Us A M P http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=youtu.be

37. Lean|Agile Leadership:Your Learning Journey

38. Getting Engagement • Tangible Purpose • Vision • Shared Responsibility • Mutual Influence Autonomy • Five Dysfunctions • Coaching with Powerful Questions • Self-Assessment • Inspect and Adapt Mastery Purpose

39. Purpose • Tangible Purpose • Vision • Shared Responsibility • Mutual Influence Autonomy • Five Dysfunctions • Coaching with Powerful Questions • Self-Assessment • Inspect and Adapt Mastery Purpose

40. Tangible Purpose • What is your team’s • Purposeful paradox – elusive yet tangible • Direction to follow, but no final destination • Required at every level of the organization • How • Engage the entire team • Connects to the team’s activities • Seek compatibility with the wider organization’s vision • Why • Used to inspire, coordinate, and align people • Decisions made every day by the team require a boundary to assure proper alignment

41. Exercise – Tangible Purpose Describe a tangible purpose for your team, right now. How would you go about creating one with your full team?

42. Vision and Roadmap Leadership Responsibility Vision Vision drives stories at Release planning Roadmap drives Vision for next Release Team Responsibility Shared Responsibility Story 1 Just-in-Time Elaboration |1 |2 |3 |4 Story 2 Roadmap Story 3 Release planning updates the Roadmap

43. Exercise – Vision and Roadmap How do you communicate the vision and roadmap now? How will you communicate them going forward?

44. Autonomy • Shared Responsibility • Mutual Influence Autonomy • Management provides general goal and strategic direction – a strong vision • Little-minimal-no specific work or project plans • Challenging requirements • High degree of freedom as to how teams meet requirements • ̶ New, New Product Development Game

45. Autonomy:Self Organization in Complex, Adaptive Systems ̶ Jeff Sutherland Co-creator of Scrum • Self organization • Central planning will kill it • No single point of control • Command and control will crush it • Interdisciplinary teams • Isolated activities and lack of transparency will hinder it • Emergent behavior • Failure to remove impediments ensures mediocrity • Outcomes emerge in context • Empirical process requires inspect and adapt

46. AutonomySustainable Pace with Innovation 8 Weeks Release Candidate Release Release Planning 2 weeks 2 weeks 2 weeks 1 weeks 1 weeks i i i h k development iteration development iteration development iteration hardening iteration hackathon An advanced agile release cadence with an innovation “hackathon” Innovation is an intrinsic skill of most knowledge workers Innovation comes from collaboration Innovation comes from time to think!

47. Build Shared Responsibility Teams • Sharing responsibility • Empowers the team with the authorities it needs to make decisions • Provides exemplary behaviors for the team • Share • Some expert responsibilities • Some conductor responsibilities • Some leadership responsibilities • Process and continuing improvement responsibilities

48. Exercise – Sharing Responsibility • Write each responsibility you do as a manager on a separate note card (including things you wish you could do but don’t have time) • Separate into piles • Share responsibility with my team • Keep doing myself • What do you think about the two piles?

49. Create an Environment of Mutual Influence There is no finite limit on the power to get things done! • Encourage subordinates • To disagree where appropriate • To push for their own needs • To enter into joint problem solving • To negotiate, compromise, agree (rather than simply carry out orders or exhibit passive resistance) • Result 1: Subordinate will have increased power to get things done • Result 2: Frees the leader to be more powerful, too.

50. Leader Actions for Mutual Influence