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Peter Saddington - MDiv, CST
The Science Behind Building and Sustaining High-
Performance Teams through Understanding
Behavioral Science, Neuroscience, Social Psychology
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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/8/22/2019 Action & Influence - The Science of High Performance Teams Teams Agile2013 Peter Saddington FINAL
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Peter Saddington - Action & Influence, Inc. www.myai.org
Where were headed today...
Imgoingtochallengeyourcorporateculture...
StartwithSelf-Organiza:on
1.KNOWYOURCUTURE-BehavioralScience
2.THEMOSTIMPORTANTWORKQUESTION-Neuroscience3.AOWINGTEAMSTOSUCCEED-Psychology
3
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Self-Organization?
5
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Peter Saddington - Action & Influence, Inc. www.myai.org
True Self-Organization: Theory or Reality?
6
Trueself-organiza0on=abilitytochangeandinfluence
EVERYTHINGaroundyouinautonomousteams
High-performance=Highproducvity,fun,sustainability
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7
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From a Marriage Counselor
8
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Future Project Success Cannot Often BeDetermined...
Heuris9csisnotenough
Methodologiesarenotenough
11
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Not Heuristics, Not Methods...
Humanpa(ernstendtobemoreaccurateover
2me...
12
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- Working with a Team
Whataboutworkingwithateam?
Allmeasurable! 13
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As a Manager, What If ?
Youunderstoodteam
memberpaerns...
Then...youcould
op:mizethem!
14
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From a Counselor: Emotions arent Accurate
15
Action & Influence, Inc.
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From a Counselor: General Behavioral Patterns
16
Action & Influence, Inc.
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Behavioral Science: Team DynamicsUnderstood...
17Action & Influence, Inc.
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Behavioral Science: Manager Effort Decreases...
18Action & Influence, Inc.
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Manager Effort Shifts...
1
Timeandeffortshi.sto:INSPIRING
ENABING
FUFIING
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Peter Saddington - Action & Influence, Inc. www.myai.org
Have a Process or Instrument for UnderstandingPeople
Behavioraldynamics,teamperformance,
establishingandverifyingrepeatablepa;ernsfor
teamsuccess
Howdowedothis?
21
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Peter Saddington - Action & Influence, Inc. www.myai.org
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)?
22
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Peter Saddington - Action & Influence, Inc. www.myai.org
We Use Team Science (Process + Tool Option)
23wwwteamsciencecom
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Agile Coach / Consultant Patterns?
24wwwteamsciencecom
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Peter Saddington - Action & Influence, Inc. www.myai.org
What Patterns Work in My Company?
25wwwteamsciencecom
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26
Cultural Decay Happens... If Not Cared For
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28
THE MOST IMPORTANT CULTURALQUESTION OF ALL: ________________
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LOSS OF FUN
PlayandfunatworkhavedecreasedyearaNeryear
overthepast30years1970).
21GarryChick,PennStateUniversityReport
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Peter Saddington - Action & Influence, Inc. www.myai.org
VALUE?
1) Happierpeople=Moreproduc2vepeople
) Increasefun,increaseinnova2on
3) Increaseautonomy,increasefun
4) Morefunatwork,longerlifespan
5) EEDMOREDOPAMIEeuropsychology)
30
1SuLon-Smith-UniversityofPennsylvania2SuLon-Smith-
UniversityofPennsylvania3enoreTerr,clinicalprofessorof
psychiatry-UniversityofCalifornia4ewisTerman-StandfordUniversity
Mo9va9on
Concentra9on
earning
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Peter Saddington - Action & Influence, Inc. www.myai.org
Do You Have FUN at Work?
Thinkforamoment...Doyouhavefunatwork?
JotdownYESorNO
IfYES,why? Writedownwhy
IfNO,whynot?
Writedownwhynot
31
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How Do We Get Fun Out of Work?
32
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Purpose
33
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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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36
HOWDIDTHATFEEL?
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Peter Saddington - Action & Influence, Inc. www.myai.org
Tweet This. Make it Known!
@agilescout-Ifyourequireyourteammemberstoworkonmore
thanoneprojectata:me,youput
quality,speed,andvalueatrisk.
37
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Peter Saddington - Action & Influence, Inc. www.myai.org
COST?
1) ~$650B/yeartocompanies
) Imagine$11,000/yeartoYOU!
3) ~40%inlossofproduc:vityformul2pleprojectsandloseabilitytofilterrelevant
informa2onfromnon-relevant
4) VisualInputdrops9%andBrainAc:va:ondrops53%
5) Contextswitchinglinkedtomemoryloss
6) Mul2taskinglinkedtomadness
38
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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40
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Effecveleadersshouldsee
themselvesnotasmanagersor
evenproblemsolversbutas
loversofpeopleandinspira8on
starters.-PeterSaddington
Th B Li
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Peter Saddington - Action & Influence, Inc. www.myai.org
The Bottom Line
43
UNDERSTANDPEOPLE
WeuseTeamScience
INCREASEFUN
Knowyourpeopleso
youknowhowto
mo9vatethem
FOCUS Stopwiththemul9ple-
projectsJuststop
R f f F h R di
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Peter Saddington - Action & Influence, Inc. www.myai.org
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
44
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/8/22/2019 Action & Influence - The Science of High Performance Teams Teams Agile2013 Peter Saddington FINAL
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Peter Saddington - Action & Influence, Inc. www.myai.org
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/8/22/2019 Action & Influence - The Science of High Performance Teams Teams Agile2013 Peter Saddington FINAL
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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
47
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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Connect with Us
TheonlyAgileCer9fica9onConsultancyinAtlanta
withalocalCer9fiedScrumTrainer
oAgileTraining&Consul2ng
oAgileTalentPlacement&Recrui2ng
o
AgileTeamScienceCulturalPlaorm
oPeterSaddington-MDiv,Cer9fiedScrumTraineropeter@myaiorg
o
404666662
oJennyMintz-VPofTalentojenny@myaiorg
o404788402
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]