Why You Should Stick To Using Whiteboards & Stickies

Reading time ~ 4 minutes

If you aim to improve, inspect and adapt on a frequent basis in a highly unconstrained way, stick to a whiteboard (as large as possible) and stickies (and possibly scissors, tape, card, paper, pens – did I mention that many Agile coaches I’ve met have an addiction to stationary that stems back to their childhood :)). Your process will adapt to the project significantly faster with a manual board.

As an example, here’s the original board used on my current project (it’s now cleared down as we migrated to a better space) :

a blank scrum board
(Thanks to Andrzej for the rather disturbing portrait)

 The board was too small and constrained (much like many electronic tools) so we switched to something better. We reused the board layout and approach from a previous project (see 5S your Scrum board) as a kick-start but less than a week later we had already moved forward significantly from where we’d started. Our needs on this project were different enough that we had to adapt.

Here’s what the current board looks like this week:

a highly adapted scrum/kanban board
(Thanks to Ellie for the donated parrot)

 The mass of stickies across the bottom of the board is where we cut scope for this sprint as the result of an over-commitment. This was spotted as soon as we migrated to this board and I started plotting additional information for the team around the edges.

Admittedly what we have here could potentially be implemented electronically as a board and a series of “widgets” but that needs development skills and time – this would slow down our speed of adapting.

In our example, adding avatars was a 15 minute job with scissors & tape, adding a capacity planning check took 2 minutes and adding new charts and graphs took 10 minutes. Better still – an unplanned adjustment – when we have a success story from our users, one of the team will bring the evidence along and tag it to the board in whatever format they wish.

There’s some further changes needed to our process this week. One of the horizontal streams of work is a (roughly) repetitive series of activities so we’re going to start tracking cycle time on these and moving to a Kanban model as we need to start setting expectations to our users for these areas. In parallel, the less predictable work will be continuing Scrum-style for the development team. We’ll be ensuring the board captures these stats for us to see every day.

As soon as you start using electronic tools, there’s an immediate speed barrier to the changes you want to make plus there’s often the constraint of a small screen (or investment in a large one), how to add related information in meaningful ways without underlying data model support, user experience, data entry and the ability for non-technical team members (my current team is 50% sales & marketing staff) to make changes.

Don’t get me wrong, when you have a globally distributed team, you’ll almost certainly need an electronic tool as a single point of truth but it’s just not tactile or flexible enough to support the level of interaction and adjustment that a constantly evolving project and process needs. Many companies adopting electronic tools push for standardisation to keep processes consistent, costs under control and sustain support for reporting aggregation. This really stifles making adjustments to the process to suit project and environment context.

I’m not entirely down on electronic tools. I’m actually quite a fan of Trello at the moment and use this for sharing our bigger picture with the spectrum of stakeholders we have around the business that cannot be co-located. At least it’s a tool aimed at users, (rather than many commercial electronic boards whose capabilities tend to target management reporting instead) however for now Trello is limited to swimlanes, a constrained card format and the need for a screen. It’s not quite tactile or ubiquitous enough. Extending it requires time, technical skills and screen real estate rather than simply a process gap and a creative team member.

In my time at a very large US corporation we did a great job with the constraints we had. We used giant smart boards with virtual card walls, high-spec videoconferencing and large TV screens. At the time it really was state-of-the-art  stuff but it still limited our visual management capabilities. We only ever really had a shared basic card wall (the reporting and metrics weren’t particularly visible to the teams). All the other peripheral information you can get from a great board during your standups wasn’t visible.

The teams actually developed and maintained physical boards in each location and ended up using the electronic tools as a synchronization point.

Whilst we could virtually move cards around on a giant touch-screen, changing information on the cards themselves required reverting to a keyboard, detaching from ongoing conversations and manually editing within the tracking tool. It worked but it really was a compromise.

Contrast this to our current board – if something needs adding or updating, the active conversation continues whilst a team member grabs a pen and starts writing. If our process changes, we update the board format the same day.

I just had a passing chat with my colleague David (another of our DevOps team) about electronic vs physical boards. He summed it up brilliantly; “I don’t know why… …but it’s just not the same”.

We also tailed off into the value of an entirely co-located team. A rarity for many these days but a real game-changer in the performance of your teams – I’ll cover this another day.

So in summary, even where you have distributed teams, work with a physical board for as long as possible to allow your processes to adapt and develop to the context and project around you. When you start using electronic tools you’ll find the pace of process improvement will significantly decrease.

If you’re hunting for more whiteboard examples, you may also want to take a look at “A Year of Whiteboard Evolution” and “5S Your Scrum Board”.

Telling Vs Coaching

Reading time ~ 4 minutes

Before I start, a thanks to @fatherjack for being the first person to request a topic from the backlog. If any of you want more of the same, just shout!

The Story

Up to a certain point in my career, my success was defined largely due to my ability to find creative and often tangential solutions to difficult problems. For anyone that’s completed a Belbin assessment in the past, I’m mostly classified as a “plant“. My major strength has changed very little in 15 years although my complementary strengths and views have all shifted a lot (I might discuss this in more depth another time).

With this strength in mind, I found that when working with others I often jumped past a lot of the detail and rapidly offered solutions and alternatives. The sheer volume of options I can provide means many did stick and work. However, using this approach risked those seeking support or assistance becoming dependent on my problem-solving rather than developing knowledge and learning to solve problems themselves.

When I became responsible for other staff I recognised that many of the strengths that got me to that point were not appropriate to leading or coaching others.

I spent a little time learning basic coaching skills, the GROW model, coaching through questioning and other simple tips. Pat Kua also steered me toward the Dreyfus model of skill acquisition (which in hindsight for me is an important missing link for coaching) but I found that my instinct to solve and help often overrode my learned coaching practices. Coaching others is hard! (or at least it is when you’re normally a problem solver)

Having led a number of teams, managed a full spectrum of technical staff, implemented organizational change programs and most recently being responsible for a company-wide community of practitioners, my coaching skills have become more and more critical to my role. Coaching Dojos have helped significantly – using coaching tools repeatedly as a deliberate practice but there’s still something not quite right. I still have those problem-solving skills going to waste, there must be something I can do with them.

The Lesson

So here’s the thing. Just because you’re coaching doesn’t mean you should only ask questions, it doesn’t mean you shouldn’t direct or tell and it doesn’t mean you shouldn’t get to have the fun of solving problems for (or with) others. You just need to understand more clearly when it’s appropriate to do so and when it’s not.

Learn to spot when you’re “telling” when you should be “coaching” and vice-versa. This can be really tricky to achieve when you have all the answers and ideas.

Fortunately for me, my current employer really invests in their staff. All managers are trained and encouraged in doing just this…

The Tools

The coaching and leadership model we use is “Situational Leadership” – in particular “SLII”. (here’s the explanation of  why it’s II)

I can’t cover the full depth of the model in a blog but here’s the basic conceptual framework – this should be plenty to help you recognise when to coach and when to “tell”.

There’s a direct correlation between the style of leadership you (as a coach/leader/mentor/manager/team member/person) use and the development level of the coachee/seeker/mentee/staff/team member/person/team.

Important note – this applies just as much when leading or coaching teams, not just individuals.

We model this as four “Development” levels (D1-D4) and 4 corresponding “Styles” (S1-S4) This might seem a bit jargon-y but putting this into practice really does work (see the diagram below).

The suggested style to use is based on a composite of the motivation of the individual and their competency level.

As an analogy, consider learning to drive a car. Most new drivers are really keen, think this is going to be easy and can’t wait to be out under their own steam (Level D1). As an instructor, you need to let this play out, give them the space to try and succeed (or more often fail) but you do need to be quite prescriptive in what they do for their own safety (and that of others) (Style S1). When things get hard and motivation wanes (Level D2), you continue to tell them what to do but in a coaching style (S2). As competency develops, the trainee becomes more competent (D3) and your style will need to follow. Eventually they will (hopefully) become self-sufficient (D4).

Our regular trainer actually talks us through a lot more than the textbook model. The diagram below is my interpretation of the model with the additional tips we’ve learned.

SLII on a page

Extended representation of Situational Leadership II

There’s a few really important points that help us use this as a thinking tool.

  1. The model applies to each specific task. If a person has never performed that specific task before, re-assess their development level. Some complementary skills may apply but don’t assume competence in one area translates directly to the task at hand.
  2. Watch for transitions in motivation as a guide to levels of support to offer. When individual motivation is low, the coach/leader must be more supportive – more guiding and questioning. When motivation is high, less support is needed.
  3. When individual competency in the specific task is low, the coach/leader should be making the decisions on the course of action (even if leading through questioning). When individual competency is high, the coachee makes the decisions but may still occasionally want to validate these with the coach.
  4. A mismatch between leadership style and development level can be harmful. The further apart the difference, the more dissonant the leadership style will be.

Extensions:

There are a couple of important extensions to the model that need consideration.

In many work environments, there are times when a person may have high expertise in an area but not be motivated to actually work in it. Similarly, someone who reached a high level of competence in an area but is ignored may lose motivation. In these instances, they have actually regressed around the model (from D4 to D3). Your leadership style needs to change!

In other situations, you may have someone with little or no motivation to work on a new task and little or no competency. Rather than starting at development level 1 (D1), you’re actually starting at D2. You need to work with the other person to build motivation and competence. At this point they either develop to “D3” or first to “D1” and then back through the cycle.

And Finally

Like all frameworks, this is a tool only. Use with caution. The more you understand how to use this, the better you’ll manage with it. If you’re interested, get trained properly, don’t just rely on what I’ve presented here.