Mija Rabemananjara - Créer les conditions optimales pour une organisation apprenante (FR)

[00:00:15] merci. Alors déjà merci beaucoup de me recevoir, c'est vraiment un honneur d'être avec vous aujourd'hui. Merci d'avoir choisi de passer la soirée ensemble. Je sais que vous avez probablement plein de propositions d'activités à côté de ça et et donc merci beaucoup. Pour la petite histoire, c'est en 2017 lors de LFR qu'il y a une personne après avoir présenté justement comme le disait tout à l'heure Montessori Extended, il y a une personne qui nous a demandé et c'est quoi le jeu Montessori Extended ? Du coup, on s'est cassé la tête et puis on a ça c'est sorti, on a fait un jeu de carte qui est sorti je sais pas il y a un an à peu près et qui contient finalement certaines choses que je vais vous présenter aujourd'hui.
[00:01:02] Peut-être que vous vous demandez pourquoi j'ai choisi d'aborder ce thème là de l'entreprise apprenante. parce que je suis tout simplement convaincu que nos organisations ont. vite et donc comment les rendre apprenantes pour que l'apprentissage soit durable et agréable. c'est un peu cette question là que j'aimerais qu'on qu'on réussisse à répondre ensemble aujourd'hui et ce que je vais vous proposer en fait, ce sont des le résultat de réflexion, de lecture, d'expérimentation. Voilà, donc je je suis vraiment très reconnaissante de votre présence et à chaque fois que
[00:01:42] j'ai l'occasion de faire des des événements de ce type, les feedback sont extrêmement enrichissants ce qui permet d'avoir quelque chose de plus à présenter la fois d'après. Donc merci d'avance pour vos feedbacks.
[00:01:57] Alors comme le disait là sur Remon, on vous voit pas. Donc vraiment si vous pouvez partager vos réactions au fil de l'eau dans le chat, ce serait vraiment très apprécié. Si vous avez des questions, vous pouvez les mettre dans le Q&A et puis si vous avez votre cellulaire, votre portable à portée de main. Ce serait super parce que je vais vous solliciter assez régulièrement justement pour prendre le pou finalement de de de comment ça se passe pour vous. Donc je vous invite même dès maintenant à aller sur le site.com avec le code 83 01 22 9 et puis de vous tenir prêt.
[00:02:44] Donc je m'appelle Mise. Je me définis comme une agilopathe. Je pratique donc l'agilopathie, ne cherchez pas, ce sont des mots que j'ai inventé parce que ça me parlait. Je les ai inventé à partir de l'agilité et puis tout ce qu'on retrouve derrière naturopathe et thiopathe et cetera pour pour aller chercher finalement cette médecine douce des organisations pour des salariés et des clients heureux.
[00:03:12] Bah je vous redonnerai le code au moment où ça s'affichera vraiment pas de souci. Euh juste pour vous dire que ça fait à peu près 3 ans que je travaille sur Montessori Extended avec ou sans Nadia. Merci Asna et ce mois-ci a été extrêmement productif.
[00:03:28] Puisque j'ai enfin cette année même, j'ai eu l'occasion de passer à Agile en scène, vous avez peut-être vu les vidéos. Agile Tour Toulouse sur le thème sur le thème suis-je un manager agile Agile Tour Montréal. Neuroscience et agilopathie, je suis en train de faire le montage vidéo et puis j'ai eu le l'honneur de pouvoir présenter mon interprétation de Montessori lors de la conférence Montessori de de 2020 qui s'est tenu la semaine dernière. Donc beaucoup beaucoup de choses cette année pour moi. Et voilà, donc là c'est l'occasion d'aller sur le pour apprendre à vous connaître puisque je vous en ai dit un peu plus sur moi. Et donc le code exactement. Yeah.
[00:04:14] Donc pour ceux qui l'ont pas encore, le code, il est indiqué ici en haut de l'écran, c'est le 83 01 22 9.
[00:04:25] Yeah.
[00:04:29] Bienvenue à ceux qui nous rejoignent, on est en train de faire connaissance et on va parler d'apprentissage en entreprise ou de comment créer les conditions pour un apprentissage durable et agréable. en chaussettes.
[00:04:48] Beaucoup de personnes à Paris, à la maison. Moi aussi, je suis chez moi.
[00:04:57] Bruxelles. Hello Bruxelles, Lyon, Toulouse. Cool.
[00:05:04] Nantes. Il y a beaucoup de personnes à Paris, Nantes, Toulouse et beaucoup de personnes chez elles.
[00:05:11] Nice.
[00:05:13] Bonjour Sébastien. Tu as un grand canapé Loïc.
[00:05:24] OK, je vous laisse encore un petit peu de temps pour pour vous connecter.
[00:05:29] J'ai parce que j'ai deux autres questions derrière.
[00:05:33] C'est bon, ça lâche. beaucoup de personnes à Paris.
[00:05:41] J'imagine que vous connaissez cet outil, ça s'appelle meter et donc cette fonctionnalité là de nuage de mots affiche en plus grand le mot qui est répété.
[00:05:52] Donc il ne fait pas de si par exemple, vous avez écrit avec des majuscules, et ben il l'écrit en minuscule. Pour avoir une vision la plus fiable possible. C'est bon, OK, ça s'est ça s'est stabilisé, je vous propose de passer à la deuxième question. Qui est avec quelles attentes arrivez-vous ici aujourd'hui ? Qu'est-ce qui a fait que ce ce thème cette cette conférence a peut-être attisé votre curiosité ou votre intérêt ?
[00:06:28] Apprendre à apprendre. Et apprendre.
[00:06:40] Apprendre et changer, l'évolution des organisations, se détendre et apprendre, pédagogie Montessori en entreprise, favoriser l'apprentissage en entreprise. OK, avec plaisir, je partagerai mon expérience puisque j'ai prévu de vous raconter un exemple à minima.
[00:06:59] apprentissage en entreprise en douceur, tout à fait.
[00:07:06] Et j'ai aussi des partages de sources à vous faire, j'ai préparé un slide share sur lequel sur lequel je vous mettrai ça à disposition. Je vous je vous donnerai le lien après la après la présentation. Et que la. curiosité envers Montessori, réduction des frustrations, entreprise apprenante, comment la mettre en œuvre ? OK, super. Super, merci beaucoup. Je vous propose de passer à la troisième question qui est quel est votre rôle ou quel est votre titre en tant que quoi, vous arrivez avec ses attentes aujourd'hui. Est-ce que vous êtes Scrum Master, coach agile, directeur d'entreprise ? Qu'est-ce qui fait que vous avez cette cette envie aujourd'hui ? À qui est-ce que je m'adresse ?
[00:08:02] OK.
[00:08:05] Bonjour Lionel.
[00:08:08] Bonjour Benjamin. Alors si vous voulez, vous pouvez rendre ça faire en sorte que on ait la visibilité sur l'ensemble des personnes qui nous accompagnent aujourd'hui, qui sont avec nous aujourd'hui et y répondre directement dans le menti. Donc pour ça, il faut aller sur www.menti.com et utiliser le code qui est indiqué ici 83 01 22 et 9. Donc on a beaucoup de coach agile, manager coach, des développeurs, des chefs d'entreprise. OK. architecte logiciel. Maman, c'est très utile à la maison aussi, c'est sûr.
[00:08:57] Coach Gilopète. Des ludes de patte. OK. Super super super.
[00:09:08] Je vous laisse encore le temps évidemment, j'imagine que vous avez plusieurs rôles et peut-être que vous pouvez vous vous envisagez d'utiliser ces tout ça dans le cadre de ces différents rôles.
[00:09:21] Oui merci à Snail.
[00:09:30] C'est bon. Elle est bonne.
[00:09:39] coaching systémique, product manager.
[00:09:43] OK.
[00:09:45] OK, super, merci beaucoup, merci beaucoup pour ce partage, vous voyez un peu le le type de personne qui est avec vous autour de la table aujourd'hui.
[00:09:55] Et donc en général, quand on parle apprentissage, transformation, on a souvent en tête cette courbe du deuil et en fait quand on parle de conduite du changement, on parle souvent de formation, de communication et j'ai ouais, elle a fait mal cette courbe et on essaie de faire rentrer la connaissance dans les cerveaux.
[00:10:17] Donc ça vu de chez moi, ça ressemble un peu à ça, c'est souvent comme un parcours unique pour tous les membres de l'organisation quel que soit leur passé, quel que soit leur expérience. Bon, et on voit bien que ça fonctionne pas si bien que ça puisque on nous parle tout le temps de résistance au changement, c'est difficile de tenir des vagues comme ça, si on s'appelle pas Moïse, c'est compliqué. La proposition que je voudrais vous faire, c'est de profiter en fait de l'énergie de la vague et d'apprendre à la surfer en comprenant les processus d'apprentissage de l'être humain. Parce que si on veut que l'organisation soit apprenante, finalement que chaque individu soit capable d'apprendre et qu'il apprenne en communauté. Voilà, c'est c'est cette philosophie là que j'essaie de porter avec l'agilopathie et pour cela, je m'inspire énormément de la pédagogie Montessori.
[00:11:11] La pédagogie Montessori, cette dame là qui s'appelle Maria Montessori. qui l'a inventé la toute première école date de 1907 donc vous imaginez que c'est pas récent.
[00:11:22] C'est une des premières femmes médecin d'Italie.
[00:11:26] et elle nous dit n'élevons pas nos enfants pour le monde d'aujourd'hui, ce monde n'existera plus lorsqu'ils seront grands et rien ne nous permet de savoir quel monde sera le leur. Alors, apprenons-leur à s'adapter. Et donc tout ça c'était bien avant l'agilité, vous imaginez un début du siècle. Ouais, alors maintenant avec notre monde, c'est encore plus nécessaire et je pense que c'est vraiment de ça dont on a besoin dans les organisations. actuel et c'est pour ça que je suis allé regarder ce qu'elle faisait et comment et et que j'ai essayé d'identifier dans sa pédagogie ce qu'on pouvait extraire et et ramener dans nos organisations. Donc finalement ma proposition ce serait d'essayer de répondre en tout cas de vous proposer une réponse à cette question, comment créer les conditions optimales pour une organisation apprenante en s'inspirant de la pédagogie Montessori. Pour faire ça, on a trois grandes étapes, on va dire, je vais vous présenter une des composantes du concept Montessori Extended qui s'appelle les tendances humaines sur lesquelles s'appuient les processus naturels d'apprentissage chez l'être humain.
[00:12:39] Probablement vrai que que Socrate le disait aussi. Ensuite, je vous partagerai quelques liens biographie et contact. et puis bah ce sera open open discussion avec tout le monde pour échanger sur soit sur des cas concrets, soit sur sur ce que vous voulez finalement. Donc avant d'aller sur les tendances humaines en tant que tel. J'aimerais vous proposer de de vous mettre en tête une situation dans laquelle vous avez à accompagner finalement un apprentissage organisationnel. et de voir comment vous pourriez utiliser ce qu'on va voir ensemble, ce que je vais vous présenter pour votre situation. Donc j'aimerais qu'on prenne quelques minutes pour que individuellement vous identifiez la situation, vous en dressiez le portrait et que vous identifiez les actions que vous avez déjà mis en place pour réaliser cet apprentissage organisationnel. Pour faire ça, on va se laisser 5 minutes. Et puis je compte sur Asna pour pour nous time boxé.
[00:13:57] Si vous avez des questions sur la consigne, je suis dispo.
[00:14:04] Et l'idée c'est de trouver une situation concrète actuelle que vous rencontrez, vous vous souhaitez réaliser un apprentissage organisationnel, faire réaliser un apprentissage organisationnel. Et de voir à quoi ça correspond, c'est quoi cette situation et ce que vous avez déjà essayé de mettre en place.
[00:15:58] après vous pouvez réfléchir à des choses en interne, à la maison par exemple, si vous vivez en communauté genre familiale. Il y a probablement des apprentissages.
[00:16:11] par exemple avec mon fils, c'est l'organisation de son travail à l'école.
[00:16:17] OK, nous dit qu'il reste 2 minutes 30, on est à la moitié du temps.
[00:16:25] Par exemple, ça pourrait être ça Aurélie, pourquoi pas ?
[00:16:49] Alors, je pense qu'on est au bout là, c'est ça ?
[00:17:17] Non, il faut pas répondre sous sous Monti, c'est juste pour vous euh que vous imaginez bien cette situation pour voir ensuite par rapport à ce que je vais vous partager s'il y a des choses que vous pouvez réutiliser. C'est pour avoir un un support de réflexion finalement.
[00:17:40] Parce que idéalement chacun pourrait repartir de cette session avec des actions concrètes à mettre en place pour sa situation. Il reste une minute. this session with concrete actions to put in place for their situation. One minute left.
[00:18:33] I think we're at the end, aren't we?
[00:18:43] Ah, okay, great. Thank you.
[00:18:46] Well, now that everyone has their situation, we can move on to the presentation part. So starting with human tendencies. And everything I'm going to present to you, in fact, is based on deep convictions that I already presented in 2017. And every time I review a presentation for an event, well, I can't see what I could change, so I'm presenting them to you as is. The convictions that relate to Montessori extended are that the human being is good as long as the system allows it.
[00:19:19] The human being is intelligent.
[00:19:22] And it has an infinite potential for learning.
[00:19:27] Intrinsic motivation is the engine of learning and performance. A safe environment allows one to be oneself.
[00:19:37] And each situation is unique, so we can't just copy-paste a solution that would come from elsewhere. So the approach for this situation must be empirical. We will observe, analyze, experiment, reason, and conceptualize.
[00:19:53] So the idea is that we trust human nature. And in the fact that it will turn out well if we ultimately put in place the right conditions.
[00:20:11] In Montessori Extended, and you might see it in other videos, there are ultimately four main components: the team's development plan. The axes of collaboration, human tendencies, and the prepared environment that will support, allow the team to go through this development plan. that collaboration is built gradually or that human tendencies can express themselves. And today, we will focus on human tendencies. Another piece of information to understand about the concept is that ultimately it's fractal. That is to say, within a team, we can consider an individual as a person, but we could also very well consider that within a department, for example, which would be a set of teams, that the individual is a team.
[00:21:04] Okay, so here, the individual was a small person, here, in the green circle, the individual is uh the blue circle, and so on, and so on.
[00:21:16] It's fractal. Can there be problems, or rather, human tendencies that cannot be expressed for an individual person, just as there can be human tendencies that cannot be expressed for an individual as a team, for example?
[00:21:34] Okay. So now we come to human tendencies. So I've listed 19 by rummaging through the internet, in books written by Maria Montessori or her son, and I've added a dimension specific to Montessori Extended. which are categories.
[00:21:56] So it's an interpretation.
[00:21:59] We have 19 of them, the first two allow — and this is what is described in the diagnostic cards — the first two allow the creation of inner security. So, orientation. Wait, I need to start differently. The human being has very, very little instinct and was able to survive because it adapted. And to adapt, in fact, there are these human tendencies, these natural impulses that exist within them, regardless of their age. So she observed it in children. but it doesn't stop when we leave school; these human tendencies continue to exist, and they are what allow us to learn new things.
[00:22:49] She even says that she discovered the natural laws of psychic development that must be respected and followed to ensure the health of the mind. I would like to, I even think what she's saying when she says that, is that... If we do not allow these human tendencies to express themselves, we create mental health disorders in people, more or less severe, but it creates mental health disorders in people. So the first two are orientation and order. So orientation, can I orient myself in relation to a concept or a geographical situation? Is there an order in what is presented to me?
[00:23:30] Do I have the possibility to observe, to show curiosity, to explore how this skill is realized in this or that field, or by this or that team, or by this or that person, in this or that sector? So we are in contact with the environment, we are a little outside of the environment, we look at it somehow, and then we will have the freedom to move from one place to another. And I'll show you a video later of a Montessori class as it was developed by Nadia, and maybe those of you who were here in 2017 have already seen it, but I find that it really makes concrete what I'm trying to present to you here. So observation, curiosity, exploration, and movement, that's all about being in contact with the environment, but ultimately without really touching it. In pink, that's what I called the 'activity' category, where we're going to try to achieve this skill in our own environment. Uh, with imitation, well, I don't know if you play tennis or if you practice a musical instrument, well, you first try to imitate what the teacher shows you, you try to repeat it, uh, you'll manipulate it, because the skill doesn't come in immediately like that, and then when you've done that quite regularly, quite frequently, well, you try to do it right the first time. And it's this search, it exists in all human beings, this desire for exactitude. of the fact that it should be done correctly right away. So we're going to find a bit of the lean concept behind it. We're going to eliminate all waste, we're so proud to succeed in doing it right the first time, the first time in the right way, it's something that generates. uh, ultimately satisfaction. And when we've managed to do all that, well, it's a bit like when you drive a car, it becomes a habit. Things we know how to do and no longer think about, whereas before it was still something a bit complicated that required effort. And then maybe after a while, we want to be even better at that skill. And so that's the human tendency for self-perfection.
[00:25:53] At the same time, we're going to manipulate, okay, this is the manipulation of something, a concept or an object. You'll see in the video that there's a lot of Montessori material, because it's precisely the material that allows one to create connections in the brain and create knowledge. By going and using the mathematical mind. And once the mathematical mind has understood how it worked in one situation, in another situation, there's another human tendency called abstraction which says, if it happens like this in these two situations, isn't there something that goes together, isn't there a concept that we can deduce from it? And that's ultimately how children, instead of learning theorems, deduce them themselves or invent them. And beyond abstraction, so up until now we've been in contact with reality, we can also go look for imagination, it's this concept, if I apply it in a domain that has nothing to do with it and that I haven't seen yet, could it work? And so there, we're going to seek this human tendency of imagination which is, I think, at the origin of creativity. And all this is done by allowing the individual to work in society. Because if they don't work in society, they can't ultimately truly express everything else. because the human being is a social being and at the same time, they will develop self-control. Uh, you'll see it in a moment. So these are also human tendencies: self-control, socialization, the fact that what we do is in accordance with our moral orientation, and that we manage to communicate it to others.
[00:27:37] Albert Einstein said, knowledge is acquired through experience, all the rest is just information. And Democritus, an ancient Greek philosopher, said, nothing exists in our intelligence that has not first been in our senses.
[00:27:53] Does a tendency's position have meaning on your diagram? Uh, not yet, but right after, I will propose a meaning to you. Uh, I'm going to share this video with you now. I'll have to turn up the sound on my side, but it should normally work. Tell me if you can hear.
[00:28:15] (Instrumental music plays)
[00:31:00] So, is it good, can you hear me again?
[00:31:08] Okay, great. Thank you. So, I wanted to show you this video because I find it quite telling; it really shows how the environment was set up to allow children to ultimately express all these human tendencies. And that's why Maria doesn't use the 'downward transfer' of information, but instead provides an environment and a community that allows children to express it, to express themselves.
[00:31:41] a small question for you on the Mentimeter.
[00:31:50] I'm coming.
[00:31:53] According to you, what could be a possible trigger for the learning process?
[00:32:18] We have curiosity. manipulation. desire, giving to touch.
[00:32:25] pleasure. meaning. mimicry.
[00:32:31] volunteering. Yes, yes, yes. need. Hmm hmm.
[00:32:37] The explorer's eye. The importance of observation. Yeah.
[00:32:49] passion. Thank you, Samira.
[00:32:53] Hmm hmm. A false thing to refute. Hmm hmm.
[00:33:01] which would be somewhat like curiosity, no? A gap between an expectation and something observed, and then we say, 'Hmm, isn't there something to explore here?' Ah yes, by the way, someone suggested the gap between reality and belief. Hmm hmm.
[00:33:22] social capital. Hmm. Possible. The explorer's eye. Yes. curiosity, volunteering. that we've seen everything now. Okay. I think there are many possible options to enter a learning process. Uh, the one I like and the one to which. That's quite astonishing, 2 + 2 = 5, we think. Why not, we try, we might try to understand why. And and precisely, that's what curiosity is, it's a lot of what ultimately triggers learning in babies. And we can, we could do the experiment, there was a child, if we put in for example two balls in a bag and then only take out one, he will be surprised.
[00:34:11] a little baby.
[00:34:14] So this is just a suggestion, because I'm sure that one can enter this learning cycle in X ways, but I think a strong lever could be curiosity.
[00:34:28] Okay, Samira. Asna, if you would please put the link and the code for Samira back. So, I present an interpretation to you. So, I tell myself, when a human being sees something, they say, 'That's curious, does it really work?' And so there, we have awakened their curiosity somewhat. Then he will say to himself, 'But does it fit, does it make sense in my thought framework?' And so he will try to position it in relation to his moral orientation, first of all, does it make sense, is it something I want and that is consistent with my values? And then, do I know how to position it in relation to everything I already know, in terms of orientation, and then in what order will I approach this topic, at what moment? So we're going to be in these three bricks, and it's really important to have this kind of security at the beginning, and in a way it's what I tried to do. uh, within the framework of this workshop by suggesting that you position yourselves. Then he's going to say to himself, 'But would it work for me in my environment?' by asking, 'Have others tested it?' And so he's going to go observe, explore, and look from one sector to another, from one team to another, and so on.
[00:35:42] And then he might say to himself, 'But what if I tested it? Okay, so it seems to work for others, and I could perhaps test it myself.' So I'm going to imitate, I'm going to manipulate, and then I'm going to think. So, using my mathematical mind to see if it makes sense in relation to, and if concretely, I manage to make connections and, uh, in relation to what I see and what I express, experiment with. Then, if that's validated, this kind of pilot POC, then I'll repeat it, and I'll try to be better right from the start, and then it will become part of my classic skills, so in work. And then after a while, I'm so proud to have achieved this skill that I really need to talk about it, I need to communicate it to others, it's, it's, it's, it's great, it saves time, I don't know. And so there, we're going to enter into this human tendency of socialization, communication, and self-control to be able to present it and to answer the questions that will arise. Uh, which will also, uh, very probably, uh, fuel the desire for self-perfection. Because one can say, 'But could I be even more effective than what I've already tested?' And probably with other people's brains, we'll find other avenues. And we're going to, since until now we've been doing it on one activity, we could do it, we could make a link of abstraction and see how it could apply, is there a concept behind it, and then imagine positioning it, reverberating it in other places. on other on other intervention frameworks. So that's, I don't know, I had a little fun with my alveoli trying to create a kind of learning cycle. But I am convinced that some people enter elsewhere, we could very well enter through exactitude and then trigger self-perfection, for example, none of that is compartmentalized at all. And then a skill, well, within a skill, a macro-skill, we can have many small skills inside that themselves have their own small learning cycle finally. I don't know if that makes sense to you. Right there, precisely.
[00:37:57] There's a question.
[00:37:59] There's a question in Mentimeter to know where you stand on this. Hop. on other intervention frameworks. So that's, I don't know, I had a bit of fun with my alveoli trying to create a sort of learning cycle. But I'm convinced that some people come in. elsewhere, and we could very well enter through exactitude and then trigger self-perfection, for example. It's not at all compartmentalized. All that. And then there's a skill. in a skill, a macro skill, we can have a lot of small skills inside that themselves have their own small learning cycle, ultimately. I don't know if that makes sense to you. Well, precisely, there's a question.
[00:37:59] There's a question in the menti to know a bit where you stand on that. Hop.
[00:38:12] Does what I'm telling you so far make sense to you?
[00:38:17] Well, you can throw out the first word that comes to mind, it's just so I know a bit how people in the room are doing. Okay.
[00:38:30] Cool. Perfect. So I'm going to continue with a presentation of a concrete case. Maybe it will be even more concrete. Great.
[00:38:42] Uh, so the last, the last support on which I intervened. So, the use case was the use of Jira in the organization. Agile transformation, for many, it means we're going to use Jira.
[00:39:00] And what is the situation? So the roles within the organization evolve. There are people who are in charge of budget monitoring.
[00:39:08] Yes, but hey, it's Jira, but well, this is the case, this case here. People in charge of budget monitoring. they are called PCOs, they use a tool, PMI pre MS Project like. And the people in charge of projects, the operational ones, those who do,
[00:39:22] with an agile approach, they use another tool, which we call Jira.
[00:39:28] And so for the PCOs, it's complicated to get reliable information that will allow them to present the project's progress to management. Because that's the role of the PCOs, to know where we are on the budget, where we are in terms of progress, are we going to be able to stick to the plan? You see the problems coming.
[00:39:47] So this difference in perception, in, difference in point of view on the reality linked also to the tools, means that we don't have. a real transparency on the progress of projects and it creates tension within the teams themselves and communication between roles seems complicated. So we have, in a team, we have the PCOs who are a little bit set apart.
[00:40:15] So, what does the organization provide to all its stakeholders, and more specifically for the PCOs? Well, some basic Jira training, how to create a ticket. And then it offers coaching on agile approaches, either for the project, or individually, depending on the people who are interested. I don't have the impression that the tools, that the problems come from the tools. It's very possible. So for the people, the PCOs, it's impossible for the moment, with just the Jira training and coaching on agile approaches, it's impossible for them to experiment with Jira. It would be the discovery of a new tool, the development of a new skill, outside of real projects. So they would be directly in production if they wanted to do experiments. test or learn to use the tool to succeed in having a common language with their colleagues. In short, they have two options: either they ask people from their teams to help them understand how it works. In which case they say, well, I'm going to bother them, I'm going to pass for the service head again, knowing that the PCO is already, it's about control, so it's not necessarily very appreciated. Uh, well, it's their job, we need accountability so they do their job. But if they also have to ask how this tool works, it's not necessarily the simplest approach for them. And then they can also try to go directly into the tool and do things, but they risk making mistakes. And they're a little bit afraid that it will have negative impacts on their project team.
[00:41:56] So if I put the learning cycle back here.
[00:42:04] The question is surely, my dear friends. Go ahead.
[00:42:16] What would be your choice of human tendency to explore? So why do I consider it a human tendency? It would be a human tendency that would be obstructed for a whole set of roles. So here we are on the fractal level, we say on the whole role of PCO.
[00:42:36] It's complicated for them to express which human tendency.
[00:42:43] If there was only one PCO who had that difficulty, we would only be interested in one person. But that's not the case.
[00:42:55] The bets are open. So would it be observation? Would it be exactness? Would it be repetition? Would it be perfection or would it be orientation? I'm putting back the learning cycle for you.
[00:43:41] It's not moving anymore. Is it still moving? Are you thinking? Where are you? As soon as everyone has answered.
[00:43:53] Ah, there's no choice to touch and experiment. Ah yes, it would be called manipulation, indeed, I didn't. It could be added, absolutely, absolutely, Mayra.
[00:44:06] That's it, there are 48 of you, 23 have answered. Oh. Okay, I'm going to assume that it's good. Let's go.
[00:44:19] Okay, so I went with observation, repetition and orientation. Because a priori for the moment, they don't know how to use it at all, so we are not yet in exactitude and self-perfection.
[00:44:35] For me, we are in a mix of several human tendencies that are not, that cannot be expressed for this PCO role. Because precisely, the organization does not provide these means. Okay? It's not a question of people, it's a question of system finally that supports the expression of these human tendencies. So, what did we do? Our intention was to create a safe space where people can experiment, observe, repeat. So we created hands-on Jira workshops, when? Every three weeks, an hour and a half, or online, because it was during confinement. With whom? Well, the people who want to. We force no one. And to do what? Well, solve their problems with the group.
[00:45:19] Share their knowledge, ask questions for the next workshop. And we also made available to them a sandbox space that they could use during the workshop or outside the workshop. So we had really nice surprises during these workshops because it wasn't necessarily the team in charge of Jira with their experts who were giving the presentations. It was people who used Jira and who were curious to see how they could help their colleagues and to see how others used Jira if they could draw inspiration from it too. So we discovered new addons. We finally provided a request for training on a structure addon that was the most suitable for the PCOs. to the expert team in charge of Jira. And my role, finally, was to, it was just to create this space so that people with more or less experience could share. Those who had more experience were delighted to finally be able to share it with people and to learn also through questions. And the others, well, everyone wasn't necessarily asking questions, and everyone wasn't yet on agile projects.
[00:46:33] agile, but the result was at the end of the sessions we asked them if they had what benefit they saw in it. They said, well, we've been able to observe, we've been able to see what it would look like, and we're a little less scared. And then after, by going to the sandbox, they can manipulate and see what are the impacts of choosing such and such a functionality. And then even, by seeing what others had done on the different projects, they could also.
[00:47:03] the POs, the Scrum Masters and other project managers to understand the different versions, the different releases and to put it exactly, the manipulation as well, and to put it in their project OPMI, so that it has a certain consistency.
[00:47:23] So it's communication, but we didn't go into communication training between people. We tried to unlock the knot that was, I don't know how to use Jira and I'm afraid to bother my colleagues if I ask them. We could have done my life too. Here, as we were remote, we, that's a proposal exactly, Xavier. In fact, there are 40,000 possible ideas. That's a proposal, it doesn't mean that's the thing to do. It's just that in relation to, we'll see, in relation to all these human tendencies, what the organization proposes to satisfy.
[00:48:04] the people who are not all at the same level of development of their skills in relation to that, in relation to a particular skill. and at the same level in the learning cycle of expression of their human tendencies. I don't know if that's very clear. So my role was to co-organize and co-facilitate the workshops so that afterwards it could run, not, it could be facilitated by people who are directly part of this community, I just wanted to launch it. We invited the team in charge of the Jira tool because we set it up because they had a lot, a lot of work to do, so we were more there in support of this Jira team. We recorded the sessions for those who couldn't be present but were curious to know what was made available. And we promoted it within other communities of practice.
[00:48:53] Result, we started with about a dozen people. Uh, I don't have the statistics on video views. And then regularly, we had 25, and then we moved to two sessions, two sessions per month. They renamed the workshops so that it would be a French name, so it's now called Nation Jira. Uh, the tool is a little more adopted, uh, more mastered, and what we wanted at the beginning was more transparency and more discussion between the PCOs and the teams.
[00:49:28] Mm-hm.
[00:49:32] Excuse me, do I really have another question for you?
[00:49:40] Ah, okay, no, well. Too bad for how are you today? I'm going straight to the bibliography so we can move on to the live exchange, okay?
[00:49:51] So a few reading recommendations, some books that are really very dear to my heart, Journey into Anarchy. We are also trying to set up a community of people who want to promote this. In this book, Emmanuel Doches reviews all of the way.
[00:50:11] the organization, company but also society organized, misarchy for power.
[00:50:19] Uh, Ricardo Semler, make free men. That's really, it's a huge, huge source of inspiration with the self-managed work communities. All of Montessori's books are extremely enlightening. I discovered this one recently when I was preparing my conference on neurosciences, by Daniel Keville, Life at work. and how to finally activate the seeking system that we all have. and which encourages us to learn, learn, learn. You also have the channel, my YouTube channel, but I'll share all the links with you. The game cards are available on the Agileopaths website.
[00:51:00] Uh, with this type of uh, of disposition, so the presentation of what it is, for example for observation, it's the ability to understand the environment and others with precision. Observation can generate a desire and perhaps trigger imitation, repetition and abstraction. What happens when this human tendency cannot be expressed? The individual may show a lack of respect for differences, he may make judgments and have many prejudices. He may have a filter very focused on himself, he may not care what others do.
[00:51:34] No, and so examples of verbatim, no, it's fine anyway, I don't have time to go see how he does it. So that would rather be in the case where it's the environment that prevents this human tendency from expressing itself. Or in the case where the person has finally been hindered for a long time and has included this in their behavior, how are we going to be able to finally unlock this human tendency that was hindered? You saw how he does it, it's not great, is it? Yes, yes, yes. Good. So it's not curiosity that comes, it's rather judgment here. Here, so an example of a human tendency card.
[00:52:13] If you want us to stay in touch, you can find me on LinkedIn, Twitter, Facebook, YouTube, Meetup, Eventbrite, you have my email. And also on Thursday, December 10th with Xavier Hué, who is in the room today, we are going to lead for the Christmas trainings. A 2-hour workshop called Am I an Agile Manager? It will be from 2 PM to 4 PM Montreal time, from 8 PM to 10 PM Paris time. And to register, all you have to do is go to formationdenoel.fr. So the principle is that participants make a donation to follow the training.
[00:52:46] And thus contribute to financing the charitable actions, so it's organized for Quebec. for the Dr. Julien Foundation, which cares for and helps vulnerable children so that they grow up healthy and realize their full potential.

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