Metrics

Last updated 7 months ago

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Metrics

Guiding teams through their learning journey involves a mixture of push and pull dynamics. These dynamics are reflected in the steps teams go through when adopting new practices and continuously improving their work processes. Below are the key stages, described in terms of how they represent push, pull, or a combination of both:

Do the training – Push The initial step involves training provided by the coaching team. This is a push because the knowledge and skills are introduced to the team, and the coach drives the process by delivering necessary information.
Team discussions on the training – Push The team is encouraged to discuss what they’ve learned after the training. The coach typically facilitates these conversations, making it a push since the coach actively prompts reflection and engagement.
Applying the training – Push Once the discussion is complete, the team is encouraged to practice the new skills. This step is a push because the coach nudges the team to implement what they’ve learned, guiding them through the initial uncertainty of applying new techniques.
Reaching out for help – Pull After attempting to implement the training, the team may encounter challenges and need additional guidance. This is a pull metric because the team actively seeks assistance, indicating they recognise the need for support.
Discussing progress in retrospectives – Pull After some practice, teams reflect on their progress during retrospectives. In this case, the team initiates the conversation by sharing their experiences, challenges, and successes, marking this as a pull, where the coach facilitates based on the team's input.
Making improvements from retro feedback – Pull Improvements are driven by the feedback from the retrospectives. This is pull-driven, as the team uses its own insights and feedback to refine its practices, though the coach might still assist in the process.
Assessing improvement outcomes – Pull Teams revisit the changes they've made during retrospectives to determine whether the improvements have worked. The pull comes from the team’s desire to reflect, with the coach providing guidance only when necessary.
Making further improvements – Push/Pull After assessing progress, the team makes additional improvements. This is a mix of push and pull, where the team may initiate ideas for further changes (pull), and the coach steps in to guide or suggest tweaks when required (push).
Unprompted proficiency – Push/Pull Over time, as the team masters the skills, they implement unprompted practices. While the team operates autonomously (pull), the coach still observes and provides occasional nudges or suggestions, marking this as a blend of push and pull.
Feeling confident and independent – Pull In the final stage, the team becomes self-sufficient and confident in applying the new practices. The coach’s role here is minimal, as the team pulls the coach in only for occasional feedback or reflection, marking the culmination of the learning journey.

This balance between push and pull dynamics allows for a tailored approach to coaching. The coach steps in when necessary to push learning forward and creates space for teams to pull support as they grow more confident and proficient in their agile journey. The metrics gathered—whether it’s the frequency of pull requests from teams or how often the coach needs to push for changes—offer valuable insights into how well the transformation is progressing.

Last updated 7 months ago

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Do the training – Push The initial step involves training provided by the coaching team. This is a push because the knowledge and skills are introduced to the team, and the coach drives the process by delivering necessary information.
Team discussions on the training – Push The team is encouraged to discuss what they’ve learned after the training. The coach typically facilitates these conversations, making it a push since the coach actively prompts reflection and engagement.
Applying the training – Push Once the discussion is complete, the team is encouraged to practice the new skills. This step is a push because the coach nudges the team to implement what they’ve learned, guiding them through the initial uncertainty of applying new techniques.
Reaching out for help – Pull After attempting to implement the training, the team may encounter challenges and need additional guidance. This is a pull metric because the team actively seeks assistance, indicating they recognise the need for support.
Discussing progress in retrospectives – Pull After some practice, teams reflect on their progress during retrospectives. In this case, the team initiates the conversation by sharing their experiences, challenges, and successes, marking this as a pull, where the coach facilitates based on the team's input.
Making improvements from retro feedback – Pull Improvements are driven by the feedback from the retrospectives. This is pull-driven, as the team uses its own insights and feedback to refine its practices, though the coach might still assist in the process.
Assessing improvement outcomes – Pull Teams revisit the changes they've made during retrospectives to determine whether the improvements have worked. The pull comes from the team’s desire to reflect, with the coach providing guidance only when necessary.
Making further improvements – Push/Pull After assessing progress, the team makes additional improvements. This is a mix of push and pull, where the team may initiate ideas for further changes (pull), and the coach steps in to guide or suggest tweaks when required (push).
Unprompted proficiency – Push/Pull Over time, as the team masters the skills, they implement unprompted practices. While the team operates autonomously (pull), the coach still observes and provides occasional nudges or suggestions, marking this as a blend of push and pull.
Feeling confident and independent – Pull In the final stage, the team becomes self-sufficient and confident in applying the new practices. The coach’s role here is minimal, as the team pulls the coach in only for occasional feedback or reflection, marking the culmination of the learning journey.