1. September 2010 Arlene W. Williams Marshall School of Business PLEASE SIT IN TEAMS

2. To inform you of practices for involving stakeholders (clients & developers) in a “collaborative learning process” to achieve innovative business-IT/CS/SE solutions

3. 9/13/2004 Involving Stakeholders 3 Mini Lecture #2 Mini Lecture #1 Practice Exercise #1 Practice Exercise #2 Mini Lecture #3

4.  Understand what collaborative learning is and its importance in principal-agent relationship  In order to get good at something you have to involve your senses in  You won’t be experts at the end of this session, but you will have some tools to refer to as you develop your projects 9/13/2004 Involving Stakeholders 4

5. Knowledge Transfer Versus Collaborative Learning

6. 9/13/2004` Involving Stakeholders 6 Business Side IT/IS/CS Individual Learning

7. 9/13/2004 Involving Stakeholders 7 Business Side IT/IS/CS Together learning new ways of structuring processes

8. 9/13/2004 Involving Stakeholders 8 Business Effectiveness (Better) Business Innovation (New Services & Products) Business Efficiencies (Faster, cheaper) Lost opportunities in:

9. High Learning Stakeholders Low Learning Stakeholders Average use of Collaborative Learning Techniques 4.51.2 9/13/2004 Involving Stakeholders 9

10. I. Creating Shared Responsibility II. Importance of Creative Friction III. Elaboration to Help Resolve Creative Friction Involving Stakeholders 10

11. A psychological attitude: We’re all on the same team. We’re all on the same team. We’re in this together.

12. Help to make ALL stakeholders part of development team:  Put on email distribution list  Include in teleconferences  Frequent interactions, even if brief  Identify tasks that developer and client can work on together  Use “we” not “I” during discussions  Identify team-based rewards (such as lunches)  Define project success metric as system use, not just system development Involving Stakeholders 12 When Managing Stakeholder Relationships

13. 1) Identify a learning facilitator 2) Identify learning objectives for each stakeholder: - Client organization’s work process? - IS development process? - Technology developments? - Use of IS/IT/SE in business? 3) Identify & Assign development tasks related to each learning objective 4) End each meeting with assessment of learning PRACTICE NOW 13 when Project Starts

14. I. Creating Shared Responsibility II. Optimize creative friction to achieve learning III. Elaboration Involving Stakeholders 14

15. Don’t be afraid to disagree. Talk through, rather than avoid differences of opinions 9/13/2004 Involving Stakeholders 15

16.  Participants’ creativity not engaged  Look for solution that creates quick consensus  Unwilling to confront others with different ideas  Politeness takes precedence Involving Stakeholders 16 Creative Friction Innovation INSTEAD:

17. Involving Stakeholders 17 1)Let client describe his/her idea 2)Students start questioning client’s assumptions 3)Client should start questioning students’ assumptions 4)Identify one area of creative tension PRACTICE NOW

18. I. Creating Shared Responsibility II. Identify potential areas of Creative Friction III. Elaboration Involving Stakeholders 18

19.  Quickly create & discard lo-tech prototypes to explore concepts (not as status assessments)  Role play use of prototype in alternative to-be work processes  Stimulate creative discussions with:  “What would happen if…?”  “Had you thought about …?”  “If we did X, what would happen?”  “What are strengths & weaknesses of…?” 9/13/2004 Involving Stakeholders 19

20.  Ask about unstated reactions to idea  Switch roles  Avoid talking too much  Restate what you heard  Build on the client’s examples & ideas 9/13/2004 Involving Stakeholders 20

21.  Focus on Actual Work Processes  Not looking for hypothetical ideal (Don’t say: “users “USUALLY” do X”)  Immediately co-create prototype of how work done now or in future.  Observe how client WALKS THROUGH using prototype to make DECISIONS  Note client’s decisions, work arounds, process  Give client opportunity to explain actions  Student now role plays prototype 9/13/2004 TRY IT NOW 21

22. INDIVIDUAL  Use prototypes for single solution  Enforce single representation of knowledge (“ERD”)  Explain own knowledge  Talk  Stay in role COLLABORATIVE  Use prototypes to explore different concepts  Represent knowledge in different ways  Have others explain your knowledge  Draw, listen, ask questions  Reverse roles Involving Stakeholders 22

23. Did you?  Use prototypes to explore concepts?  Let clients develop prototypes?  Create “test-drivable” prototypes?  Make sure client asked as many questions as you did?  Stimulate creativity through questioning?  Restate dialogue to improve understanding?  Use examples from more than one work context?  Avoid using IT/CS/SE-language? Involving Stakeholders 23

24. Did you:  Use visual examples to explain concepts?  Reverse roles?  Try more than one way to represent how work is done?  Elaborate on client’s idea?  Ground ideas in client’s physical world with a role play by sharing stories of how work is done?  Ask about client’s unstated reactions to an idea?  Show any software that client might want to emulate? Involving Stakeholders 24

26. 4 Every client-developer encounter is an opportunity for learning 4 Every client and developer learns differently 4 Controlling the learning process is better than leaving it uncontrolled 4 Control it by: 4 Building and maintaining a sense of shared responsibility for outcomes 4 Managing conflict for learning 4 Using elaboration techniques Involving Stakeholders 26