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Scrum for One

Scrum for One

Scrum for One

    That’s a funny word, isn’t it? “Scrum.” Scrum is a project management strategy for software development teams. The name comes from rugby (I guess) where it refers to the start of a new play. In the programming world, it’s a technique of coordinating a team’s work without a clear plan, working towards attainable short-term goals, and then repeating the process towards another set of goals – which I suppose is kind of like playing towards a goal in rugby. Except, you know – fewer broken bones. Hopefully.

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    I’m not part of a software development team. I’m not even a programmer. But when I came across an article on Scrum recently, it struck me that, while intended for big, collaborative projects, there were a lot of elements of Scrum that could be adapted pretty well to individual productivity. Although Scrum can be implemented at any stage of a project, it really excels as a way of dealing with projects that have stalled out for some reason – projects that have gotten stuck for lack of resources, lack of direction, even lack of teamwork – and that’s something that happens to all of us at one time or another. Maybe, just maybe, the principles that get teams of programmers back on track can apply to the projects every one of us has gotten stuck on.

    Scrum 101

    Although there are whole textbooks devoted to managing teams and their projects using Scrum, the basic principles are very simple:

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    • Do what you can with what you have. Projects stall because some resource – whether it’s material, knowledge, or manpower – is missing. Usually, though, there are plenty of things that can be done even without those resources – other parts of the system to build, creative workarounds, standards to devise, and so on. During the planning of each stage, and in daily “check-in” meetings along the way, these shortfalls are taken into account and work designed around them so that a lack of resources doesn’t have to create a lack of progress.
    • Constant feedback. As I just mentioned, Scrum encourages daily contact between its team-members, so that a) nobody stalls and holds up the whole project, and b) the collective knowledge of the whole team can be brought to bear on new problems in creative ways. Meetings are short, as short as 15 minutes, and center around three questions:
      1. What have you accomplished so far?
      2. What will you accomplish today?
      3. What’s preventing you from making progress right now?

      These simple questions are meant to identify any “logjams” and break them up before they hold up the entire project.

    • Work towards clearly-defined short-term goals. Scrum projects are, generally-speaking, point-releases of the software under development – that is, they are significant but relatively simple evolutionary improvements of the state of the project at the beginning of the project. For example, a set of new functions could be implemented, an interface designed, a database structure mapped out, and so on. “Write browser” is too big of a project, it’s realization too far off, to make for a meaningful Scrum project; “correct bug in line 1178” too small. Ideally, as each project is completed, the software under development should be in a usable state – Scrum was developed to deal with the contingencies of the software world, where projects often need to be rushed into market to combat a competing project, or just to bring in an income.
    • Sprint. The basic working unit of Scrum is the Sprint – a focused dash towards the completion of the immediate project goals. At the beginning of the Sprint, the team determines exactly what resources are available to them, what they intend to achieve given those resources, and how long they’ll work on it. Then, they work on those objectives, and those objectives only. The Sprint is sacrosanct – its members work on the project they’ve put together and nothing else until the Sprint is completed. It might be a week, it might be 30 days, or anywhere in between – whatever time they’ve agreed on is dedicated solely to the Sprint. When it’s done, team members might rotate out of or into the team, or be assigned to other projects, but until then – they Sprint.

    Scrumming Solo

    Seems to me that, with a little modification, those are pretty good principles for anyone with some big projects on their plate – especially if you, like me, have a tendency to get side-railed. Of course, most of our projects aren’t collaborative, and they’re rarely as compartmentalized as computer programs, either. The idea of developing a project by evolutionary steps, with each step creating a potentially usable end-product, simply doesn’t apply to the kind of long-term projects most of us have as individuals – things like writing a book, learning a foreign language, or earning a promotion.

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    But the idea of Scrum is, I think, very applicable to our personal lives. The whole point is, through a process of constant self-awareness, to identify what’s holding us back, how we can work around it, and where the next few days or weeks should take us. Consider, then, “Scrum for One”:

    • Do what you can with what you have. There are bound to be hang-ups in any project worth doing, and it’s all too easy to look at a project and despair because you don’t have whatever you need to finish it. Well, you may not have what you need to finish, but chances are you have what you need to start, to do at least some of the steps needed to get yourself somewhere close to the finish line. And you can take heart from this peculiarity of Scrum: often, when working under less than ideal circumstances without all the necessities to finish a project, Scrum teams find that either a new solution emerges that’s much more within their grasp or, just as often, that the missing element isn’t really needed in the first place. At the worst, you’ll give yourself the time you need to come up with the missing piece – and meanwhile you’ll be moving inexorably closer to your goal.
    • Constant self-reflection. If you’re a fan of Allen, Covey, or Drucker, you’ve probably already accepted the importance of a weekly review. Scrum for One suggests that more frequent reflection might be helpful – nothing at the scale of a full weekly review, but a few moments of honesty each morning to define the work in front of you and any problems that might be standing in the way. Brainstorm a few minutes to see if you can solve the issue, and if not, put it in your to-do list for later action. A lot of time, just asking “What’s standing in my way?”is enough to trigger a solution – more often than not, the problem lies more in ourselves than in our situation.
    • Work towards clearly-defined, short-term goals. Give yourself a time limit and set a reasonable goal – reasonable, but meaningful – to reach by the end of that period. Projects that stretch out in front of you for months or years are discouraging (which is why so few people write books) while projects that are too small often aren’t very satisfying to complete.
    • Sprint. Sprinting the way Scrum teams do it won’t really work for individuals – you probably have a lot of different roles to play on a day-to-day basis, which means focusing on a single project to the exclusion of everything else is going to be difficult, if its even possible. What you can do, though, is block out a number of hours every day and use them to focus strictly on one project – no distractions, no knocking off early, no nothing until you reach your goal.

    Obviously this isn’t anything like a complete productivity system, but it’s interesting nonetheless. Scrum is a very effective way of managing projects, and is used by software giants like Microsoft as well as tiny start-ups and everything in between. If nothing else, next time you’re stuck, ask yourself the simple question, “What’s standing in my way right now?” and see if that doesn’t lead to “OK, what am I going to do about it?”

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    Last Updated on September 18, 2019

    How to Take Notes Effectively: Powerful Note-Taking Techniques

    How to Take Notes Effectively: Powerful Note-Taking Techniques

    Note-taking is one of those skills that rarely gets taught. Almost everyone assumes either that taking good notes comes naturally or, that someone else must have already taught about how to take notes. Then, we sit around and complain that our colleagues don’t know how to take notes.

    I figure it’s about time to do something about that. Whether you’re a student or a mid-level professional, the ability to take effective, meaningful notes is a crucial skill. Not only do good notes help us recall facts and ideas we may have forgotten, the act of writing things down helps many of us to remember them better in the first place.

    One of the reasons people have trouble taking effective notes is that they’re not really sure what notes are for. I think a lot of people, students and professionals alike, attempt to capture a complete record of a lecture, book, or meeting in their notes — to create, in effect, minutes. This is a recipe for failure.

    Trying to get every last fact and figure down like that leaves no room for thinking about what you’re writing and how it fits together. If you have a personal assistant, by all means, ask him or her to write minutes; if you’re on your own, though, your notes have a different purpose to fulfill.

    The purpose of note-taking is simple: to help you work better and more quickly. This means your notes don’t have to contain everything, they have to contain the most important things.

    And if you’re focused on capturing everything, you won’t have the spare mental “cycles” to recognize what’s truly important. Which means that later, when you’re studying for a big test or preparing a term paper, you’ll have to wade through all that extra garbage to uncover the few nuggets of important information?

    What to Write Down

    Your focus while taking notes should be two-fold. First, what’s new to you? There’s no point in writing down facts you already know. If you already know the Declaration of Independence was written and signed in 1776, there’s no reason to write that down. Anything you know you know, you can leave out of your notes.

    Second, what’s relevant? What information is most likely to be of use later, whether on a test, in an essay, or in completing a project? Focus on points that directly relate to or illustrate your reading (which means you’ll have to have actually done the reading…). The kinds of information to pay special attention to are:

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    Dates of Events

    Dates allow you to create a chronology, putting things in order according to when they happened, and understand the context of an event.

    For instance, knowing Isaac Newton was born in 1643 allows you to situate his work in relation to that of other physicists who came before and after him, as well as in relation to other trends of the 17th century.

    Names of People

    Being able to associate names with key ideas also helps remember ideas better and, when names come up again, to recognize ties between different ideas whether proposed by the same individuals or by people related in some way.

    Theories or Frameworks

    Any statement of a theory or frameworks should be recorded — they are the main points most of the time.

    Definitions

    Like theories, these are the main points and, unless you are positive you already know the definition of a term, should be written down.

    Keep in mind that many fields use everyday words in ways that are unfamiliar to us.

    Arguments and Debates

    Any list of pros and cons, any critique of a key idea, both sides of any debate or your reading should be recorded.

    This is the stuff that advancement in every discipline emerges from, and will help you understand both how ideas have changed (and why) but also the process of thought and development of the matter of subject.

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    Images

    Whenever an image is used to illustrate a point, a few words are in order to record the experience.

    Obviously it’s overkill to describe every tiny detail, but a short description of a painting or a short statement about what the class, session or meeting did should be enough to remind you and help reconstruct the experience.

    Other Stuff

    Just about anything a professor writes on a board should probably be written down, unless it’s either self-evident or something you already know. Titles of books, movies, TV series, and other media are usually useful, though they may be irrelevant to the topic at hand.

    I usually put this sort of stuff in the margin to look up later (it’s often useful for research papers, for example). Pay attention to other’s comments, too — try to capture at least the gist of comments that add to your understanding.

    Your Own Questions

    Make sure to record your own questions about the material as they occur to you. This will help you remember to ask the professor or look something up later, as well as prompt you to think through the gaps in your understanding.

    3 Powerful Note-Taking Techniques

    You don’t have to be super-fancy in your note-taking to be effective, but there are a few techniques that seem to work best for most people.

    1. Outlining

    Whether you use Roman numerals or bullet points, outlining is an effective way to capture the hierarchical relationships between ideas and data. For example, in a history class, you might write the name of an important leader, and under it the key events that he or she was involved in. Under each of them, a short description. And so on.

    Outlining is a great way to take notes from books, because the author has usually organized the material in a fairly effective way, and you can go from start to end of a chapter and simply reproduce that structure in your notes.

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    For lectures, however, outlining has limitations. The relationship between ideas isn’t always hierarchical, and the instructor might jump around a lot. A point later in the lecture might relate better to information earlier in the lecture, leaving you to either flip back and forth to find where the information goes best (and hope there’s still room to write it in), or risk losing the relationship between what the professor just said and what she said before.

    2. Mind-Mapping

    For lectures, a mind-map might be a more appropriate way of keeping track of the relationships between ideas. Now, I’m not the biggest fan of mind-mapping, but it might just fit the bill.

    Here’s the idea:

    In the center of a blank sheet of paper, you write the lecture’s main topic. As new sub-topics are introduced (the kind of thing you’d create a new heading for in an outline), you draw a branch outward from the center and write the sub-topic along the branch. Then each point under that heading gets its own, smaller branch off the main one. When another new sub-topic is mentioned, you draw a new main branch from the center. And so on.

    The thing is, if a point should go under the first heading but you’re on the fourth heading, you can easily just draw it in on the first branch. Likewise, if a point connects to two different ideas, you can connect it to two different branches.

    If you want to neaten things up later, you can re-draw the map or type it up using a program like FreeMind, a free mind-mapping program (some wikis even have plug-ins for FreeMind mind-maps, in case you’re using a wiki to keep track of your notes).

    You can learn more about mind-mapping here: How to Mind Map: Visualize Your Cluttered Thoughts in 3 Simple Steps

    3. The Cornell System

    The Cornell System is a simple but powerful system for increasing your recall and the usefulness of your notes.

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    About a quarter of the way from the bottom of a sheet of paper, draw a line across the width of the page. Draw another line from that line to the top, about 2 inches (5 cm) from the right-hand edge of the sheet.

    You’ve divided your page into three sections. In the largest section, you take notes normally — you can outline or mind-map or whatever. After the lecture, write a series of “cues” into the skinny column on the right, questions about the material you’ve just taken notes on. This will help you process the information from the lecture or reading, as well as providing a handy study tool when exams come along: simply cover the main section and try to answer the questions.

    In the bottom section, you write a short, 2-3 line summary in your own words of the material you’ve covered. Again, this helps you process the information by forcing you to use it in a new way; it also provides a useful reference when you’re trying to find something in your notes later.

    You can download instructions and templates from American Digest, though the beauty of the system is you can dash off a template “on the fly”.

    The Bottom Line

    I’m sure I’m only scratching the surface of the variety of techniques and strategies people have come up with to take good notes. Some people use highlighters or colored pens; others a baroque system of post-it notes.

    I’ve tried to keep it simple and general, but the bottom line is that your system has to reflect the way you think. The problem is, most haven’t given much thought to the way they think, leaving them scattered and at loose ends — and their notes reflect this.

    More About Note-Taking

    Featured photo credit: Kaleidico via unsplash.com

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