Concepts of Skill Acquisition for Scrum Master

Below are some frameworks for Scrum Masters to help understand how their scrum teams may learn and develop competency. It serves as a reference and does not, in particular, dictate anything. 


Shu-Ha-Ri 

This is the Japanese model of skill acquisition, which Alistair Cockburn has personally referenced. It comes from Aikido, and it outlines that students goes through three stages: Shu, Ha, and Ri. 

Shu - student follows masters teachings without question, understanding, or desire to make judgement on the underlying theories. 

Ha - student has a good grasp on basic practice and begins to branch out and learn from other masters

Ri - student develops own practice and creates approaches and adaptations to circumstances


Dreyfus Model

This model of skill acquisition was published within the scholastic circle, and largely implemented in schools. It is largely individualistic, and familiar to typical teaching styles. 

Novice: Concepts are largely distilled, controlled, and rigid to allow formulation and comprehension.

Adv. Beginner: Student learns maxims and best principles.

Competent: Student begins exposure to unfamiliar situations. Student makes deductions and hypothesizes actions and consequences in dealing with the situation, then cautiously takes emotionally -charged bets to prove/disprove his or her theories. 

Proficient - Student has repertoire of methods/attempts/experiences to handle situations but still must make intentional choices to best navigate a situation. 

Expert: Student has second-nature instincts in handling the situation.

 




Clark Terry's Improvisation 


Adapted from famous jazz musician Clark Terry is his framework of learning through improv. There are three stages: imitation, assimilation, and innovation.

Imitation: Copy; Attempt to create an exact copy of what has been done.

Assimilation: Becoming one with the style. Incorporating the familiarity of the work with yourself, largely from rote practice.

Innovation: Creating new works. Is a a result of many, many hours of imitation and assimilation. 

(Personally, I thought this was interesting because, as a novice drawer and pianist, I am well familiar with this method.) 




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