Introduction
In a previous article, Fostering Continuous Learning and Growth Through Reflective Practices in Software Teams, we introduced the concept of reflective practices. Reflective practices are critical for continuous learning and improvement in software teams. Traditional retrospectives and reflective exercises help teams analyze experiences and refine processes, yet sometimes they lack the spontaneity and cross-pollination of ideas that emerge from dynamic interactions. This article introduces Musical Chairs Reflection. A technique that harnesses movement, randomness, and structured prompts to invigorate reflection among software teams. Reflective practices have emerged as an effective mechanism to facilitate learning from experience, driving continuous improvement and growth. As Gibbs (1988) aptly noted in his seminal work Learning by Doing, learning occurs most effectively when individuals actively reflect on their experiences [1]. Traditional reflective practices, such as agile retrospectives, provide a structured forum for discussing successes and failures. However, these methods sometimes become routine and may not stimulate the creative thinking required to address complex, process-related challenges. To reinvigorate reflective practices and harness the collective intelligence of a team, this article proposes the Musical Chairs Reflection Activity.
This dynamic, interactive exercise not only disrupts monotony but also fosters diverse interactions, ensuring that team members encounter a variety of perspectives.
Why Musical Chairs for Reflection?
The concept of Musical Chairs is traditionally associated with play, spontaneity, and a degree of unpredictability. In the context of reflection, these characteristics can be transformative. When applied to reflective practices, Musical Chairs serves several purposes:
- Breaking Routine: Constant exposure to the same group dynamics during regular retrospectives may inadvertently lead to echo chambers. By introducing movement and rearrangement, Musical Chairs disrupts fixed patterns, ensuring that team members interact with different colleagues and hear varied insights.
- Stimulating Creativity: The element of surprise—where partners change unpredictably—forces individuals out of their comfort zones. This stimulation can lead to fresh perspectives and creative solutions to process challenges that might otherwise remain unaddressed.
- Enhanced Engagement: Active movement and playful competition lower barriers to communication. As team members circulate and pair up in new configurations, they feel more energized and inclined to share candid reflections on their experiences.
Designing the Musical Chairs Reflection Event
There are many configurations and styles to organize a Musical Chairs activity, examples here. The design is highly dependent on the outcome sought. In this article, I share general guidelines on preparation, setup, and running a Musical Chairs event. Then, I provide and example I used for group reflections.
Figure 1: Gibb’s reflective cycle [1]
Preparation.
- Define Objectives: Define and articulate the purpose of the exercise. For example, the objective might be to identify process-related challenges in the current project workflow or to generate innovative ideas for improvement.
- Develop Reflection Prompts: Create a set of targeted questions aligned with reflective practices. Prompts could include: “What is a recent process challenge that hindered your team meeting a Spring goal?” “What alternative approaches could overcome this challenge?” “How did this challenge impact your team’s moral and dynamics?”
- Logistical Arrangements: Arrange a circle of chairs for each group, ensuring there is one chair per participant. Prepare a music player with a well-curated playlist, ensuring a mix of upbeat tracks to maintain energy.
Setup and Execution.
- Explain the Activity: Begin by explaining the goals of the session. Emphasize that the activity is not a competition but an opportunity to share diverse perspectives and reflect on real process challenges.
- Execution Overview:
- When the music plays, participants will walk around within their designated circle.
- When the music stops, each person will quickly find a seat.
- After each round, participants will pair up with the person seated next to them and discuss the provided reflection prompt for 3–5 minutes.
- Another version would be one chair is removed, and at each round the standing participant chair their thoughts related to the prompt.
- Assign Prompts: For each round, announce a new prompt that directs the conversation towards process challenges, encouraging practical suggestions for improvement.
Example of a Musical Chairs Reflection
Gibbs (1988) emphasizes that reflective learning is most effective when individuals actively analyze and interpret their experiences. His reflective cycle—which involves description, feelings, evaluation, analysis, conclusion, and action planning [1] (Figure 1)—provides a robust framework that can drive effective reflections. To integrate Gibbs’ Reflective Cycle [1] into the Musical Chairs Reflection Activity, I structure each round around a different phase of the cycle, as depicted in Figure 1. The activity begins with all participants seated and engaging with the first prompt: “What happened? Think of an event, success, or failure that you would like to reflect on.” This round allows the group to debrief and select an experience to analyze throughout the cycle.
In subsequent rounds, chairs are gradually removed to introduce movement and engagement. In the second round (Feelings), the standing participant shares their thoughts and emotions related to the selected experience using the prompt: “What were you thinking and feeling about what happened?” As the rounds progress, participants rotate through Gibbs’ key reflection phases: Evaluation (discussing what was good or bad about the experience), Analysis (making sense of the situation), Conclusion (exploring what could have been done differently), and finally, Action Plan (deciding how to improve future outcomes).
The final round mirrors the first, where all participants are seated again to consolidate the key takeaways and refine their action plans. This ensures that reflections are not only shared but also translated into actionable improvements that participants can carry forward in their software development practices.
Conclusion
Musical Chairs Reflection represents an alternative to traditional reflective practices. By incorporating movement, spontaneity, and structured dialogue, this activity disrupts routine interactions and fosters an environment where diverse perspectives and creative solutions can flourish. The activity can increase engagement, enhance collaboration, and provide actionable insights to foster continuous improvement in software teams. This method aligns with agile principles and supports a culture of continuous learning and growth. As teams continue to evolve, embracing innovative reflective practices will remain a key strategy for navigating uncertainty and fostering a growth mindset.
References
[1] G. Gibbs. Learning by doing: A guide to teaching and learning methods. Further Education Unit, 1988.
Author: Adam Alami, Professor of Software Engineering, University of Southern Denmark
Adam Alami is an Associate Professor of Software Engineering at the University of Southern Denmark and a published author with a deep-rooted career in the information technology sector. With over two decades of experience, Adam began as a software developer before expanding his expertise into business analysis, project management, and organizational change. His professional background includes spearheading major IT transformation projects and guiding Agile implementations across diverse industries.
Adam’s research is at the intersection of software engineering, social sciences and human-AI collaboration, with a focus on how teams can leverage both behavioral insights and technical methodologies to improve software development outcomes. He delves into the socio-technical aspects of engineering processes, exploring the impact of ceremonies, team norms, and cultural values on quality. Adam holds a Ph.D. in Computer Science from the IT University of Copenhagen and frequently collaborates with industry partners to bridge academic research with real-world applications. LinkedIn: https://www.linkedin.com/in/adamalami/ X: @AdamAlamiDK