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Task cycle Task cycle Objectives Teacher’s role Planning stage Reporting Writing in the task cycle Charateristics Objectives Teacher’s role Charateristics.

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Task Life Cycle in ClickSchedule

Under this page, you can learn about the task life cycle, which is the sequence of stages or statuses through which a task passes. The life cycle covers the time from when the task enters the organization until completion. You can configure the permitted status transitions and their consequences.

The task life cycle is the sequence of stages or statuses through which a task passes. The life cycle covers the time from which the task enters the organization until the time when it is completed.

The life cycle typically starts in a CRM system, when a customer service representative enters a new task. It continues in ClickSchedule for scheduling, and it concludes in the CRM system for billing and follow-up.

Some examples of the status values that a task can have during the life cycle are:

When you design a ClickSchedule implementation, you need to plan the life cycle according to the needs of the service organization. For example, you might decide that ClickSchedule can create new assignments for Open tasks, but that it should not change the assignments of Dispatched tasks.

Using a Predefined Task Life Cycle

For tenants that were configured initially in Service Edge the following default Task Life Cycle is  already configured:

You can run a configuration package Category to add any one of the five additional pre-configured Task Life Cycles. For more information (including the package name, how to obtain and run a configuration package, and the default configuration description), see Service Edge Editions Details .

For tenants that were upgraded from Service Optimization 8, you cannot use the standard Service Edge configuration package. Instead, follow the manual configuration instructions described in Configuring Task Status Transitions in ClickSchedule , or consult with your implementer for implementation advice.

Using a Custom Task Life Cycle

If the predefined life cycle does not meet your needs, you can define your own task statuses and configure the transitions between them. The system enforces and automates the life-cycle decisions that you make.

You can add a new task status by adding a new value to the TaskStatus dictionary. See  Configuring a Status Dictionary .

Task Status Categories

To allow future status related reports each task status should be mapped to one of the status category values held in the TaskStatusCategory_SO dictionary.

The TaskStatusCategory_SO dictionary is read-only and contains the following values:  

Unassigned,  Assigned,  On Hold,  Acknowledged,  Dispatched,  Travel,  In Progress, Cancelled,   Incomplete,   Completed

The task status category is mandatory when you define a new status or update an existing status. You need to select a task status category for the new/updated task status from the  TaskStatusCategory_SO   dictionary values.

However, existing solutions, where task statuses are already defined, can continue to work as-is, unless one of the statuses is updated.

Before adding a new language all task statuses need to be mapped to a task status category.

Each TaskStatusCategory_SO dictionary value has a specific icon associated with it. If you map a task status (for example, Dispatched or On Site ) to a predefined TaskStatusCategory_S O dictionary value, the corresponding TaskStatusCategory_SO icon will be displayed on the map for the task status.

The following table lists the icons for the pre-defined  TaskStatusCategory_SO  dictionary values.

» To map task statuses to  TaskStatusCategory_SO dictionary values:

• Open the Legacy Admin tool and select the following node:  Central Settings > Dictionaries>TaskStatus.

ClickSchedule Task Life-Cycle Analysis

This page explains how to analyze the task life cycle and plan the status transitions.

Configuring Task Status Transitions in ClickSchedule

This page explains how to configure the permitted  task status transitions and their consequences.

Module 3: Planning and Mission

The planning cycle, learning outcomes.

• Explain the stages of the planning cycle.
• Explain why the planning cycle is an essential part of running a business.

Organizations have goals they want to achieve, so they must consider the best way of reaching their goals and must decide the specific steps to be taken. However, this is not a linear, step-by-step process. It is an iterative process with each step reconsidered as more information is gathered. As organizations go through the planning, they may realize that a different approach is better and go back to start again.

Remember that planning is only one of the management functions and that the functions themselves are part of a cycle. Planning, and in fact all of the management functions, is a cycle within a cycle. For most organizations, new goals are continually being made or existing goals get changed, so planning never ends. It is a continuing, iterative process.

In the following discussion, we will look at the steps in the planning cycle as a linear process. But keep in mind that at any point in the process, the planner may go back to an earlier step and start again.

Stages in the Planning Cycle

The stages in the planning cycle

Define objectives

The first, and most crucial, step in the planning process is to determine what is to be accomplished during the planning period. The vision and mission statements provide long-term, broad guidance on where the organization is going and how it will get there. The planning process should define specific goals and show how the goals support the vision and mission. Goals should be stated in measurable terms where possible. For example, a goal should be “to increase sales by 15 percent in the next quarter” not “increase sales as much as possible.”

Develop premises

Planning requires making some assumptions about the future. We know that conditions will change as plans are implemented and managers need to make forecasts about what the changes will be. These include changes in external conditions (laws and regulations, competitors’ actions, new technology being available) and internal conditions (what the budget will be, the outcome of employee training, a new building being completed). These assumptions are called the plan premises. It is important that these premises be clearly stated at the start of the planning process. Managers need to monitor conditions as the plan is implemented. If the premises are not proven accurate, the plan will likely have to be changed.

Evaluate alternatives

There may be more than one way to achieve a goal. For example, to increase sales by 12 percent, a company could hire more salespeople, lower prices, create a new marketing plan, expand into a new area, or take over a competitor. Managers need to identify possible alternatives and evaluate how difficult it would be to implement each one and how likely each one would lead to success. It is valuable for managers to seek input from different sources when identifying alternatives. Different perspectives can provide different solutions.

Identify resources

Next, managers must determine the resources needed to implement the plan. They must examine the resources the organization currently has, what new resources will be needed, when the resources will be needed, and where they will come from. The resources could include people with particular skills and experience, equipment and machinery, technology, or money. This step needs to be done in conjunction with the previous one, because each alternative requires different resources. Part of the evaluation process is determining the cost and availability of resources.

Plan and implement tasks

Management will next create a road map that takes the organization from where it is to its goal. It will define tasks at different levels in the organizations, the sequence for completing the tasks, and the interdependence of the tasks identified. Techniques such as Gantt charts and critical path planning are often used to help establish and track schedules and priorities.

Determine tracking and evaluation methods

It is very important that managers can track the progress of the plan. The plan should determine which tasks are most critical, which tasks are most likely to encounter problems, and which could cause bottlenecks that could delay the overall plan. Managers can then determine performance and schedule milestones to track progress. Regular monitoring and adjustment as the plan is implemented should be built into the process to assure things stay on track.

The Planning Cycle: Essential Part of Running a Business

Following the planning cycle process assures the essential aspects of running a business are completed. In addition, the planning process itself can have benefits for the organization. The essential activities include the following:

• Maintaining organizational focus: Defining specific goals requires managers to consider the vision, mission, and values of the organization and how these will be operationalized. The methods and selected goals can demonstrate that the vision, mission, and values statements are working documents that are not just for show but prescribe activities.
• Encouraging diverse participation: Planning activities provide an opportunity for input from different functions, departments, and people. Some organizations establish planning committees that intentionally include people from diverse backgrounds to bring new perspectives into the planning process.
• Empowering and motivating employees: When people are involved in developing plans they will be more committed to the plans. Allowing diverse input into the planning cycle empowers people to contribute and motivates them to support the outcomes.

There are several stages, or steps, in the planning process. It is not unusual to have to repeat steps as conditions change. This process is essential to a business to maintain focus, gather diverse opinions, and empower and motivate employees.

• The Planning Cycle. Authored by : John/Lynn Bruton and Lumen Learning. License : CC BY: Attribution
• Image: Stages in the Planning Cycle. Authored by : Lumen Learning. License : CC BY: Attribution

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The Planning Cycle

A planning process for medium-sized projects.

By the Mind Tools Content Team

The Planning Cycle brings together all the aspects of planning a one-off, medium-sized project into a single, coherent process.

For example, let’s say your business is growing so rapidly that you need to relocate to a larger office. Great news. But the job of planning and organizing the move has fallen to you. Maybe not such great news!

You will need to consider whether the move is viable, and think about criteria for suitable premises. You’ll have to factor in costs, timings, and how to minimize business downtime.

So, where do you start? Try the Planning Cycle.

What Is the Planning Cycle?

The Planning Cycle is an eight-step process that you can use to plan any small-to-medium sized project: moving to a new office, developing a new product, or planning a corporate event, for example.

The tool enables you to plan and implement fully considered, well-focused, robust, practical, and cost-effective projects. It also helps you to learn from any mistakes you make, and to feed this knowledge back into your future planning and decision making.

The Planning Cycle offers a framework for projects up to a certain level of complexity. For larger projects that involve many people over a long period of time, you may need to use a more formal approach.

These approaches have similar structures to the Planning Cycle, but they tend to require more documentation, and are often integrated within a wider organizational context. Our article, Project Management Phases and Processes , tells you more about them.

For shorter projects that need a fast turnaround, you should also consider Agile Project Management .

Figure 1: The Planning Cycle

Project Planning Steps

The Planning Cycle has eight steps, as outlined below.

1. Analyze Your Situation

First, clarify what you need to do. An office move, for example, would require you to find the right premises, with appropriate access and parking.

Gather as much information as possible at this stage. This will help you to formulate a more detailed and robust plan further down the line.

Start by examining your current position, and deciding how you can improve it. There are a number of techniques that can help you to do this.

One option is to carry out a SWOT Analysis . This will identify the strengths and weaknesses of your position, and the opportunities and threats that you face.

Another method is Risk Analysis , which will help you to spot potential pitfalls and weaknesses in your organization that may affect your plan, and identify any external risks. You can then use your findings to plan how you will neutralize or mitigate those risks.

For example, ask yourself whether your project is a response to pressure from customers, competitors, or new technology. Or perhaps your company is growing, and you need to make changes as a result. Pressures may arise from changes in the economy, new legislation, people's attitudes, or government.

You can also pick from a whole range of creativity tools to work out where you can make improvements Simplexity Thinking is a particularly powerful tool that helps to foster creativity and solve even the toughest problems.

2. Identify the Aim of Your Plan

When you've completed a realistic analysis of your situation, and the opportunities for change, the next step is to precisely define the aim of your plan. This sharpens your focus, and stops you from wasting effort on irrelevant issues.

Express your aim in one simple sentence, so that it's clear in your mind. If this proves difficult, try asking yourself questions like:

• What do I want the future to look like?
• What benefit do I want to give to our customers?
• What returns do I need?
• What standards do I want to achieve?
• What are my organization's core values?

You can present this aim as a Vision Statement or Mission Statement .

Vision statements express the benefit that an organization will provide to its customers. For example, Nike’s vision is to "Bring inspiration and innovation to every athlete* in the world. (*If you have a body, you are an athlete.)"

Mission statements explain how the vision will be achieved. For example, the mission statement for The Bristol Myers Squibb pharmaceutical company is "To discover, develop, and deliver innovative medicines that help patients prevail over serious diseases."

3. Explore Your Options

By this stage, you should have a good understanding of your situation and what you want your project to achieve. The next step is to work out how to do it!

At this stage, it's useful to generate as many ideas as possible. Again, creativity tools can help you with this. You may be tempted to grasp at the first idea that comes to mind, but if you spend some time weighing up your options you may come up with less obvious but better solutions. Or you may build on your best ideas by using elements of others.

4. Select the Best Option

When you've explored your ideas, you need to decide which one to pursue. If you have the necessary time and resources, you might decide to do detailed planning, costing, and risk assessment work for each one. But chances are you won't have this luxury.

Instead, use tools like Decision Matrix Analysis and Decision Trees to help you to make the final selection. Use Decision Matrix Analysis to decide between different options when you need to consider a range of different factors. Decision Trees enable you to think through the likely outcomes of following different courses of action.

5. Detailed Planning

With your final decision made, you need to establish the most efficient and effective way to achieve your aim. This determines who will do what, when, where, how, why, and at what cost.

Techniques like Gantt Charts and Critical Path Analysis can be useful when working out priorities, deadlines, and how to allocate resources.

Consider how you will monitor the progress and performance of your plan, too. When robust reporting, quality assurance, and cost controls are in place, you can quickly identify and correct potential deviations from the plan.

A good plan also identifies risks and suggests contingencies. This allows you to respond effectively to setbacks or crises. You should also consider transitional arrangements – how will you keep things going while you implement the plan?

6. Evaluate the Plan and Its Impact

The next stage is to review your plan and decide whether you should implement it. It’s crucial to be objective here – even if you've done a lot of work to reach this stage, it may still not be worth your while to pursue the project.

This can be frustrating, but it's better to reach this conclusion now rather than after you have invested valuable time and resources – and your reputation – in its success. The evaluation stage gives you the opportunity to either investigate better options, or to accept that no plan is needed.

Depending on the circumstances, there are several methods you can use to evaluate your plan.

• Quantitative Pros and Cons is a simple technique that involves listing the plus points in one column and the minus points in another. Each point can be allocated a positive or negative score.
• Use Cost/Benefit Analysis to decide whether the plan makes financial sense. Add up all the costs involved, and compare them with the expected benefits.
• Force Field Analysis gives you a "big picture" view of the factors for and against your plan. This enables you to see where you can make adjustments that will help your plan to succeed.
• A Cash Flow Forecast enables you to ensure that you have sufficient resources for your plan, and to assess whether the project is viable. A good cash flow forecast spreadsheet lets you vary your assumptions and investigate the effects.
• Finally, Six Thinking Hats helps you to get a rounded view of your plan and its implications by asking you to evaluate your plan from six different perspectives: rational, emotional, optimistic, pessimistic, practical, and creative.

If your analysis shows that the plan will not give sufficient benefit, or if the negatives outweigh the positives, return to an earlier stage in the planning cycle to explore other options. Alternatively, you may conclude that the project is impractical and abandon the process altogether.

7. Implement Change

Once you have finalized your proposal, and you're confident that it will deliver, it's time to put it into action.

If you've followed the previous steps closely then your plan should also explain how to implement it! It should also show how you will monitor its progress and execution.

8. Close the Plan and Review

All being well, your project is now complete and it was a huge success! Now it's time to close it down and assess what you've learned. Look back over the planning process and assess it carefully to see what could be improved or refined in the future.

If you'll likely carry out many similar projects, it may be worth developing a standard Post-Implementation Review . This is a list of points to consider during the planning review. It helps to ensure that you don't overlook any important aspects of the process.

The review should address key questions such as: did the project solve the original problem? Could it deliver even bigger benefits? And what lessons did you learn that you can apply to future projects?

The Planning Cycle enables you to make viable, robust plans, and to avoid making costly mistakes. It’s suitable for any small- to medium-sized project, in most business areas. It has eight steps:

1. Analyze your situation.

2. Identify the aim of your plan.

3. Explore your options.

4. Select the best option.

5. Detailed planning.

6: Evaluate your plan and its impact.

7. Implement change.

8. Close the plan.

Follow these steps carefully, and your project stands a good chance of success.

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Introduction to Task-Based Learning (TBL)

What is a task and what is the best way to define and describe Task-Based Learning?

Do you think that incorporating meaningful tasks is a good way to motivate your learners?

Written by Sheila Corwin

Teacher Trainer in Florence

Task-Based Learning: what it is?

Task-Based Learning (TBL) is all about your students creating, producing, or designing something in class… it could be anything… anything at all. TBL includes the 21st Century skills of Communication, Collaboration, Creativity, and Critical Thinking (4C’s) and can also be described as a short interactive assignment that results in a finished product.

The Task part of Task-Based Learning has been (more or less) defined by linguistic scholars as:

• things people do in everyday life (Long, 1985).
• a goal-oriented activity that leads to an outcome or result (Willis, 1996).
• a completed work plan which can be assessed (Ellis, 2003).

What kind of activity is a task?

In 2007, Jane Willis and her husband Dave Willis came up with the following criteria in their book Doing Task-Based Teaching (pp. 12-14) which can be used to discern a task:

• Will the activity engage learners’ interest?
• Is there a primary focus on meaning?
• Is there a goal or an outcome?
• Is success judged in terms of the result?
• Is completion a priority?
• Does the activity relate to real-world activities?

If your answer is yes to all the questions, you can be sure that the classroom activity you have in mind is task-like.

Task-Based Learning and Task-Based Language Teaching

TBL is an approach to teaching that was originally used by second or foreign-language teachers. It is an approach that stems from Communicative Language Teaching (CLT) – a language teacher methodology – which emerged in the 1970s.

Language teachers originally adopted Task-Based Learning for a variety of reasons with the most important being the desire to make their classrooms more student-centered, communicative, and collaborative by incorporating more interactive tasks.

Task-Based Learning (TBL) is also known as Task-Based Language Teaching (TBLT) and Task-Based Instruction (TBI). Its principal focus is on the completion of meaningful tasks. Such tasks can include creating a poster, producing a newsletter, video, or pamphlet, or designing a map of the school or neighborhood.

The Task Cycle > Task / Plan / Report

The TBL formula includes the following stages:

The teacher introduces the topic and gives students clear instructions and guidelines on what they will be doing during the three-part task cycle (below). This phase will give students a clear understanding of what will be expected of them and include any important knowledge or details they need to know.

This is also a good time to lead into the task by brainstorming or asking questions about the topic. Teachers can also get students ready for the task by presenting an example of the task or introducing a picture, audio, or video which will be useful in completing the task.

Students get ready to do the task. Students are given what they need to complete the task (handouts and written instructions) and are assigned to work in pairs or small groups while the teacher monitors and offers encouragement when necessary. The teacher’s role is typically limited to one of a coach, guide, and facilitator.

Students work on the task in pairs or small groups and prepare to report or present their results or product. They make important decisions about their presentation and assign each person in the group with a part of the task to present, so everyone takes responsibility during the report stage. The group rehearses its presentation. The teacher walks around, helps if needed, and takes notes on anything that needs to be addressed after the presentations.

Report/Present

Students present their findings to the class in the form of a presentation. The rest of the class listens to the reports and writes down feedback which will be given to the presenters after all reports have been heard. The class can also ask questions or provide some quick oral feedback after each presentation. The teacher also gives feedback on the content as well. Students vote on the best presentation, report, or product.

After presenting their completed task, others in the class can offer constructive feedback.

Several ways to do so include:

• Two stars and a wish – two positive things about the presentation and one suggestion,
• The 3, 2, 1, Formula – Three likes, Two suggestions, and One question.
• Finally, feedback can be given based on things like the content of the presentation, use of visuals, eye contact, etc.

How to create your own TBL lesson

Here is a template for creating your own Task-Based Learning lesson or activity:

• Design a ……………………………………
• Create a …………………………………….
• Produce a …………………………………..
• Task: What would you like your students to design, create, or produce?
• Plan: What specific instructions will you give your students for doing this task and what guidelines should they follow during their planning stage?
• Report/Present: What do you want your students to report or present and how much time will you give them to explain or present their ideas?

There are many different TBL interpretations so don’t hesitate to make it your own.

An example of Task-Based Learning Activity

Jane Willis (1996) came up with A Framework for Task-Based Learning that includes coming up with tasks that revolve around a certain topic. This can be very useful for teachers looking for task ideas to engage their students during a lesson.

See the example to follow:

Topic: Travel

• Listing : List three reasons why people love to travel.
• Ordering, Sorting, and Classifying : Put pictures of different travel destinations in order from the most desired to the least desired destination. Sort travel destinations from the northern to the southern hemisphere. Classify destinations by languages people speak.
• Comparing or Matching: Compare different countries. Match people to their country of origin.
• Problem Solving: Think of three low-budget travel destinations.
• Creative Task : Create a travel poster or find out about different countries and become an expert on a country that you would like to travel to in the future.
• Share Personal Experiences : Share stories about past travel destinations. Write a poem about your favorite place and share it with the class.

6 Advantages of Task-Based Learning

• Students are at the center of learning.
• Students are working on something that is personal and relevant to them.
• Students gain practice in collaborating with others and making group decisions.
• Students spend a lot of time communicating.
• Students take on responsibility for engaged learning .
• TBL is enjoyable , motivating, and a great place to start for teachers thinking about incorporating more Project Based Learning at their schools or classrooms.

Task-Based Learning has many interpretations and you, the teacher, can adapt and make anything your own. Although TBL was originally developed with language teachers in mind, the core of every Task-Based Learning lesson, as the name suggests, is the task.

A Task-Based approach offers an alternative for teachers who are interested in creating a more student-centered environment in their classroom. In a task-based class, the lesson is based on the completion of a central task and its presentation.

TBL incorporates all 4C’s and is a great way to get students used to working on Project Based Learning (PBL) because it includes many of the same skills but, in a smaller, more digestible way.

Whereas PBL requires working on a project for an extended period, TBL can be done in one or two lessons and can be a good starting point for teaching students how to communicate, collaborate and work on presentations with others.

• Willis D. and J. Willis (2007) Doing Task-based Teaching. Oxford: Oxford University Press
• Willis J. (1996) A Framework for Task-based Learning. Harlow: Longman Pearson Education

5 thoughts on “ Introduction to Task-Based Learning (TBL) ”

Hello, I do not use project-based learning techniques with my lessons. However, I have successfully used other methods and techniques.

Hi Mehmet, TBL or Task Based Learning is a very small PBL and can be a good place to start for teachers who are interested in incorporating more communication, collaboration, creativity, and collaboration between students in their classrooms.

Yes, I think that collaborative method and game-based learning develop students’ creativity. Of course, we can say that these also contribute to many more mental development of children.

Thanks to Sheila i met in’Florence in January 2018, I use Willis´s model to set up TBL in class…it does work very well.

Now I am a teacher trainer and I teach them how to set up this pedagogical method in class.

So glad you’ve found this approach useful to you in both your own classroom and in your training of other teachers. By the way, I have very fond memories of you in my teacher training classroom, Chantal. =)

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Task life cycle is a process that creators (such as software developers) use to build projects (such as software applications). This page describes a task life cycle that we like to use that has six stages: start the task, create the space, develop the work, proof the work, integrate the branch, finish the task.

Task life cycle aligns with the concepts of systems development life cycle and software development process . Task life cycle works well with many software development methodologies and frameworks, such as agile , lean , kanban , scrum , spiral , prototyping , and more.

Stage 1: Start the task

Start by choosing your task using your team's preferred way of working.

Some teams organize : such as with to-do lists, checklists, story cards, use cases, swim lanes, a statement of work (SoW), a work breakdown structure (WBS), etc.

Some teams categorize : such as with labels, tags, keywords, icons, status indicators, skill sets, flowcharts, value stream maps, hexagonal architecture, etc.

Some teams prioritize : such as by importance, story points, value estimates, planning poker, board grooming, Gantt charts, critical scheduling, resource leveling, etc.

Some teams update : such as with status indicators or tags, or by moving a story card between kanban board columns, or by progressing a use case from one swim lane to the next, etc.

Some teams notify : such as by sending messages to stakeholders, or posting progress information on a web page, or using alert systems for developers.

Stage 2: Create the space

Create the space you need in order to do the task.

For example, our team uses git version control, and we create the space by using git to create a new git topic branch. The rest of this section describes our team's approach.

Update your project's main branch, such as:

Checkout a new branch with a suitable topic name, such as to add a feature named "lorem ipsum", and immediately push the branch in order to begin its tracking:

Some teams involve collaborators at this stage, such as adding pair programmers, or swarm programmers, or quality assurance teammates, or relevant user stakeholders, etc.

Some teams create a teamwide git alias command that creates a topic branch in the exact way the team wants, including doing updates, first tests, notifications, and the like. For examples of topic branch aliases, see https://github.com/gitalias/gitalias

Stage 3: Develop the work

Work as usual.

When you're ready, and your code successfully passes all your expected tests, then commit the code, such as:

Push the topic branch, ideally at least once per day, ideally when all your local tests succeed. This helps you save your work, and also helps your teammates have visibility to your work in progress.

If your team does task tracking updates, then do these, such as adding your notes for work in progress, or updating the task percent complete in the project management software, or checking off the pieces that are done so far in a task checklist, etc.

Stage 4: Proof the work

When your code is ready for your team to proof a.k.a. review, then start this stage.

Some teams use GitHub features to help with proofing a.k.a. reviewing:

Go to GitHub to your topic branch. Create a pull request.

Add reviewers to the pull request. GitHub will notify the reviewers.

If you need the review to be urgent, then also message the reviewers directly.

Allow 24 hours for reviewers to read, respond, etc.

When all the reviewers have weighed in, and you have handled any show-stoppers, and all the reviewers have given their "thumbs up" icon, then the code is ready to merge into the main branch.

If the workflow has automatic review detection, then a successful review will automatically send the code along to the next step. If the workflow doesn't have automatic review detection, then you must notify the teammate who is responsible for the next step; for example, you must message the person who will merge your topic branch into the main branch.

Stage 5: Integrate the branch

The appropriate person begins to integrate your work into the main branch, and looks for areas such as these:

Are there any merge conflicts? If so, resolve these.

Are there any dependency updates? If so, do these.

Are there any test failures? If so, fix these.

Are there any quality issues? If so, address these.

Are there any feature flags? If so, set these.

Are there any telemetry changes? If so, adjust these.

When all goes well, then your work is merged into main, and ready to deliver.

If the team's workflow uses notifications, then do the notifications.

Stage 6: Finish the task

Deliver all the deliverables. This means shipping the code to users, or publishing the pages to a website, or releasing a new application version, etc.

If the team's workflow has continuous delivery, then the code is automatically delivered.

Some teams use these steps:

Verify the code is working correctly for real users.

Verify that system processes are working correctly, such as logging, telemetry reporting, application performance monitoring, synthetic testing, high availabily scaling, disaster recovery backups, etc.

If any issues turn up, then create follow-up tasks to triage them.

If your team does retrospectives, then add your notes to the retrospective area.

Notify stakeholders that the code is delivered.

Mark the task as finished, such as in your team's project management software.

Congratulations, your task life cycle is complete!

Code of conduct

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