You Learn Something New Every Day

Some Great Ideas Shared: Tweaked tweets from TEDxEcoleHôtelièreLausanne

2012-01-19T17:15:00.006+01:00

The first TEDxEcoleHôtelièreLausanne event took place on Monday 16th of January 2012. Here is a summary of the great ideas shared, based on tweaked tweets from the event, to whet your appetite in anticipation of the videos :)

Live Speaker: Mike Hatrick – “Tales of the Unexpected”

How do you cater for customers’ racehorses? Considering the extreme needs of customers uncovers hidden opportunity. Who is your unexpected IT guy in the bushwacker hat 3’000 miles away with THE idea for the business jet of the future? Could a SWAT team of inexperienced, unusual suspects trump your chief engineer? The game-changing innovation may lie less in the performance of your product and more in experience engaging with it. Get prepared for the unexpected, because the unexpected stuff might be the biggest and the best.

From talking of innovation in unexpected places to an innovative, alternative to Styrofoam from an unexpected source…

TEDTalk Video: Eben Bayer – “Are Mushrooms the New Plastic?”

A single cubic foot of Styrofoam has the same energy content of 1.5litres of petrol… yet it’s thrown in the trash. 20 billion dollars of Styrofoam is produced every year and it occupies 25% of US landfills. Using mushroom mycelium as glue, mold things from agricultural byproducts – replacing Styrofoam cups and packaging!

From mycelium-based packaging to an insightful look at packaging design…

Live Speaker: Sophie Maxwell – “Designing the future of taste”

Should we be packaging food that already has the best kind of natural packaging? Children don’t connect what they eat and where it came from - exacerbated by how we package and deliver food. Rather than hero food & all it's wonders, software-led packaging design created barriers, misrepresentation & bad habits. Quoting Michael Pollen: we shouldn’t eat anything that our grandmother would not recognize as food. Understanding our food should be instinctual, offering direct ways of reconnecting with, and understanding what we eat. The future of taste: a greater appreciation of our food’s virtues & possibilities, clearly communicated and experienced.

From how we perceive packaged food to our perception of the food we eat…

Live Speaker: Birgit Schleifenbaum - “Fuel for Life”

Annual sugar production is 160 million tons/year. This is equal to the quantity of sand needed to build the Dubai Palm Island and requires 240 Trillion litres of water - as much as 3 times the Lake Geneva – to produce. Luckily we are not made of sugar and food is much more than calories: The value of food, the energy it gives us, is to a major extent driven by pleasure! Energy = Calories x Pleasure to the power of 2. Understanding the science of senses and flavour helps increase pleasure and energy from food and protects our health and planet.

From flavour science to the links between flavour, farming and feeds…

TEDTalk Video: Dan Barber – “How I Fell In Love with a Fish”

Questioning a scientist from a fish farm: “Don – what are some e.g.s of sustainable proteins?” The answer: chicken scraps. “After that conversation the fish tasted like chicken”. But, at the feed-free Veta La Palma fish farm in Spain, pink-bellied feasting flamingoes signal the health of the system. To feed ourselves in the future, let’s look to the ecological model, and to farms that farm extensively & restore. “Farmers that are experts in relationships are experts in flavour too and… a better chef than I’ll ever be.”

From an ecological farming model to the ecosystem services mathematics…

Live Speaker: Eva Zabey – “The Economy – It’s Nature’s Business”

How about we use the economy to guard the environment as part of the way we work it? Natural ecosystems provide services not accounted for in today’s economy because they’re not appropriately valued. ALL businesses depend on ecosystems services, even if the extent to which they are aware of this varies greatly. The methodologies are evolving to do the maths necessary to value ecosystem services and make informed decisions. We now have Corporate Ecosystem Valuation tools to smarten our decision-making in business, legislation and policy. Environment versus the economy is so passé. It’s environment in the economy!

From ecosystems to a highline wildscape proving valuable to Manhattan…

TEDTalk Video: Robert Hammond – “Building a Park in the Sky”

Inspired by 1.5 miles of wildflowers running through mid Manhattan on an elevated rail line, a park was born. Friends of The Highline saved it from destruction by creating a wildscape park. It cost $250 Million. Now people estimate the Highline park has / will create about half a billion dollars in tax revenues for the city. “It’s in the people and how they use it (the Highline park) that, to me, makes it so special. Public space has the power to transform how people experience their city and interact with each other.”

From the re-creation of space on a rail line to re-creating space thinking like a novelist…

Live Speaker: Maeve Ryan – “(Re)Creating Spaces – Thinking Like a Novelist”

Thinking like a novelist can open up new ways of pursuing innovation in any number of career paths. Creating a fictional space for a story is not far removed from the process of creating a real space. Readers are tourists. If you want to create something new, to innovate – try starting with a character and write them into story. And as your write your story, remember the novelist’s technique - ‘Show, don’t tell’. Keep on remembering this as you take off your novelist’s hat and create your new product or hospitable space.

From creative writing to creating interactive and influential spaces…

Live Speaker: Kynan Eng – “Interactive and Influential Spaces”

Since early humans we’ve created spaces partitioning us away from a biosphere of highly active & interactive space. In 1923 Le Corbusier said “A house is a machine for living in”. In 1969, B.F. Skinner said machines think (B.F. Skinner 1969). Together these suggest that buildings think. The sort of tracking we are aware of & used to online is now pervading our physical environments. The spaces we create are increasingly interactive and intelligent. They can even be conditioned to learn to influence us.

From interactive spaces to the world of gaming…

TEDTalk Video: Jane McGonigal “Gaming Can Make a Better World”

Game playing gives us urgent optimism, believing that an epic win is possible and worth trying. It weaves a tight social fabric. We like people better after we play a game, even if beaten badly. It takes trust to play a game: trust others will spend their time, play by same rules, value same goal, stay until the end. According to Herodotus, dice games were invented in the kingdom of Lydia and used for 18 years of famine escapism on days with no food. Nowadays (quoting economist Ed Castronova) “We’re witnessing a mass exodus to virtual worlds and online game environments”. We need to tap into this mass human resource for good using gaming to change the world. Let the world-changing games begin!

From gaming to another phenomenon of anthropological interest: hospitality and hostility…

Live Speaker: Tom Selwyn – “Being At Home in the World”

Examples from Ibn Batuta, Genesis and Plato’s Symposium show hospitality’s role in occasions where social relationships are symbolized. Hospitality is in a fundamental sense for society itself, marking the making of social / political alliances and transitions. At the same time, hospitality is first cousin to hostility. From earliest times the refugee has always been the most needy of hospitality, and yet increasingly it is harder to find. Sometimes the same institutions (hotels) that welcome tourists serve as detention centres for refugees. If you had to choose in which industry to invest to promote well-being, would you choose hospitality or hostility (arms)?

From classical music to the music of the EHL Committee…

Music from Ilia Zolas and the EHL Music Committee

Ilia Zolas and EHL’s music committee wrap up the programme, performing a song reflecting the TEDxEcoleHôtelièreLausanne event.

Once available, talks from live speakers will be publicized in the event website: http://tedx.ehl.edu/. The TEDTalk videos are available from ted.com. For latest news, follow @TEDxEHL on twitter. Enjoy!

Congruence in Event Design: When It Tastes As Good As It Looks - Learning from #TEDxEHL

2012-01-18T09:31:00.002+01:00

We just helped put on a TEDx event hosted by the Ecole Hôtelière de Lausanne (EHL) on the future of hospitality which had a string of amazing speakers exploring "ideas worth spreading" from how our human spaces will increasingly interact with us, how to put together an unlikely "SWAT team" to solve a problem that needs innovation, why thinking like a novelist can help you create the perfect cafe, meat as the luxury item of the future, why if there is no nose there is no fun...and more.

With a topic like hospitality, and an audience filled with EHL alumni, partners and others for whom the hospitality industry is their bread and butter, no only did the talk selections have to be surprising - the curation aimed to scope future surprising trends from other fields such as neuroscience, storytellers, gamers, flavour science, anthropologists and innovation engineers - but the surroundings also had to step up to the plate (ok, that's baseball, but think porcelain in this case).

And, we were in one of the most famous hotel schools in Switzerland, so that gave some excellent grounds for innovation.

For the coffee break, it would have seemed odd to have just coffee and biscuits, so the school served at their coffee break hand made icecream in delicious popcorn flavour, in white wine flavour, and caramel which they made with liquid nitrogen right in front of us and served in tiny dishes.

They also capped every coffee with an intricate design in chocolate which they did at amazing speed.

For the reception, the students created a special TEDx cocktail which was red and delicious and and matched with an equally interesting and flavourful tower of mini "icecream" cones filled with a mousse of truffle and foie gras.

The whole event was a full sensory experience, the ideas were exhilarating and, of course, the hospitality was excellent!

(PS. Find a running commentary of the event and key speaker ideas on Twitter at #TEDxEHL or with the tag TEDxEcoleHoteliereLausanne)

A New Year's Commitments: Where Do You Choose to Spend Your Time?

2012-01-11T06:59:00.002+01:00

It is that time of year when, if you have time, you review the past year and think about what you learned; what you would like to continue to do; and what you might like to do more of, or do differently.

I took on a part-time project last June which, if it had been half time (although what even is half time for an independent worker?) would have had a manageable effect on my overall time allocation. I could organize myself for that. But by the end of a rather frazzled year I was left feeling like I didn't have a minute for anything non-obligatory. What happened to fun time, or reading time, or even lunch time?

I was given an excellent exercise at the very end of last year by a wise advisor - so simple, yet powerful in its help in thinking about this issue of time, and the choices that we make in spending it. Here it is, try it for yourself:

You have 168 hours each week (7 days x 24 hours each day) (this is, sadly, non-negotiable)

1. How many hours do you want to sleep each day? (x 7, calculate and subtract)
(Bear in mind that this is not necessarily what you do, but what you want to commit yourself to doing because you, in this case, value your health - think sustainability, not getting over the next major project deadline.)

2. How many hours do you spend eating each day (x 7, calculate and subtract)

3. How many hours do you want to spend together with your family each day? (x 7, calculate and subtract)
(If this some of this is built into eating, then add the additional non-sitting-at-the-table time)

4. How many hours a day on average do you want to spend alone with your partner or spouse? (x 7, calculate and subtract)

5. How many hours a day do you want to spend on personal care (showers, brushing your teeth, you get the idea) (x 7, calculate and subtract)

You see where this is going. Here are a few more categories to consider and calculate, and you can add your own:

6. Personal development and balance? (reading, yoga, exercise, blogging)
7. Travel or commuting?
8. Time with friends?
9. Time in the garden or with important hobbies?
10. Time spent doing menial housework and picking up after other people (I added "housework" to my list - you might be lucky enough not to have to add that, or have usefully reframed that into "balance", but not me)

Do the math. What you have left is time for WORK.

You might be surprised by what you get. Do you (choose to) do more than that "work" stuff than you have time allocated, and if so, what is "paying for" that time - is it sleep, eating, time with friends/family, etc.? I tried to be realistic about what I could spend and still stick to my personal values, and priorities. This exercise gives you the opportunity to think through those again and be clear about your commitments and choices, in terms of how you spend the hours of your day, week and life.

What I came up with when I did the math was exactly 39 hours available for work. If I divide that between my independent work and my new project, then I do have 20 good hours a week for the latter, which is exactly what I had agreed to do - half time. So now it is up to me to spend that time, and not more, or at least as an exception and not as a rule, in order to keep myself on track in the New Year. This little exercise makes those time decisions much clearer.

What about you? How are you spending your time?

(I have written quite a few blog posts about time - from time in big blocks to tiny increments - it is clearly a topic that holds curiosity for me. No wonder I liked this exercise! Here are a few I like: The Work at Home Field Guide to Time, The Time it Takes: A Learning Practitioner's Lessons on Time, and Time to Reflect: Cooking Up Your Weekly GTD Review)

Facilitators: To Your Health!

2011-12-06T17:46:00.002+01:00

I prepared a 54-page Facilitator's Guide for the workshop this week, a master list of materials, a session-by-session description of what job aids to make in advance of the event, and a mock-up of every flipchart we would have to draw on site. We had a detailed facilitation agenda, and a script ready for each session that would be lead, we even had a minute-by-minute design for our pre-event facilitation briefing.

However, in the instructions I created to help prepare our 8-person facilitation team, one piece of guidance was clearly missing - take care of your health.

I didn't say, make sure to get good sleep in the week before you come, take your vitamins, drink plenty of water, and don't stay out too late. I didn't say, don't try to get absolutely everything out of the way in the nights before you take that transcontinental overnight flight, and don't cut it too close on arrival so you can rest before we start our very full programme of activities.

Maybe Facilitators think they are a bit super human, dealing with the emotions of large crowds, handling stressful environments, holding the hopes and dreams and fears of a group of passionate people, getting up early and staying up late setting up the room and moving dozens of chairs, or running miles to find hotel staff and trying for the 100th time to get them to turn off the aircon in the room.

But on our preparation list in the future must absolutely be the husbanding of our own resources in the days before a big event, and during it. Otherwise, we risk being taken out by an opportunistic bug, wicked jet lag exacerbated by sleep deprivation, or worse. And while it is no fun for us, it is also no fun for our team members and our partners.

It hit home again today, I am not sick myself, but as the leader of the facilitation team and seeing it around me, I am sorry that I didn't write that note. And at the same time wonder, even if I did, if the Facilitation Team members would have done something different in preparing themselves for this event? I know this community. I write this at nearly midnight in Bangkok after a long long day, and after promising myself an early night.

Once I push "Publish" I'm off to bed, I promise myself, to take my own good advice...

Online Educa: Follow Us There!

2011-11-29T10:52:00.004+01:00

We're going to Online Educa, 17th International Conference on Technology Supported Learning & Training, purported to be the "Largest Global E-Learning Conference for the Corporate, Education and Public Service Sectors"

This annual global virtual learning fest is held in Berlin from 1-2 December. Lizzie and I will be tweeting from the conference (follow us @GillianMMehers and @Lizzie_BGL ). We will be especially looking out for game-based learning, badging, and video learning innovations. We will also blog the conference. If you are interested in these kinds of things, they have a great online newsletter called OEB News.

Preparing a Pecha Kucha: One Pragmatic Approach

2011-11-15T13:40:00.005+01:00

How do you go about creating a Pecha Kucha? Well, growing experience with them is teaching us that the process is often quite the opposite of what we usually see when people begin a traditional PowerPoint presentation. Are you among those who start by annotating blank slides with key words and messages and then let the presentation grow from there, hoping the logic will somehow make it work? If so, you’re not alone, and like many if you try and fit this to a Pecha Kucha format you may struggle to match your messages meaningfully across to the 20 x 20 second timed slides. How about trying a different approach? Begin by writing a story. Then match your story across to slides for a much more compelling narrative with visual support. Here’s how.

In preparation for a recent event at which we demonstrated techniques for engaging groups in thinking, learning and working together, we asked one of our favourite clients (thanks Mark!) to help us. We challenged him to create and deliver a Pecha Kucha and he was happy – if a little daunted at first – to oblige. This blog post shares his valuable, pragmatic approach.

Step 1: First determine your key messages – what do you want your audience to think, feel and do as a result of your presentation - and write your story to get your key messages across. (Click here for our blogpost on storytelling.)

Step 2: Practice telling your story aloud and tweak it until it tidily fits into 6 minutes – making sure to breathe, leave pauses, allow time for the audience to absorb what they are hearing and so forth.

Step 3: Once happy with your story, it is time to divide it into 20-second chunks. Literally read and time it out, marking into your script every time 20 seconds passes.

Step 4: Create a table with two columns and twenty rows (for the twenty x 20 second slides you will eventually have). Cut and paste each the 20-second chunks of script into twenty rows of the table. At this point, you may choose to again tweak the text so that it fits more comfortably with the slide breaks.

Step 5: For each 20-second chunk of script, find an image or select one or two key words that best support the content. Enter these into the left hand column of the table.

Step 6: Convert the left hand column of your table into your twenty slides. And, with a little practice, you are ready to go!

Now, a little anecdotal experience... if all of sudden your presenter can’t make it, they may just be able to hand the whole thing over to a trusted colleague! With a timed script ready to go and clearly linked across to the slides, a little time to read and digest was all that was needed for someone else to come to the rescue and do a truly superb job. Pecha Kucha preparation pays!

_____________________

For more on Pecha Kuchas, see our many earlier blog posts (enter 'pecha kucha' in the search box - left column. Here are a couple of our favourites:

- Taking the Long Elevator: 13 Tips for Good Pecha Kuchas

- The End of Boring: Borrowing, Mashing, Adapting for Facilitators

Using Spectrums, Sticky Dots & Templates to Explore ‘What Is’ & ‘What Could Be’

2011-11-15T13:39:00.005+01:00

Let’s take an example. Imagine you want to have a conversation about future meetings in a large team or organization with a view to – no surprise here – improving them. You likely have opinions about meetings and how they need to improve in the future. All well and good; but in order to get others on board with this change, you need to explore their opinions about meetings and what improvement might look like. So you decide on a quick and easy way to explore what is and what could be.

On A3 sheets around the room, you have converted some statements about meetings into spectrums. On one, for example, is a spectrum with two axes. At one end of the y-axis it reads: “We always get the task done” and the other end it reads “We never get the task done”; and on the x-axis: “We always feel great about the result” and at the other end “We rarely feel great about the result”. On another sheet, you might have a spectrum related to the quality and quantity of participation. On others, a grid question addresses the amount of time spent in different thinking modes (with the thinking modes – critical, creative, etc. - as the column headers and % brackets in the rows – 0-25%, 25-50%, etc.) and a multiple-choice question is about the efficiency of time spent (with different rows from not efficient to very efficient).

With your spectrums in place, you give participants sticky dots and invite them to tour the room independently, placing their sticky dots in appropriate places on the spectrums of various formats. In the first instance, they should place their sticky dots to describe ‘what is’. Next, either using the same spectrum or an identical one stuck on the same board, repeat the exercise but this time using sticky dots of a different shape or colour to describe ‘what could/should be’.

Once everyone has contributed, it’s time to look at the results. You could choose to do this in plenary, but I recommend taking it a step further. Divide the group up into a number of smaller groups (corresponding to the number of spectrums) and provide them with a flipchart template to complete. Give each one spectrum and ask them to complete the template: (1) briefly describe the results; (2) analyze / suggest reasons for the results / assumptions behind them; and then (3) suggest how to get from ‘what is’ to ‘what could/should be’. Allow them 15 minutes to do this work, and then have each group report back to the rest, providing opportunity for others to then react and provide additional ideas.

This process is a great way of generating and quickly analyzing large amounts of information in a highly interactive, participatory way. The outputs are very visual, making great reference material throughout the event that follows. It is really valuable for clarifying perspectives on what is and what could/should be, the direction that the group want to head in, as well as beginning the conversation about how to make change in the desired direction. Try it and let us know how you get on.

Sustainable Development - The Words on the Lips of Experts

2011-11-10T23:10:00.004+01:00

Every year I go to the Balaton Group Meeting eager to meet old friends, to engage, listen and learn more about what is on the frontier of sustainabilty thinking. This group of 55+ systems modellers, sustainable development experts, professors, practitioners and activists gather annually for a 5-day meeting to explore and share and ponder the past, present and future of the planet. They work to understand the dynamics, identify the leverage points for change, and search relentlessly for where the hope is.

I took pages and pages of notes this year (the 30th meeting, on the shores of Lake Balaton), and when I looked back at these notes just now I asked myself where the weight of the discussion lay - the models, the math, the crises, the peaks, the systems? When I put all my notes into a wordle, the above popped out. I think it speaks for itself...

Resonate With Your Audience. Here's How...

2011-10-27T16:45:00.006+02:00

Watch this video of Nancy Duarte talking about sparkline.

I have often found myself making reference to the ideas of Nancy Duarte. She spoke to me and a group of TEDx-ers on a pre-opening backstage tour of TED2011 early this year about storytelling and presentations that "Resonsate" - the title of her recent book. In my blog post "TEDxWorkshops, Talks, Tips and Tweets..." I recalled my tweets from her talk: Nancy Duarte on storytelling formula: What is - what could be - what is - what could be - what is - call for action - the utopian new bliss. / Nancy Duarte quotes Ernest Hemmingway: “The first draft of anything is shit.” / Nancy Duarte quotes Woodrow Wilson: “If I have 10 minutes to present I need a week to prepare; if I have an hour I am ready now.”

I have since quoted these myself many times when working with people preparing presentations, and am delighted to say that I just today discovered this short video of Nancy giving much the same talk. Watch it. And once you've done so, look at the links on the webpage under the heading 'Extended Web Content'. Here you can click through to examples of how the formula applies to talks - including by Benjamin Zander, Ronald Reagan and Feynman. I think these are very useful to see it in practice, and trust that you too will find this a great resource for thinking about your presentations in the future. Let us know how you get on!

10 Systems Thinking Books Recommended by Pegasus

2011-10-06T09:46:00.000+02:00

If you are interested in Systems Thinking, then Pegasus Communications (Systems Thinking in Action - based near Boston) writes the useful Leverage Points Blog. With posts on everything from What it Takes to Lead a "Tribe" to 10 Useful Ideas on Systems Thinking.

One of the posts that caught my eye as particularly practical is their post listing 10 Favourite Systems Thinking Books of the Past 10 Years (or So). I have most of these books, and indeed they are my go-to texts when either learning or helping others learn systems thinking. They range from the technical textbook of John Sterman (Business Dynamics) to story-based learning about systems from Linda Booth Sweeney. From the first person examples from daily life on a farm that Dana Meadows narrates, to the future projections of the World 3 Model as written up in Limits to Growth by Dennis and Dana Meadows and Jorgen Randers.

I wanted to make a note here on this blog to remember this useful list and also connect the article to one of the most enlightening texts on systems thinking that I have found, and is referred to as a classic, which Dana Meadows wrote called: Leverage Points: Places to Intervene in the System. This is a list of intervention points in increasing order of effectiveness - from numbers to mindsets - which creates an incredible checklist for any aspiring change maker.

Thumb Wrestling for SMART People

2011-10-02T16:49:00.000+02:00

I wrote in a past blog post about using Appreciative Inquiry to "makeover" the lessons from a great team game called Thumbwrestling. The post was called: Activity Makeover Using Appreciative Inquiry: From STUPID to SMART.

In that blog post I go through in some detail the debriefing, after the action happens (see that post for this info). But I didn't describe the main set up, briefing and steps of play. I had a request recently to describe the game administration, so I post them here for information.

First of all, I was delighted to find that Thumb Wrestling (aka ThumbWar) is really well described here in Wikipedia. I was interested to read that in some of the chants that are used (by children I guess, I have never heard them in my workshops) the phrase "You are stupid and I am great" is used. It is interesting that we often used (in the past) STUPID as a mnemonic to help understand what structure creates the behaviour of competition (Small goals, Time pressure, Untrusting partners, etc.). In the blog post mentioned above, we used an Appreciative Inquiry approach to make that over into then new mnemonic of SMART or SMARTS.

Thumbwrestling Game

To set the game up, the Game Operator announces that "We will engage in a simple competition called Thumb Wrestling. Everyone needs to find a partner to play". At that point the Game Operator also finds a partner to do a quick demonstration; someone who has been briefed to demonstrate a rather aggressive style of play. In the demo, you lock hands with your demo partner and tell people that their goal is to "Get as many points as you can." You inform people that they will have 15 seconds to do this, and then you demo how to make a point by elaborately struggling to pin the thumb of your opponent, warning people not to hurt each other. Ask everyone to keep track of their own points. You then shout "Go!" and time out the 15 seconds, shout out a 2 second warning.

In the debriefing, you can survey how many points people got, and then have the pair with the highest points demonstrate their style, which is bound to be collaborative, based on trust and their ability to ignore norms, models, language, time pressure, and small goals which normally influence people to play this game in a highly competitive way. Now the blog post on debriefing kicks in - so see that for more!

The description above should be enough to help anyone run the game as a team building exercise (again see the previous post for debriefing). If you want a better description with the systems thinking frame, with more precise timing and briefing/debriefing questions, Linda Booth Sweeney and Dennis Meadows have written them up in the Systems Thinking Playbook, which also includes a DVD of someone running all the games so you can see exactly how to administer them.

Happy wrestling!

Training Camp! An Un-ToT Design

2011-10-01T14:06:00.001+02:00

(Warning, this is a long blog post and rather detailed in terms of design thinking for Training Trainers. If you are a ToT organizer or trainer/facilitator it might be useful. If not, then you will want to check your Dilbert RSS feed right now.)

There seem to be cycles in our learning work and we seem to be in a "training" cycle now - with several ongoing projects to help groups create learning environments for themselves and others. I am not as fond of the word "training" as "learning", for me the former seems to come from the perspective of the provider, with the latter from the perspective of the user of the knowledge or information. From a design perspective, I find more inspiration when I can put myself in the knowledge user or learner's shoes. I know that for the learner a Training of Trainers (ToT) exercise is a step with a group into the unknown...

There are many ways to create ToT environments and we also know that a great deal of the work that a new trainer (or learning facilitator) needs to do is individual. (See my blog post on "Training-of-Trainers from the Trainee's Point of View".) And if much of the work is about individual assimilation of content and methods for creating that learning environment for participants, then the ToT design should feature lots of guided individual and group learning spaces.

Many of the ToT designs that I see follow a set sequence:

an overview of the workshop that is being shared, with rationale, and partners behind it;
an introduction to the group of Trainers (trainees in the ToT) and their experience and motivations;
an expanded set of sessions that follow the workshop outline - each with a demo of the content by a content expert and then Q&A;
a session on adaptation to the local context with a discussion, group work and individual action planning;
a run through of the workshop with the new Trainers on delivery (the whole or parts of it).

This is a logical sequence and I have used it or something like it myself, sometimes with a full demo up front so the new trainers can experience it as participants, followed by the deconstruction of the workshop to go through the content and exercises that would be delivered when the trainers are back home.

I am currently thinking about how to do this a little differently these days, to make it more learner centred, and to draw upon some of the interesting "camp" designs that have featured in other sectors for peer learning. This interests me more as I come to the realisation that so much of the "translation" work for new trainers (moving from reading the Trainers Manual to them standing up and delivering it) is individual and can look very different trainer to trainer.

What if you combined ideas from the family of non-traditional events such as Bar Camps, Foo Camps, Unconferences, and the inspiration for these - Open Space Technology - for a ToT, to come up with a Training Camp?

What might this look like? Here is a possible design for a 3-day Training Camp...

Training Camp Day 1:

You could start similarly to the more traditional ToT, just to put people at ease, and to provide context to Trainees, and to give some of the background that is needed to work together (why are we doing this? who we are? what we are bringing to the discussion). Then do an initial slow Walk Through of the base workshop (the one everyone is learning.) Expect everyone's eyes to glaze over at some point.
Then you might give the Trainers 30 minutes or so of Individual Work to look through the Trainer's Manual again (let's assume that you were able to send the manual in advance and they didn't want until that morning at breakfast to read through it) and highlight some things they would like to explore further. You might make them a simple Job Aid/worksheet to capture questions/types of questions that would help them frame the kind of sessions they would like to have to learn to use the information in the manual;
This could be followed by an hour of Pairs Work to talk through some of their questions to weed out any easy ones (this could even be a Pairs Walk if you are in a beautiful location and people's curiosity is already getting the better of them). This could be followed by a Plenary Exchange of what kinds of things people are identifying for more focused work.
Finally, you could open up the Training Camp space, and ask people either individually or in Pairs/Trios to propose learning sessions that they would like to host that afternoon, and schedule those using a simple matrix of time and space, as you would for setting up an Open Space Technology session (See photo for set up). The kinds of things people might want to discuss could include specific activities in the workshop design, content pieces they want to understand better, strategies for getting their participants attention, ideas for daily check-ins, how to identify and involve local content experts. Each session should have an output - a set of tips, a checklist, a guidance note, or some key steps to follow, etc. - which could be captured on flipcharts and/or electronically and shared with the rest of the trainers, and put into the Trainers Guide (for the future).
Then the scheduled Training Camp session would run itself for the rest of the afternoon. At the end, you could have an individual reflective time where the trainers could make some notes for themselves on what they learned and what they want to remember. I am a fan of worksheets and job aids with good prompting questions, and I can imagine something like this to both complement the Camp sessions, and also to use at the end of the day.

Training Camp Day 2:

You could start the second day with a Table Discussion and Exchange of what people learned from the sessions on the first day (they could share their flipchart artifacts). What were some of the things that they learned that they thought were most useful for their own delivery of the training course under consideration? Take some of the most useful things from the table discussion into a Plenary Collection.
At this point it would be interesting to do some Pattern Spotting, and let people generate some of the things in terms of delivery that they think they would like to work on further with the content experts attending. This could be collected on cards, clustered and the grouped into Tutorial Sessions with those content experts. These could then be run in parallel, but have an open format where people can go where they want and ask the content experts questions on a self-service basis, and once satisfied go somewhere else. If there are big questions that everyone shares, then this can be done in plenary.
In the afternoon, hold a session on Adaptation. You can give the trainers an hour to think specifically about what it will take to contextualise the workshop to their local context (the trainers may be from different sectors, countries, organizations etc.) They could do it individually or in groups from the same country/organization. Again a worksheet with some prompting questions can help people think about what they can do about identifying local content experts who might speak at their workshops, how they might want to adapt the timing to different workday rhythms in their country, what stories or cases studies they might want to use or identify to replace those already in the workshop to make it more relevant to their learners, etc.
For the next 2 hours of the afternoon set up the Training Camp space again, with three parallel sessions organized in 3 rounds of 45 min each this time. Invite people to host conversations about adaptation - not everyone needs to host a session.
At the end of the day, ask people to find a partner and then to identify a piece of the workshop that they would like to co-facilitate on Day 3 for feedback. For this, take an agenda, blow it up to A3, and make slips from the sessions of about equal delivery size (say 30 minutes) that are either presentations that the Trainers would make, activities they would facilitate or discussions they would run. Put all the options on the slips of paper out on the table and invite Pairs to take one and prepare to run that session in the morning. (See photo above)
Give the Pairs the rest of the afternoon to work on their design and delivery preparation for their session. Have the content experts hold Office Hours (in the same room), where the pairs can come to find them if they have questions during their preparation. Let people go wherever they want to prepare. Create a materials table where they can find any supports they need, along with flipcharts, computers for PPT etc. While they are doing their planning, make a schedule of the sessions following the chronology of the base workshop.

Training Camp Day 3:

Start Day 3 with 30 minutes of free time for people to finalise their preparation for the sessions if they need it, or to practice.
Then bring people's attention to the schedule of the day, and how it maps over onto the whole base workshop schedule. To do this you could make a large flipchart schedule of the base workshop, and highlight the sessions that will be demonstrated (use numbers for easy referral). Not all the sessions will be covered, as in one day there will not be time, so you (the ToT Trainer) will play the role of curator, and make the necessary segue ways where there are gaps. Ask the trainers to do this in their sessions too.
Before you start the demo, give people a way to take some notes which they can use to provide feedback on each session. This could be done as a handout, with each session (named and numbered) and a space to write in feedback. But I think it would be interesting to give people index cards and ask people to take notes on those for each session (during and/or immediately afterwards). (See photo above) That way at the end you can collect the cards for each Pair and simply give them the cards to go through individually.
Start the demonstration. After each Pair runs their session with the group, take a few minutes for people to write down their feedback, what worked and what the Pair might consider doing differently next time. This appreciative frame will help make sure people are constructive in their comments. Either have them fill and hand in the cards with a few oral plenary reflections, or have people fill in their comments matrix and take a few reflections. Either way make sure to get some feedback for the Pair, and encourage people to take any notes for themselves as well. Also use that time to make points yourself (as the ToT trainer) about that particular part of the programme.
In the last hours of the day, hold a session where people individually or in groups will make a Next Actions list for themselves - what will they do when they get home? What is left to do to take the workshop from the Manual to their first live delivery of the materials with a group of learners? Again you can give them an action planning framework to fill in for the steps they want to take (I warned you I was big on worksheets and job aids!)
Close with some brainstorming on what the organizers and the ToT Trainees think would help them succeed - what could the group consider putting into place that would make it easier to share their learning, to continue the peer learning, to share any innovations or tweaks that the individual trainers may identify? This is a perfect social media opportunity! Make some agreements on how to make this a reality.
Clap, make noise, have a party!

So, three days may be a bit of a push for this, but possible - if you have 20 ToT Learners, and only a 3-day slot. No matter how long it is, a Trainer who is going through a ToT exercise with a group of other trainers, needs to have a set of tools, a map of what they are learning, and people they can count on to help them when they get lost or need support or inspiration. The metaphor of a Camp, and the open space, with the individualised and group learning that it provides, may be just the model for helping Trainers find their way with a new workshop or process.

Learning in a Living Library

2011-09-14T01:22:00.001+02:00

You go into a Library, you take down a book. You read its contents and you get some ideas, you think to yourself, and you ask a question (or a few).

What would happen if the library, and all the books in it, talked back?

It’s probably safe to say that we all belong to at least one professional network. We might go to periodic network meetings where we sit, contribute and talk to a few people. But what do we do to maximise the value (to ourselves and others) of these networks?

What if we thought of our networks as living libraries? And each member, the author of their own rich story of thoughts, reflections, learning and tips on the theme of our community?

I embroider here a bit on the story told on the first day of the start of the annual meeting of one of my own cherished networks, the Balaton Group. A fellow Balaton Group member, Any Sulistyowati, described her perception of the group as a “Living Library”.

Whether at the face-to-face annual meeting, or virtually through the dynamic listerve discussions or other bilateral interactions, whatever question she has, idea to be developed, or reflection she wants to bounce off someone, she can go to our living library to query it, talk to one of the story-holders there, and go back and implement her learning. No matter what her question, there will be an authoritative voice or at least informed opinions ready at her request.

Now our network has some features that make this particularly true; we have built wonderful trusting relations, deep respect for diversity and perspective, and the unquestioned willingness to be helpful to each other. That is by design, and we are bound together, quite literally, through these shared values.

This group, in particular, is full of people with amazing stories, every one a page turner.

Do you have a living library?

Mobile Worker's Checklist: Don't Forget Your 'Phone

2011-08-27T00:18:00.011+02:00

Today I left my phone at home again and only discovered this 20 min before my flight was boarding for a 3-day work trip to Stockholm. Thankfully I had my iPad and computer, both with Skype; not the same as a telephone but would do in a pinch. However, that doesn't take away the fact that it will be extremely inconvenient at the conference I am going to, where I will be coordinating and working with a number of colleagues scattered around the venue on a joint workshop. I will feel completely foolish telling them that I forgot my phone - people will look at me incredulously.

Ok, so I'm not happy about this, well actually I am extremely annoyed with myself for walking out without my phone. This is not the first time in recent months that this has happened (at least only the second). So what can I do about this worrying trend (at least two data points into a trend)?

Recently I have joined the ranks of mobile workers everywhere. I took an interesting 18 month, 50% job with a global organization whose HQ is in London. On top of my other travel, weekly or biweekly trips to London now seeing me passing, two feet and two wheels, up to four times a week through Geneva airport.

In spite of the fact that I have lived over half my life without one, I feel amazingly lost and rather lonely without my phone. I'm sure I am the only person over 5 years old on this plane without one. Thankfully, by virtue of my age, I'm wearing a watch and don't rely on my phone for that ( see Sir Ken Robinson's interesting TEDtalk - Bring on the Learning Revolution - about generational shifts in learning and watch wearing). A watch is another essential (for me) in a workshop setting.

Inspired by both Atul Gawande (Better and Checklist Manifesto - how checklists save lives) and David Allen (of GTD fame -checklists are blackbelt moves), I decided to make a Mobile Worker's Checklist.

Just a word about checklists here, you might be saying, "What? That's all, that's the answer? I make lists all the time." But do you reuse them? That's the difference. You need to make a master list, update it until its perfect, and use it every time. Now that kind of list takes a lot of things off your mind, and avoids foolish mistakes which you are bound to make as a mobile worker. Repetition and familiarity make you very cavalier with travel, but one really can't afford that. We might not be doctors or pilots, who also rely on checklists, but a mobile facilitator or trainer or co-worker without a phone can cause serious team communication problems too. So here's my checklist:

Mobile Worker's Checklist

1. Communication (this has to come first)

Phone with charger (USB and wall)
Plug adapter (international)
USB hub
Power bar (to plug in multiple devices when there is only one awkward socket behind the hotel bed)
iPad if one day trip with Bluetooth keyboard and charger
Laptop if multiple day trip with power and USB key with docs, your whole music repertoire and movies to watch when you're shattered

2. Travel

Keys (home and destination office)
Tickets with boarding passes printed
Passport
Airline cards and insurance card (international)
Oyster card (local travel pass)
Train pass (home country)
Currency and bank cards
Loyalty cards for destination Office city (from coffee to hotel)
Envelope to keep receipts labeled with trip date

3. If conducting a workshop

Special materials as per agenda
Select from: What's in a facilitators survival kit? blog post

4. Clothes and toiletries

As needed
List of what has been left in destination office (eg sports clothes, toiletries, sweater) so you don't pack it again (and you will forget if you don't make this sub-list and keep taking the same stuff back)
Vitamins (because you are getting up at 4am and going to bed after midnight)

5. Documents

GTD file (still on paper)
Agenda (can't let go of paper mirror of electronic)
Business cards (for both organizations)

An additional benefit of making such a checklist is seeing how many heavy things could be replaced with soft versions on a USB or external hard drive, or even better on the ' cloud'. For example, Dropbox can do away with the external hard drive (although you can't use Dropbox on the flight). Also, I leave my heavy laptop at home and only take my iPad and wireless Mac keyboard when I know I will be in meetings all day and will only need email. The iPad is great for filing on flights and syncs all that work once connected to the internet again.

With a new organization comes a new email account, folders, password etc. (I already had two-personal and company). Three separate gmail accounts is clunky to manage. Not to mention the fact that people often use whatever email address pops up in their automatic address function, so the messages are often in the wrong accounts in terms of their folders. Add this to online/offline mobile working (planes, trains and automobiles) and you need a new email management system.

So I migrated my email (which was previously kept in outlook on my hard disk) to imap where I can see all three accounts and their folders in one view, and they are kept on the cloud. (I say "I" migrated it, but it was actually tech support from software-writing husband downstairs in office cave.)

For a mobile worker this system is good because your work, files, etc. need to both sync and be available from multiple machines: laptop, iPad, phone (if you remember it) and random dumb terminal. You don't want to have to do anything twice, and you want to be able to access all your aliases, being able to send from all accounts and use different electronic signatures.

With this checklist I won't forget my phone, and everything else I forget will have a place to go - on the checklist...it might take me a few iterations, but hopefully then will be foolproof.

(This is my checklist, what's on yours?)

What's in a Name (Tag)?

2011-08-12T01:52:00.004+02:00

For years, name tags looked something like this (above): Name, title and organization. Small, business card size and with a pin on the back that always meant that no matter how many times you adjusted it, it listed slightly to starboard. The printing was also pretty small, making people with personal space issues perpetually nervous. Name tags are changing, here are two I received more recently that start to work for you on a lot of levels.

This GTD Summit name tag is twice as big as the first, measuring 9cm x 11cm and popped into a sleeve hung on a sturdy cord. The first name is pulled up by many font sizes, and your identity within the community gathering is added to the information given. For an international group, skipping the official title and adding your country helps give more backstory for discussion.

This name tag, used by TED Global this year (as last year), is even bigger. Measuring in at 12cm x 19cm, it is laminated into a block hung by a cord connected by clips on both sides - this you can see from a distance which helps at crowded receptions and also presumably to monitor entry to the venue and satellite events held all over the city. On the name tag the first name again stands out, encouraging people to be on an informal, first name basis. The photo is an interesting addition (mine is pretty standard, but many people had unusual studio photos that gave away some secrets of their passions). Below the title, organization and place of origin (also helpful for languages), comes a section called "Talk To Me About:" followed by three key words. We were asked to pick these to add to both our online profiles as well as our badges, to give anyone approaching a substantive starting point for a discussion. Again, lots of creativity can go into these three words.

Another cool feature of this name tag was that on the back you had the programme for the week, colour coded day by day, with the session titles, speakers names and timing. Social events and venues were also added. So when you are sitting in a big conference hall waiting for a speaker, or at coffee wondering if you wanted to go back to the big room or sit in the simulcast lounge, this information was at your fingertips to update you on what's happening and for quick decision-making about where you should be at any moment.

In the end, a name tag is both for the person wearing it as well as everyone else attending the event, it provides provenance, establishes identity in the group, and also, if it is designed to do so, can help encourage engagement that starts further down along the usual small talk trail of questioning.

The next time you make one, think about how the name tag can be an intervention in itself? Think about how many different items of information are useful to include - and what you want the impact to be. Can it help people be on time, help people find their own language groups, identify similarities and diversities for you so that you can get right into the most interesting conversation, encourage informality by picking out the first name, give you the sense of being one of the in-crowd by wearing a huge identifier?

Now, that's what's in a name (tag)! Any other innovations to this workshop staple to add?

Ever Wondered What You Might Discover in a Great Conference Gift Bag?

2011-07-11T13:34:00.004+02:00

Well here’s what I found at TEDActive 2011: The Rediscovery of Wonder. It was heavy to carry home, but worth the weight! And I think there is some interesting gift bag inspiration for others of us in the future.

Of practical use during (and after) the event:
- A special limited edition design JAMBOX wireless speaker + speakerphone by Jawbone: a small packaged hi-fi streaming wireless audio from any Bluetooth device, OR a scooter for speeding around the spreading hotel venue (these were the gifts of fame this year!)
- A ceramic Bento Box for healthy meals on the move, away from home - ‘Box Appetit’, by www.black-blum.com
- A re-usable water bottle from www.natura.com (with info on refill stations in the venue)
- A drip coffee bag of very freshly roasted from Hebo Coffee Ltd. (www.hebocoffee.com)
- A little book from the www.CoffeeCommon.com to guide attendees’ coffee experiences
- Two bags: A unique bag created from a billboard by www.bannertheory.com - turning unsustainable waste into sustainable good AND a sturdy travel bag from www.JackSpade.com
- A compact LED flashlight from www.newegg.com (especially useful for the desert party)
- An Action Journal from Behance (www.CreativesOutfitter.com)

Interesting conversation-starters:
- Full colour attendees brochure with portraits and “three things to talk with me about”
- A publication featuring the amazing stories of the 2011 Long Beach TED Fellows
- A mini-publication of photos compiled from TEDx events across the globe in 2011
- Necklaces from women in Kaolack, Senegal
- A peaceBOMB bracelet - made from fragments of bombs - supporting artisan families, community development, and clearance of unexploded ordnance from farmland and forests in Laos (www.shoparticle22.com and www.bigballsfilms.com)
- A $100 philanthropic gift card underwritten by REDU for use supporting a classroom project of choice from www.DonorsChoose.org online charity

Reading material to keep up the (re)discovery post-TED:
- A special TEDGlobal issue of “Design Mind” - the award-winning publication of global innovation firm frog design - entitled “And Now the Good News”
- Seth Godin’s latest book: Poke the Box
- Trois Couleurs Special Issue: JR 2001-2011, A Retrospective
- ‘Imagine, Design, Create: How Designers, Architects and Engineers are Changing the World’ edited by Tom Wujec
- A TEDBooks Gift Card courtesy of Lincoln.com for use via Amazon.com

Further learning opportunities and brain exercises:
- Research credit to Frost & Sullivan (www.frost-and-sullivan-institute.org) for your choice of ‘The Visionary Membership’, ‘The Growth Partnership Service’ or ‘The Top 20 Mega Trends Study’
- A free LivingHome Feasibility Analysis or one-hour environmental design consultation to help you assess how to lower your ecological footprint for an existing home or office (www.livinghomes.net)
- A subscription to Lynda.com - online software training videos
- The Unit One version of the Rosetta Stone solution (language of choice)
- One month tuition-free access to the Rouxbe Cooking School (www.rouxbe.com)
- A year’s subscription to MAKE: technology on your time (www.makezine.com)
- Two A-ha! Brainteasers of choice from www.thinkfun.com

For the journey home and to share with others:
- Complementary wifi session from your return journey - courtesy of Delta Air Lines
- Free Personal Travel Planning Package from JetSetter
- A Blu-ray of Pixar’s latest film, Toy Story 3
- The feature film ‘Waiting for “Superman”’ - from the Director of An Inconvenient Truth - looking at education in the United States (DVD)
- CD of the Venezuelan clarinet of Alcides Rodriguez
- In support of Sylvia Earle’s TED wish - Drivers of Change: Oceans - cards to share with your community and help shape a better world (www.driversofchange.com)
- A page of Seed Paper from www.greenfieldpaper.com to plant when back home, mixing 100% post consumer content with their custom wildflower mix.

I’m keen to learn what Gillian’s going to come home with next week after her time at TEDGlobal!

TEDGlobal: On My Way!

2011-07-10T12:13:00.001+02:00

Oh, it's been busy busy busy, but for a week, time with stop, and I will paddle around with some 700 other people in a veritable sea of "ideas worth spreading" at the TEDGlobal Conference next week in Edinburgh.

I have done the suggested prep - I noted and contacted my Top 10 TEDGlobal attendees (TED uses a "secret" algorhythm to generate that.) They all have something in common with me - either the key words they picked, their profiles etc.

I have updated my own profile, so that other attendees get the latest info about me. I packed my business cards which have different images reflecting the different kinds of work I do, so I can customise the image for the people I meet (See: Make Your Business Cards Moo). I have a thick notebook, and rain gear.

I even re-read my last year's blog post on How to Go To TED, and am always very happy when I re-use my learning. I also tidied up my TweetDeck columns so I can follow the #TEDGlobal tag, and use it to find people and keep up with what's going on onsite. This year, however, TED tells us that people using smartphones and laptops must sit in the back rows of the Edinburgh International Conference Centre where the main stage is located.

TED is known for bringing to the stage people with remarkable ideas, who are not always household names (yet). On the agenda this year are Malcomb Gladwell (writer), Alain de Botton (philosopher), and Thandie Newton (actor), among many others - see the speaker list here. And there is normally a secret guest - last year it was WikiLeaks founder Julian Assange, this year it could be anyone...

I have not been able to entirely clear my calendar for the week, although that is highly recommended by the TED organizers. But I do have a set of connecting questions I would like to ask the people I will meet there, bringing together my world and the eclectic TED world. For example, how can other learning events have similar pull power that people will actually prepare for them? What are some of the features that make an event so exciting that people will update their profile before they go? TED has a lot of "pull" power, and although I can guess some of it, I have my own reasons, and it would be interesting to hear from others what makes them so eager to come for this learning extravaganza...

I will do my best to blog and Tweet, but will probably do it at night, as I can't see myself in the back rows at such an exciting event!

Online Facilitation - Adapting to a Virtual Environment with Free(mium) Tools - Part One

2011-06-16T22:14:00.015+02:00

We've written a number of posts about both facilitation and the use of online tools for virtual and face to face events. See, for example:

● "The Connected Facilitator: What's in the Online Toolbox?",
● "Look Behind You! The Webinar Facilitator's Non-Technical Checklist",
● The Two-Day Total Twitter Immersion: Using Twitter for Social Learning",
● "Knowledge at a Distance: Skype Video - It Works!"; and
● "Create a Facilitator Role for Your Conference Calls and Webinars"

In this two-part blog post, we are sharing (in part 1) some examples of tools that are either free or have a “freemium” model (you pay for increased functionality) and which we think can be usefully used in online facilitation; and (in part 2) some ideas about how you might adapt facilitation methodologies to an online environment using these tools (plus IRISnotes – as we haven’t yet discovered a lower-cost option…). We hope you find it useful, and that you'll share your ideas and experiences too!

Twitter.com
● Contribute to / follow conversations in real time with short bursts of info: max 140 characters
● Hashtags aggregate related content
● Content can be ‘retweeted’
● “Follow” option
● Tweetdeck

Backnoise.com / Yammer.com
● Similar to twitter
● Private option

Skype.com
● Conference call diverse group sizes
● Option to add video (max 10)
● Screen-sharing
● Instant-messaging with chronological display
● Send files

Screenr.com
● Create screen-casts, recording screen and voice to share online

Slideshare.net
● Share presentations, documents and professional videos publicly or privately
● Create slidecasts (slideshow + MP3 audio synced)
● Create channels & favourites

YouTube.com
● Upload video content
● View video content online
● Create channels & favourites

Wikispaces.com
● Co-create documents collaboratively
● Track changes / contributions
● Password protection option

Docs.google.com
● Co-create documents collaboratively
● Similar editing to word / excel (and can export in these formats)
● Design surveys (google forms)
● Auto-generate survey reports with graphics

SurveyMonkey.com
● Design and manage online surveys
● Auto-generate survey reports with graphics

PollEverywhere.com
● Create multiple choice or free-text polls
● Collecting info in real time via text message, web, twitter, and smartphone responses which can be instantly combined
● Charts update instantly as people respond (online or embedded in ppt)

Doodle.com / MeetingWizard.com / TimeAndDate.com
● Propose dates / times and gather responses online to quickly and easily determine preferred options

MindMeister.com
● Co-create Mindmaps online in real time
● Working simultaneously and see changes as they happen

Wordle.net
● Generate “word clouds” from text with greater prominence given to words that appear more frequently

Smart Phone / computer video cameras
● Create short videos for sharing (by email if video-bites)

Smart Phone / computer audio / voice recorders
● Create audio files for sharing

DimDim.com
● Slideshow, chat function, audio for presenters, recording, private chat, whiteboard, video link for the facilitator, and more.

Online-stopwatch.com
● Keep time online, counting up or down
● Customize the visual (stop-watch, clock, egg timer, etc.) and sound (bell, alarm, laughing, beeping, etc.)
● Once customized, download the link to your timer. (Personally, I like the egg timer with applause as here: http://www.online-stopwatch.com/eggtimer-countdown/full-screen/?ns=../../s/3.mp3)

And here’s another one we love but that's not free (you'll need to make a small purchase):

IRISnotes
● A pen and mobile note taker
● Capture handwritten notes and drawings
● Edit, save and export them
● Convert handwritten notes into editable text

Online Facilitation - Adapting to a Virtual Environment with Free(mium) Tools - Part Two

2011-06-16T21:56:00.010+02:00

Following part one of this blog post (which shares some examples of tools that are either free or have a “freemium” model and which we think can be usefully used in online facilitation), this part two shares some ideas about how you might adapt facilitation methodologies to an online environment using tools that are either free or have a “freemium” model (plus IRISnotes – as we haven’t yet discovered a lower-cost option…).

1. Scheduling future events
• Use Doodle.com / MeetingWizard.com / TimeAndDate.com to quickly and easily determine favourable dates and times for future events (e.g. future conference calls). Not only can this be done to schedule your online event – you can effectively use it during the online event to efficiently schedule your next in real time!

2. Presentation
• Use Ignites (igniteshow.com) / Pecha Kucha (http://www.pecha-kucha.org/) (timed presentations) to keep to timing in online events and make sure presentations are well prepared and maintain a good pace.
• Use Prezis (Prezi.com) for variety in presentations (a change from powerpoint), creating visual interest.
• Use short videos and/or screen casts via YouTube.com / Screenr.com or Slideshare.net

3. Work in small groups with online “job aids”
• Provide a participants list to everyone in advance, including names and Skype.com IDs (or equivalent). Divide the group up into small groups, designating a host.
• Pre-create job aids using Wikispaces / Google Docs / Mindmeister etc. These will most often be templates, to which you can provide links.
• Direct people to your ‘job aids’ with links (plus log-in and password).
• Provide an online timer to keep time and remind people to promptly rejoin the whole group at the specified time.

4. Report back (after small group work)
• Use Screenr.com to create screen-casts for report back
• Create video or audio recordings – using computer and smart phone programmes / applications to pre-record report-back and share using YouTube.com or Slideshare.net - helping to avoid lengthy monologues and add diversity to the event
• Use an online timer (such as online-stopwatch.com) to help with time-keeping and speaker management

5. Prioritizing questions (e.g. for a Q&A with a speaker)
• Use Twitter.com / Yammer.com / Backnoise.com. Determine a hash-tag in advance and provide this to participants.
• Give participants a few minutes to submit questions. To prioritize these for the speaker (so they respond where participants are most interested in learning more in a limited time), then ask participants to ‘retweet’ the questions others have posted that they are most interested in hearing the responses to. The questions most ‘retweeted’ are then prioritized and the speaker addresses the questions according to this prioritization.

6. Clustering questions / ideas
• Use a mind-mapping online tool such as Mindmeister.com (or do a hand-drawn version using IRISnotes). Set up the mind-map in advance and provide all participants with the link / access (to edit or view) or, just use Skype.com screen share (or equivalent) to share the map and designate one editor.
• Ask all participants to think of a question / idea and then cluster these as follows: Ask any person to start, sharing their idea using instant messaging (this is important to keep it concise and to the point) - as well as reading it aloud (but not expanding on what is written unless someone asks for clarification!).
• The mind-mapper copies and pastes the idea from the instant message into the mind-map. With this done, ask for someone with a like / similar idea to share it (again, instant messaging it and reading aloud), which is then copied and pasted into the mind-map / or summarized by hand if using IrisNotes. Do this until there are no more like / similar questions or ideas. Then start with a different ‘branch’ of questions / ideas on the mindmap. Repeat until all questions or ideas are represented.
• The mindmap will clearly show where there is greatest interest, most clarification needed, most energy and/or ideas and conversation in plenary afterwards can start from here.

7. Voting
• Use an online tool such as PollEverywhere.com to do real-time voting (with an anonymous option). Prepare the questions / options in advance, or generate them online and set the poll up in the course of the online event. Either-way, if you think you might vote on something, get familiar with polleverywhere and its parameters (e.g. more than 30 people and you may need to pay a subscription fee) ahead of time.
• One advantage of poll-everywhere over google docs and survey monkey (see below) is that rather than having to download the results as a pdf, you can actually see results live – as they change second by second, creating more excitement and anticipation.
• Google docs (‘forms’: docs.google.com) and SurveyMonkey.com could also be used for voting prior to or during an event. Both enable results-exporting as visuals (pie charts / bar graphs) in pdf.
• All give you the option to track – or not – who responds and how, so you have the option of anonymity or respondent profiling and analysis. (e.g. how do responses vary by sector / region…)

8. Carousel
• Use Skype.com video conference calls (or equivalent) for small group discussion (Note: make sure all participants are in one another’s contact list in advance and provide a participant list with names and skype IDs, as well as who is in which group for the carousel so that the host / facilitator of each station discussion knows who they need to include in the conference call)
• Use wikispaces.com / google docs (docs.google.com) / Mindmeister.com mindmaps in place of flipchart stations
• And/or use IRISnotes for visual / hand written work in combination with Skype.com screen share (can save and share doc with next group for further editing, or have same station ‘facilitator’ throughout)

9. Open Space Technology
(visit openspaceworld.org for the ‘how to’ steps in a face-to-face environment)
• Use instant messaging (e.g. Skype.com chat) for people to submit topics / questions to schedule
• Prepare a blank timetable (in word / google docs / wikispaces.com) and copy and paste across questions and topics as they are submitted
• Provide each topic ‘host’ a few minutes to decide where they would like to capture the key points of the discussion as it progresses (e.g. wikispaces.com / google docs / Mindmeister.com / irisnotes), to set up the appropriate ‘page’ and send you the link plus log-in / password if necessary. Note: If you prefer, you could just pre-determine that everyone will use (for example) a wiki and provide the topic hosts with links to appropriate wiki pages - labeled topic x through to topic y.
• In the same doc as the timetable, include the following info:
(a) Who is hosting the conversation (plus their Skype ID)
(b) Links to the page(s) where the conversation will be captured, plus log-in / password if necessary.
• Use a screen share tool (e.g. Skype screen share) to share the timetable with everyone as it is developed
• Ask participants to instant message the topic host when they wish to join a conversation
• As the facilitator, keep time and use instant messaging to inform groups when they have 10 mins / 5 mins / 0 mins until the end of their session (OR use an online timer such as online-stopwatch.com) and then invite everyone to revisit the timetable for information on where to go for their next conversation.
• Use Skype conference calls (or equivalent) for small group discussion, in combination with Skype screen share as necessary.

10. World Café
(visit theworldcafé.com for the ‘how to’ steps in a face-to-face environment)
• Provide a participants list to everyone in advance, including names and Skype IDs (or equivalent). Include also in this list some coding (in a table) to facilitate organizing three different groupings of 4 participants for each round of the World Café, and nominating a host.
For example, for the first round of the World Café / first grouping of 4, you might group people by simply going through the participant list organized alphabetically by surname, and counting people into groups of four – giving each person a letter next to their name – e.g. the first four participants would be coded ‘Group A’, the second four ‘Group B’ etc. For the second grouping of four participants, go back through the list and this time number them from 1 through to the total number of participants / 4 (e.g. if you had 40 participants you would number them 1-10 four times. For the second round of the World Café, all the 1’s will chat together, all the 2’s together, etc. Then for the third round, you might assign different symbols or colours. You choose – the important thing is to determine in advance how you will group everyone, and include this ‘coding’ in the participants list so it is clear and easy to create the groupings.
Additionally it is important that, for each round of the World Café, you designate clearly in the participant list who is responsible for hosting the conversation (i.e. hosting the Skype call, keeping time and making sure everyone contributes!)
• Once everyone is clear about with whom they will chat in the first round and who is hosting the call (plus their Skype ID), you can launch round one. But first – set an online timer (such as online-stopwatch.com) that everyone can see and which will ring to call everyone back into plenary.
• Back in plenary, take some highlights ‘popcorn’ style from each group (call on the hosts of each group of four) and capture these in wikispaces.com / google doc / Mindmeister.com / irisnotes using screen share at the same time.
• Repeat.

11. Point and counterpoint (read the description of this methodology for the ‘how to’ steps in a face-to-face environment in the book: Thaigi’s 100 Favourite Games)
• Provide a participants list to everyone in advance, including names and Skype IDs (or equivalent).
• With everyone on the conference call, use Polleverywhere.com (or google forms / or SurveyMonkey.com) to gauge participant’s positions regarding a controversial statement. Set the poll/survey question up in advance, putting opposing controversial statements at either end of a scale of 1-10, with 10 fields in between into which they must enter their first name. (You need the names later!) Give participants only 30 seconds to decide where they are on the scale.
• As soon as you have all the results, generate the report (export the results) and share this with participants using Skype screenshare (or equivalent). You should be able to see the names of all participants on the scale from one to ten. At this stage, make a comment on the distribution. Then ‘count off’ participants, starting at the person nearest 0, putting them alternately in team 1, team 2, team 1, etc. Note: Designate one (or two) participant(s) – you want to ensure there is an equal number of participants in each team) who fall in the middle of the distribution as ‘judges’ who won’t participate in the work of team 1 and 2. Then designate the person nearest 0 as the “captain” for team 1 and the person nearest 10 as the captain for team 2. They are then responsible for hosting two team calls (using the list of participants shared prior to the meeting).
• Use a tool such as wikispaces.com / google docs / Mindmeister.com as a work space for each of the groups (having set up a space for each team in advance). Provide them with the link and (if necessary) login/ password and set them to work brainstorming all the arguments in favour of ‘their’ controversial statement – capturing all contributions on the tool provided. (This capture is essential for later.) Use an online timer (online-stopwatch.com) to keep time and remind them to return to a full group call.
• Meanwhile, set up 2 quick slideshows. Make sure you can play both on loop. In the first, go through the results from the poll, entering one name per slide into the slideshow starting with the name closest to 0 (and remembering to remove the judge(s)). With all the names in place, make the slides with the names of all participants from team 1 one colour, and all the names from team 2 in another colour. When you play the slideshow, as it goes through the names, the slides should alternative team/colour one and team/colour two. You will use these to call on the members of the teams to share their arguments, as well as helping everyone keep in mind who is talking and on behalf of which team / position. A second slide set is just two slides with just the two team colours (no names).
• Back in full group, launch the ‘debate’, determining who speaks when using your slide set, until all the arguments captured are exhausted. The switch to your second slide set and invite people to ‘change teams’ and spontaneously argue from the other team. You will not have names, so just switch from colour one to colour two. Participants can only share if they are adding a new argument from the other team to the one in which they participated.
• Once all arguments are exhausted. Invite the judge(s) who have listened to the debate to give their ‘verdict’ with a brief synthesis of which arguments they found most compelling.
• Finally re-do the poll that you started with. Generate the report and compare the results! Have people shifted in their thinking?

Please let us now how you get on and what you think!

I'm the Facilitator

2011-06-05T08:34:00.002+02:00

We are currently running a Facilitation learning programme with a large organization here in Geneva that is focused not so much on tools and techniques, but more on the design of facilitated learning processes, and what it means to be the person leading them. Overall we are working to help people use facilitation in a very nuanced, thoughtful way rather than as a blunt instrument.

We have a session that is focused on ourselves as facilitators and for that we use any and all information that people have generated over the years (their choice) using diagnostic tools such as MBTI, Strengthsfinder, FIRO-B, etc. They can also talk to friends and family to get some inputs. The objective is to reflect on how our behavioural preferences might manifest themselves in our facilitation and group process leadership work.

It has been a very interesting thought exercise to try to identify times when our individual behavioural preferences might really help our processes, or might get in the way. Just asking the question - How might my behavioural preferences manifest themselves in my facilitation work - is an intervention in itself as it is something most of us don't consider or consider very often.

We both give examples of where we see our own preferences at work, and take the exercise one step further to talk about how, once we are aware of them, we manage these. We are both very different facilitators, Lizzie and I, and it is interesting to see what we both actively do to make sure that the best outcome is achieved.

I grappled with one of my behavioural preferences recently during a large group facilitation exercise in Mali. My FIRO-B results in inclusion are rather high (expressed and wanted). This is a good thing, of course, when it comes to working successfully with groups, and at the same time it gives me a challenge when ownership by the group is one of the soft outcomes desired of a facilitated process. This might be the case for a network building meeting, one generating an action plan or campaign, or a Youth Call to Action - as was the case in the Mali event.

For any facilitator high in inclusion, turning over the process, standing back and letting the group take over takes deliberate thought and action and can really work against that behavioural preference to be in the middle of everything until the very end. But that ownership outcome demands it. In Mali, at the end of our process, that hand over needed to occur and did occur, but it was a little messy and felt for some as though the process was listing to starboard. As easy as it would have been for me to step in (my inclusion was ready to jump), I didn't. I was present, I helped from the floor, I gave advice when needed, but the group representatives and the process we had set up took over, and they finished the work, and could revel in their success in doing it themselves.

That was hard for me personally, but very good for the process. Lots of additional relationship building, deeper perspective sharing, and considered decision-making might have been lost if I had run that process myself right to the very end. And these outcomes can be used as social capital when this group meets again.

We use other examples of how our behaviour preferences map over to our facilitation work, and we talk about what we do to manage these, whether it is to design in specific things (like a handover point), to working with a co-facilitator that balances them out, to contracting differently with the group. We all have preferences that both make us good at being facilitators and that also might get in the way. Being mindful of these, and frequently asking the question - How might my behavioural preferences be showing up in my facilitation work? - is a good way to constantly be learning when I'm the Facilitator.

Related blog posts:
What Did You Say? Building a group's capacity to deal with its own issues
A sampling of good intervention statements to use when you are trying to help a group work through its issues, take control of the process and lead its own development.

You Have the Right to Remain Silent
Reflections on dealing with a group that has different inclusion needs - just because someone is not talking doesn't necessarily mean that he/she is not engaged. Watch jumping up that Ladder of Inference!

Understanding What We are Bringing to the Party: Group Process Consultation Resources
A list of tools and resources that facilitators and Group Process Consultation practitioners can use to explore their own impacts on a group.

TEDx Tokyo: Let Junko Edahiro Welcome You to the "De" Generation

2011-05-29T13:34:00.003+02:00

Watch this 8 minute video taken at the recent TEDx Tokyo which features Junko Edahiro, Chief Executive of Japan for Sustainability, answering the question about what motivates young people today. She introduces 3 "De's" - trends which she observes to be forming a big part of the value set of young adults today (much to the consternation of their elders).

De - ownership (from owning things to sharing things),
De-materialisation of happiness (from happiness in buying things to person-to-person/nature),
De-materialisation of life (happiness in our own lives without the lure of the monetary economy),

For the latter she talks about young people who are half farmer/half something else (musician, NGO leader, etc.). These people combine growing their own subsistence food needs with their mission-driven work - instead of investing all their time climbing a company ladder, climbing a ladder to pick apples instead. Junko talks about Japan, can these same trends be spotted elsewhere in the world?

Junko provides thoughtful examples, challenges us all to think about our own possibilities to "De" our life, and welcomes us to the Era of "De"!

(Note from me: Junko is a terrific speaker, fellow Balaton Group Member, and friend and I am delighted to see TEDx and Junko connecting their considerable talents in this way.)

Training-of-Trainers from the Trainee's Point-of-View

2011-05-26T22:07:00.004+02:00

Yesterday at the beginning of our training course I asked my trainees a check-in question, "What do you think you will have to do to apply your learning today?" I wanted people to think about their own processes of learning and to share with each other some reflections on what it would take for them to translate the content of the training course from theoretical, or passive, knowledge to something that they can actually do. Effectively, from an experience in a workshop room, to something they will be able to draw upon easily in a real-life situation.

They were surprised at that question, and found it tricky to answer. However, translating information from a page/mouth of an expert "Trainer", even when supported by some practice exercises, into something that you can do/use yourself takes lots of considered individual work. Most people's response to this question was to "Practice, practice, practice" - which is true, but there is so much more.

This question also made me pause, as I realised that I had gone through the same process for the training I was giving right then - that I was as much of a Trainee as my participants were.

I have given many Training-of-Trainer (ToT) courses over the years, for many of the fields in which I work. In my groups of Trainees I would have both people familiar with the content and those for whom it was fairly or completely new. The ToT would deliver the content and training process, we would practice different elements, and finally we would demo the module (whatever it was) together for a completely new group of participants. Then these newly-trained Trainers would be sent off with a beautiful Trainer's manual and all participant materials, handouts etc. I would always be available to answer further questions (even to this day). But definitely the Training-of-Trainers experience doesn't stop there. It is just a fraction of the learning experience needed to be able to go from the ToT workshop to being able to deliver the content.

This particular training course that I gave yesterday is one of the first times that I can recall that I was trained in an area where the content was broadly new to me - it is in the galaxy of the tools and skills that I use, but I had never worked directly in the area or used the particular tools that I was being asked to train others to use. That did not necessarily mean that I would not be good as a Trainer, it happens all the time (and actually that is precisely why there are Training of Trainer courses!) However, when the content is rather new it does mean that additional individual work to assimilate the content with enough confidence and expertise to be able to effectively transfer that learning to others is critical and time consuming.

Making it Mine - Going from Trainee to Trainer and Learner to User

During the ToT that I myself took to be a Trainer in this new field, I took copious notes on both content and process, even verbatim notes from the master Trainer. When she delivered her slides, I wrote down her text and examples beside the slides. When anyone asked a question, I wrote the question down and her answer. When we did an exercise, I not only recorded my group's answer, but also the answers of the other groups. I noted when she handed things out or used a flipchart and wrote that into the agenda. When we used job aids, I wrote down how she briefed the exercise and then debriefed it. At the end of the ToT, I had recorded as much process data as I could notice to go along with the content descriptions.

When I got home, I went back through my notes. But it wasn't until I was called to deliver that training myself that deepest learning kicked in. Here are a few things I did to make that that training course content mine:

Connect the Content to Me- Finding My Own Stories: I found in my own experience some connections between the new content and what I had already learned and done in life - things that substantiated my being a Trainer in that area. It was a little stretch, but actually not as much as I thought. Some of the core skills I was using in other areas. That steadied me a bit. Initially I was nervous because I didn't have years of specific experience to draw upon, but when I made these connections I could find my own stories.
Integrate Process Notes: I developed for myself a detailed Trainer's Agenda. I used my own template and rewrote the agenda with all the process information, timing, and segue ways included. A simple agenda existed from the ToT with a separate process note for new Trainers, but I needed to work through the logic of each session and bring these together into a logical narrative in my head, and make something I could follow on the delivery day.
Get an Overview of Materials and Equipment: I created a materials and equipment list, and made a note on the Trainer's Agenda which materials were needed where. This also included a list of what needed to be prepared in advance (at home and in the training room). With all of this thinking done, I could concentrate once I was in the session on the content.
Fill in Knowledge Gaps: I went through all the content PPT slides and made sure I understood exactly what they meant - for this I needed the notes I took when the Master Trainer delivered it. I researched all the questions I had and all those I could anticipate (e.g. people asking where that fact came from, getting a good definition of a term, understanding the difference between x and y). I also took out lots of transition slides and builds in the PPt that, for someone who is less familiar with the content (or at least not the original creator) or who has a different pace, just makes it look clunky.
Reduce What You Have to Remember (Part I): Create a Detailed Flipchart Agenda for the Training Room. I created a flipchart agenda to keep up in the room which was more detailed than usual, as much for me as a guide through the course as for the participants . Whenever I needed a flipchart in the content delivery, I put a number for the flipchart on this agenda. Then I numbered my flipcharts with post-it notes sticking out the edges (like tabs in an address book).
Reduce What You Have to Remember (Part II): Make Job Aids. I made up some new Job Aids/handouts for some of the exercises which had all the instructions on them - every thing I would say to brief them.
Reduce What You Have to Remember (Part III): Put Instructions on Flipcharts. I also made up a set of flipcharts with all the exercise instructions on them so that I would not have to remember every tiny detail myself (I might but I might not).
Create a Trainer's Manual: I put together all the separate pieces I had from the original ToT and that I had created into a ring binder to organize in one place all the materials and documentation. Each session had its own section which brought together my notes, with those of the Master Trainer so I had them for quick reference if need be. There was a section with my process agenda with the original participants agenda behind. One section had my new PPt slides with my notes and examples and stories, with the original one from the ToT just behind. There was a tabbed section for each exercise, with a separate sheet with briefing and debriefing notes prepared, and any associated handouts, all combined with the Frequently Asked Questions I had picked up from the ToT. This way if I had a moment during group work, I could scan ahead to remember points for the next session if need be.

All this preparation happened BEFORE I got to Practice, Practice, Practice.

Through delivering this new course, I have developed a lot of new empathy with my Trainees of the past (and future); learners who are invited to come to a ToT and to become a Trainer on a topic that perhaps they have never trained before that day. We all need to know what we are signing up for when we go to a Training of Trainers Course, or providing one. As a Training Trainer we are effectively giving our Trainees a ToT group experience, and also a lot of individual follow up work as well, if Trainees really want to be able to deliver that training themselves. ToT organizers should be very aware of this critical work outside the ToT itself and talk through a strategy to help individual Trainers make this leap.

I think having now had this experience myself, I will devote much more time discussing with the Trainees what they will need and want to do to be able to apply the learning in a training situation - from something coming out of my mouth to something coming out of theirs. And in the future I will push even further into that learning space with participants to help them develop a strategy for that,. Just as I asked my participants yesterday to do.

Tweets from a TED Week: TEDActive 2011

2011-05-19T15:18:00.007+02:00

In February, I had my first “TED-ache” at TEDActive2011. TEDsters know all about TED-aches. They come with the “mind-mash” that is a TED conference. One minute its talks on quantum mechanics, biochemistry or brain science. The next its the latest in information technologies. And then you’re plunged deep into the ocean, taking a swim with seals alongside a nature photographer. Or you’re marvelling as a life-size horse puppet breathes and trots around the stage, and then Bobby McFerrin has you singing and laughing from your gut!

This is no ordinary conference. It stretches you to go where you would likely not go if just browsing the talks on TED.com. Most people listen actively to every single talk. And the beauty comes in the meaning you make for yourself as you listen to talks on a great diversity topics and begin to see patterns; to make connections; to find learning where you might least expect it.

On the journey home, I tried to create a mindmap as I read through all my notes (without which I would have retained but the merest fraction of ideas worth spreading). It was messy. However, perhaps even messier still has been my process of trying to sort all my tweets into some sort of coherence in order to share them here. From the mind-mash that was TEDActive, here are what are still a mish-mash of tweets (with some tweaks) to share my take-aways with you, clustered under some imperfect headings. The talks can be found here: TED2011 Talks

a. Perspective
b. Right, wrong and assumptions
c. Unintended consequences
d. The need to encode ethics in algorithms
e. Innovation and counter-intuition
f. Instrumental information: visualizing systems
g. Collective wisdom for change
h. Art for social change
i. Crowd-voicing
j. Collaborative creativity
k. Leveraging learning
l. Breathtaking medical breakthroughs
m. Miscellaneous communication products and technologies

a. Perspective

Astronaute in space Cady Coleman speaks perspective & the importance of connectedness & value of the earth as she circles once/18 mins.

“If a chunk of metal can be in two places at the same time, you could be. We have to think about the word differently as an individual” Physicist Aaron O'Connell.

Physicist Aaron O'Connell: "Everything around you is connected & that's the profound weirdness of quantum mechanics."

In a gfa-1 microbe in Mono Lake CA, arsenic seems to function as phospherous in a cell. Evidence of alternative biochemistry on our planet? It would change our definition of habitability elsewhere... Felisa Wolfe-Simon

We can only find what we know how to look for. For Felisa Wolfe-Simon that's learning to look for alternative biochemistry on earth.

Edith Widder's eye-in-the-sea explores bioluminescent deep ocean life & language. "Don't know what they're saying... I think its sexy!"

Paul Nicklen chokes up recounting leopard seal stories from his polar photo missions for Nat Geog and shows pictures of the white 'Spirit' or 'Kermode' bear - only 200 left on the planet! Save sea ice; its as important as soil.

Swiss explorer Sarah Marquis: “I dont want to put people back in nature; I want to put nature back in people”. “Let your soul touch the earth.... go walking.”

RachelSussman photographs living things >10’000 years old. "If you didn’t know what you were looking for, it would be easy to overlook something other megaflora were grazing on before extinction".

b. Right, wrong and assumptions

“Trusting too much in the feeling of being right can be very dangerous and create huge tactical and social problems as we believe our beliefs reflect reality and make huge assumptions to explain people who disagree with us: assume their ignorant, idiots and/or evil, leading us to treat each other terribly, missing the hole point of being human. The miracle of the mind is that you can see the world as it isn’t.” Kathryn Schulz

“We need to learn to step outside of rightness, look around at one another and the vast complexity of the universe and say: ‘Wow, maybe I’m wrong!The system tells us getting something wrong means there’s something wrong with us. We learn the way to succeed is to never make any mistakes.” Kathryn Schulz

“How does it feel to be wrong?” Asks Kathryn Schulz. “Wrong. You’re answering the question, ‘How does it feel to realize that you’re wrong?’ It feels like being right to be wrong until until you realize you’re wrong.”

Daman Horowitz speaks about his work in prisons giving philosophy classes & the importance of questioning what we believe and why we believe it, including exploring wrongness. “What is wrong? Maybe I am!”

Magician Franz Harary demonstrates playing with glitches in peoples minds that distort and manipulate thoughts, using magic to fake technology that doesn’t exist.

c. Unintended consequences

Evolution will be guided by us in the future, thanks to genetics. What will we choose? More competitive? Empathetic? Creative? “If anything had the potential for unintended consequences, this is it!” Harvey Fineberg

We cannot foresee all consequences. But how can we close the gap between capabilities & foresight? Edward Tenner’: "Learn meticulously from unintended consequences & chaos".

Edward Tenner: An example of unintended consequences = adding lifeboats to a ship, making it more unstable and resulting in tragedy.

"We are at a threshold moment: a single global brain of almost 7 billion individuals learning collectively at warp speed = very powerful and potentially very dangerous. Nuclear weapons are evidence." David Christian

Looking at ‘big history’ shows us the power of collective learning and the dangers that come with it. Studying this will help all students make better decisions in the future. David Christian

d. The need to encode ethics in algorithms

“We need new info (Internet) gatekeepers to encode ethic responsibility into their (Facebook, Google...) algorithmic code & give us some control” El Pariser.

Speaking of Facebook and Google, Eli Pariser asserts: “'Personalized algorithmic filter bubbles are throwing off balance our info diet, converting it to info funk food.'

"The demise of guys is a consequence of arousal addictions stimulated by the internet & video 'porning'" - Philip Zimbardo

e. Innovation and counter-intuition

"The greatest time for game-changing innovation was The Great Depression." Edward Tenner

“When you train people to be risk averse, they are reward challenged”, said Morgan Spurlock in his talk encouraging the embracing of transparency. He sold the naming rights to his talk.

Inspiring talk by Kalia Colbin about reimagining Christchurch: “10 days ago my be the beginning of the demise of my city, but in the rubble their may be promise”. Help with ideas at www.reimaginechristchurch.org.nz.

Do something good for the city and we'll give you more land, says Malaysia to property developers as incentive. Thomas Heatherwick does, with buildings that leave more ground for the forest.

For the first time in history not one child in Utter Pradesh & Bihar (northern India) has Polio. New vaccine + resolve + tactics = a unique eradication opportunity. Bruce Aylward

Chefs Hamaru Contu & Ben Roche introduce “Disruptive Food Technology”: from the Future Food science lab: tricking taste buds we can reduce energy & waste http://planetgreen.discovery.com/tv/future-food/.

Bill Ford asserts ingenuity in mobility solutions is not only about our movement, its also about access to food and healthcare. Smart cars, smart parking, smart signalling and smart phones all integrated in new smart mobility system is the future.

A leap in thinking is needed to avoid global gridlock if the population reaches the predicted 9 billion in 2044. Real time data is needed for a new mobility system. Bill Ford

“If we sped up cars in our cities by 3mph, we would reduce by 11% the emissions of our transport system.” Counter-intuitive! Luis Cilimingras, IDEO (formerly FIAT)

Speaking of cars actively driven by the blind (unveiled Jan 2011 http://is.gd/ruV8l1): "Technology will be ready, but will society be ready?" Need system change. Dennis Hong

f. Instrumental information: visualizing systemss

“As the world becomes increasingly instrumented and we have means to connect the dots, we can see interactions not previously visible with profound implications for us as individuals” Deb Roy,

Deb Roy set records in home-video hours to reveal patterns linking words to context and identifying feedback loops as his son acquired language in his Human Speechome Project http://j.mp/ePanlq.

Collaborating with scientists, Rajesh Rao tries to use computer modelling to decipher the last major undeciphered ancient script - Indus. Does it boil down to picture of ‘bee’ + ‘leaf’ = ‘belief’?

Ebs and flows in US flight patterns are visualized, providing powerful communication www.aaronkoblin.com/work/flightpatterns/

Carlo Ratti, MIT SENSEable City Lab, uses pervasive technologies to track trash in an investigation into the “removal-chain”. Listening to Haydn’s 'Farewell' Symphony (45), he shows us trash doesn’t leave, just moves! http://senseable.mit.edu/trashtrack/

g. Collective wisdom for change

Students tackle 50 interlocking systems problems learn how not to follow short term destructive paths and learn how to think about World Peace long term, learning right and wrong through their experience. John Hunter

John Hunter asserts very openly that the collective wisdom of his 4th grade students is so much greater than his own. He trusts them to solve world problems, practicing with his World Peace role-play game.

US General Stanley McChrystal talks about changes in leadership with distributed technologies and the inversion of expertize as old ‘leaders’ are less familiar wit the technologies required.

h. Art for social change

Under house arrest in Shanghai, Ai Weiwei speaks via video of art for social change & the creation of a civil & more democratic society in China despite no party willingness.

Street Artist JR's wish: “Stand up for what you care about by participating in a global collaborative art project. And together we’ll turn the world INSIDE OUT”: www.insideoutproject.net

Women Are Heroes project by street artist JR: www.womenareheroes.be In Kibera “we didn’t use paper (on the rooves), because paper doesn’t prevent the rain from leaking in the house but vinyl does."

"It doesn't matter today if it's your photo or not. The importance is what you do with images... We decided to take portraits of Palestinians and Israelis doing the same job. They all accepted to be pasted next to the other." JR

i. Crowd-voicing

Human right activist & TED Fellow Esra’a Al Shafei presents www.crowdvoice.org - a project of MidEast Youth tracking voices of protest around the world using crowdsourcing.

Wael Ghonin: Egypt saw extreme tolerance, Christians & Muslims protecting one another praying. “The power of the people is much stronger than the people in power”.

Surprise talk by Wael Ghonim on the Egyptian revolution: "No one was a hero because everyone was a hero."

“We cannot have a well-functioning democracy if there is not a good flow of information to citizens” El Pariser.

Head of Al-Jazeera, Wadar Khanfar: “The democratic revolution sweeping the Arab world is the best chance to see peace. Let us embrace it.”

j. Colloborative creativity

“Electronic communication will never be a substitute for someone who face to face encourages you to be brave and true” Marc Martens talking of the powerful “Glow” public art playground http://glowsantamonica.org/. Public art to connect people is at the heart of the Santa Monica ‘Glow’ project.

Face ache follows the Bobby McFerrin session. “Unparalleled joy” was in the programme! Playing along with Bobby’s creative spontaneity warmed everyone’s hands, voices and hearts.

The lennonbus.org at #TEDActive - a non-profit mobile recording studio dedicated to providing students with opportunities to make music and video projects.

eyewriter.org - an ongoing collaborative research project using completely open source technology to empower people suffering with paralysis to draw with their eyes. Mik

Co-creating a music video through crowdsourcing: Aaron Koblin describes www.thejonnycashproject.com: a living, moving, ever-changing portrait as people all over the world contribute portraits to the collective whole.

Aaron Koblin: “Interface can be a powerful narrative device”, showing a crowd-sourced video, which when viewed is unique to each viewer www.thewildernessdowntown.com/

Conductor Eric Whitacre's “Lux Aurumque” gives voice to a virtual choir - http://ericwhitacre.com/the-virtual-choir. The upcoming project received >2050 videos online from 58 countries.

k. Leveraging learning

Project V.O.I.C.E. – lovely project by Sarah Kay uses poetry as a way to entertain, educate & inspire. List 10 things you know to be true. Sharing these lists - who has the same? / opposite? / who heard something never heard before? / heard new angles on what you thought you knew? Sarah Kay

Make a list “10 things I should have learned by now.” Sarah Kay uses poetry to work through what she doesn’t understand with a backpack from where she’s already been.

Neuroscientist Antonio Damasio looks at the conscious mind: "There are 3 levels of self: The proto, the core & the autobiographical (past & anticipated future). We share the first 2 with other species."

NYT Columnist David Brooks asserts emotions are the foundation of reason and, as social beings emerging out of relationships, we need to learn better how to read, listen to and talk about emotions.

Ed Boyden explores the brain signals that drive learning & describes the process of installing molecules in neurons and using light to turn on/off specific cells in the brain and treat neurological disorders.

“Personal perceptions are at the heart of how we acquire knowledge.” Autistic Savant, Daniel Tammet, shares insights from synaesthesia about colours, textures & the emotions of words & numbers.

29% greater retention from doodlers & better problem solving because it engages all learning styles - Sunni Brown. “The doodle has never been the nemesis of intellectual thought. In reality, it’s been one of its greatest allies.”

Khan Academy learning: self paced, interactive, peer-to-peer, encouraging trying & failing (like falling off a bicycle), and designed to be iterative and so avoid 'swiss cheese' gaps in education. Salman Khan

"By removing the one-size fits all lecture from the classroom, these teachers have used technology to humanize the classroom." "What we're seeing emerge is this notion of a global one-world classroom." Salman Khan

“Kids 1 year from voting age don't know butter comes from a cow. They're not stupid. Adults have let them down. Every child has the right to fresh food at school & food education as a requirement. It's a civil right” Jamie Oliver

Jamie Oliver's exciting new announcement about the future of the Food Revolution: http://bit.ly/hbRmGM #TED

Alison Lewis presents fashion technology, encouraging DIY “Switch Craft” projects blending sewing and electronics to bring handiwork into the 21st century: http://blog.alisonlewis.com/?p=541.

Fiorenzo Omenetto reinvents something that’s been around for millennia. Learning from silk worms, he reverse engineers the cocoon turning water & protein into material with environmental & social significance.

A seed cathedral, inspired by Kew's seed bank, jurassic park & play doh mop-tops is Thomas Heatherwick's stunning London Pavillion @ Shanghai: www.heatherwick.com/uk-pavilion/.

Learn a second language in Second Life: an alternative emersion process that works with the 5 stages of second language acquisition and the mastery of the 4 language skills, says Jeong Kinser.

Indra Nooyi talks about Pepsi's Refresh University to sustain & multiply social change emerging from www.refresheverything.com: stories, lessons & 'how-to' online + leadership skills training.

l. Breathtaking medical breakthroughs

Luke Massella is living proof of Anthony Atala's regenerative organ work. He was one of the first ten people to receive a 'printed' kidney. 3D printed organs are the next frontier in medicine.

Eythor Bender showcases his incredible exoskeletons, which enable the paralyzed to walk again.

m. Miscellaneous communication products and technologies

The effects of HIV can be reversed. Watch this powerful ad from the Topsy Foundation: http://t.co/lLph2Or via @youtube.

A compelling video for the genocide-awareness www.onemillionbones.org/ project by Art Activist TED Fellow Naomi Natale #TED: http://youtu.be/FFukmsLLG0k.

Weforest.org’s “Lessons from a tree” video - narrated by Jeremy Irons - supports the “Buy2get1tree” campaign, working with corporate partners to save 2 trillion trees by 2014. Bill Liao

Kate Hartman creates devices that play with how we relate and communicate with ourself, others and nature. “Our bodies are our primary interaction with the world”.

The Handspring Puppet Company breath life into a larger than life War Horse puppet on stage using masterful “emotional engineering” and “up to date 17th century technology to turn nouns into verbs”.

Mike Matas demos www.pushpoppress.com/ - the first feature length interactive book and sequel to “Inconvenient Truth” - with Climate Change solutions. Blow on the screen to turn wind turbines!

A smart braille phone varying the height of a pixel instead of color to communicate information on “screen”: A concept of TED Fellow - SumitDagar.com.

Mattias Astrom demos C3, a new 3D mapping technology: http://www.c3technologies.com/

Bubbli – ambitious new startup seeks to change the way we record images with cameraphones. Terrence McArdle & Ben Newhouse.

Shea Hembrey invented 100 artists and imagined their art. http://www.sheahembrey.com/

TEDx Workshop Talks, Tips & Tweets during TEDActive 2011

2011-05-19T12:35:00.004+02:00

Attending TEDActive 2011 back in February - and joining a couple of hundred other organizers of TEDx (independently organized events under license from TED.com) for workshops, back stage tours, talks and tips - I tweeted about my TEDx learning. For posterity, I’m now sharing the tweets here:

Began #TEDActive 2011 with pre-workshop of TEDx organizers. Great community! Learn about the independently organized TEDx events near you: www.ted.com/tedx

Discovering high +ve correlations between TEDx organisers, entrepreneurs & The Hub network (www.the-Hub.net) at #TEDActive

Idea / quote of the day from TEDx Middle East - “TEDxRevolutions - Revolutions worth sharing" at #TEDActive

TEDx Talk Tips from Ruth, TEDxColumbus: “Who is the hero & villain in each talk? Can I relate? Can I learn from it? Can I follow you? Is it primal? Can I root for you?” #TEDActive

Kelly & Rives’ TEDx Host Tips: Get a stage manager; start hosting pre-event and finish at the after party; introduce the unexpected; have time-fillers and back up plans #TEDActive

TEDx Kids Tips: Shorten; embrace chaos & noise; keep adults aside; invite on stage; involve from seats; outsource jobs to them; give them what they want; max demo’s and Q&A’s; & feed them! #TEDActive

TED set up: casual, relaxed format; 50% seating, unobtrusive background music; brain/superfoods; wine & beer - not spirits; large name tags; & locatech online tool. #TED

Nancy Duarte on storytelling formula: What is - what could be - what is - what could be - what is - call for action - the utopian new bliss. #TED behind the scenes tour, Longbeach

Nancy Duarte quotes Ernest Hemmingway: “The first draft of anything is shit.” #TED

Nancy Duarte quotes Woodrow Wilson: “If I have 10 minutes to present I need a week to prepare; if I have an hour I am ready now.” #TED

Live and In Person: Face-to-Face in the "Education" Stage of Facilitation

2011-05-05T22:49:00.009+02:00

In the stages of facilitation, one of the key preparation stages is “Education". In this stage the facilitator gets to field questions, give background information, descriptions, share anecdotes and generally help the partner with their learning about any aspect of the facilitated event or environment.

Sometimes partners precipitate the Education stage conversations - because perhaps you are suggesting some activity or format with which they are not familiar. Or you might have to launch into this stage yourself because you perceive in the consultations that there is some misunderstanding or apprehension about your designs or tools based on lack of experience with them.

This happened to me recently. I went to Belgium last week to work with a team for one day on the design of an upcoming European-wide event. We could have possibly had the design discussion on skype or the telephone, but the need for longer discussions exploring the pros and cons of different methodologies meant, for that team, that it was more the Education piece that they wanted to explore. Therefore a face-to-face discussion with the facilitator - about how it would all work, what different techniques could produce, and how to frame new methods for a more traditional group - was going to be much more effective than a shorter, virtual interaction.

In fact, I find that for most groups the newer the methodology, technique or overall format is to a group, the more the Education piece becomes critically important to successful design (that is, a design that makes it through the gauntlet of consultations before you can deliver it). Definitely using a format without the partner being in full understanding of what is being proposed can be a risk for a group that has not yet adopted more interactive discussion techniques overall in their meetings.

Working in the sustainability field, we often have the pleasure to work with smaller associations for whom framing discussions and dialogue events in more than the most familiar board table discussion or conference style presentation and Q&A is unusual. Even for many larger organizations, convening meetings or dialogues differently to reach their goals is taking a risk at some level. However, what intrigues them most about more interactive methodologies, is the promise of optimizing time, achieving fuller and more developed outputs and above all ensuring some of the softer outcomes - like engagement, buy-in, enthusiasm for follow-up, etc.

My lesson here was not to try to push conference and skype calls all the time; these communication tools can be extremely productive. But in the Education stage, especially, it might be more important to be there, live and in person, and to create an environment where the partner can ask all their possible questions about your subject and process - even, if need be, over and over again.

Making Meetings Meaningful - Greatest Hits from an Organization's Learning Department

2011-04-27T12:48:00.005+02:00

In doing the research for a participants' guide for the Facilitation learning programme we're launching with a partner next week, I found a nice "greatest hits" collection that we made of some of our blogging reflections on the topic of making the most of internal meetings. These posts were written from inside a large organization's learning department and give some insight into the internal dialogues, learning and engagement processes (all kinds of meetings and gatherings) that institutions convene to help work through issues and generally get things done.

I am delighted now that we captured our learning at the time in this format - a blog- and wrote it with the spirit of creating "reusable learning objects" (I was always banging on about RLOs in the organization, now that I am actually reusing them I am delighted!)

This collection of 18 posts is organized below (with summaries and links) into the following categories that explore aspects of how to Make Meetings Meaningful:

Purpose
Positioning, and
Process (e.g. design, implementation, reflection)

1) What's the Purpose?

Are we having conversations that matter?
How are the conversations our organization is having changing the nature of relationships and the way people, groups and societies around the world are thinking and behaving? In other words, to what extent are our conversations bringing about the change we seek and helping achieve our objectives? And how can we continue to improve the quality of our conversations to better ensure that they matter?

Post: Are We Having Conversations that Matter?

What Is the Purpose of ‘Free Coffee Mornings’?
What value do weekly free coffee mornings have in fostering staff networking and informal learning in our organization? We decided to explore the opinions of others in our organization on this topic, through a short questionnaire. Many staff commented on the exercise itself, pointing out learning about how to make the most of free coffee mornings in the future to engage with staff, about how enthusiastic staff are to express their opinions, and the importance of ‘social spaces’ and time for team-building and collaboration across ‘silos’.

Post: What is the Purpose of 'Free Coffee Mornings'?

You've Just Been to a Great Staff Meeting - What Happened?
What are some of the different purposes of a Staff Meeting?

-To update and inform staff members of activities in the institution

-To profile people who have done good work and let them share their reflections

-To maintain transparency and an open environment for sharing

-To bring staff together for a shared experience once and a while

Have you ever been to a great staff meeting? What was it about the meeting that made it useful, interesting, and made you excited to go to the next staff meeting?

Post: You've Just Been to a Great Staff Meeting - What Happened?

Networking - In or Out of Your Comfort Zone?
Monday afternoon, a two hour session was held titled, 'Learn Something New: People and Networking'. The objective was to not to provide a taught course on Networking, but do create an environment where people can share and exchange about networking, and do it at the same time. … Some suggestions were offered about how we can do more networking, and how we can help create work environments where networking and interaction is one of the key objectives. Longer coffee/lunch breaks? Open spaces in the agenda for interaction? Introductory sessions which serve to connect people and help them build relationships?

Post: Networking - In or Out of Your Comfort Zone?

2. Can Meetings be Used for Positioning?

In our day to day conversations, how do we “talk the walk”?
We’ve all heard of “walking the talk” – but what of “talking the walk”? In our day to day conversations, how do we “talk the walk” and reflect the core values employed in our work?... Our conversations can serve to enforce or discredit our messages and ourselves in powerful and lasting ways. Walking the talk is imperative. Talking the walk is so important too. People notice.

Post: In our day to day conversations, how do we "talk the walk"?

No Such Thing as a Pointless Question: The Impact of Simply Asking
The act of asking questions of an organization or group influences the group in some way. With our questions we get people to focus on something - what is that thing? What is our purpose of the question we are asking and what impact will it have on the way that person and the room think and feel? If people go in the direction you question them, where do you want them to go?

Post: No Such Thing as a Pointless Question: The Impact of Simply Asking

Me and My Multiple Intelligences. We and Ours.
In our organizations, what are we doing to make sure we interact in ways that address diversity of intelligences and learning styles? And how can we engage the multiple intelligences of our colleagues to best answer this question?

Post: Me and My Multiple Intelligences. We and Ours.

3) How Effective is our Meeting Process?

a) Design and preparation

How Old is Your Knowledge?
Workplace learning is 20% formal and 80% informal. Informal learning is an interesting combination of reading, internet surfing and search, audio-visual inputs, speeches and presentations, meetings, and conversations in the cafeteria, corridors, and on the bus. For the most part in these activities learning is quite accidental and not a deliberate objective. There are learning opportunities around every corner. What are you doing to structure your informal learning?

Post: How Old is Your Knowledge?

What Kind of a Discussion do You Want?
It is thought-provoking to hear people come away from discussions that they have lead and say, "Why do you think people reacted that way to my ideas?" Another question they could ask might be, "What could I have done differently to develop a generative discussion rather than a debate?" … If one sets up an academic situation, then people will be happy to react as though they are in one! Rarely do people throw a professor or a keynote speaker for that matter a soft ball...

Post: What Kind of a Discussion do You Want?

A Courtroom or a Concert?
If I was going to run an important meeting, which environment would I want to create? How would I want my participants and speakers to feel when they left the room? What would I want people to get out of it? Would it be a zero sum gain, or would it be a step of a creative, hopeful process? When I sent out my next invitation for the group to meet again, what would be people's reactions? Would they be excited that their favorite group was holding a concert again? Or would they dread the eyes of the jury?

Post: A Courtroom or a Concert?

Bottoms on Seats – How Do You Make That Memorable?
People travel to the venue, they walk into a bustling and colourful conference venue (exhibitions, restaurants, meeting spaces, and all), then they walk into their first of many small workshop rooms and basically sit there (different small rooms of course) for 75% of the conference… We spend a lot of energy thinking about communication to conference participants and the media around the event to make it colourful, interesting and engaging; how can we make sure that this does not stop at the workshop door?

Post: Bottoms on Seats - How Do You Make That Memorable?

Leveraging the Wisdom of Crowds in our Organization
Next week, our organization is hosting a week of meetings, bringing together in headquarters senior staff from our offices around the world. During these meetings, how smart will our crowd(s) be? How smart could it/they be? As session organizers, what can we do to make our crowds as smart as possible - better at solving problems, fostering innovation, coming to wise decisions, even predicting the future?

Post: Leveraging the Wisdom of Crowds in our Organization

Lights, Camera, Action: Working with Star Speakers
Here is a lesson that I absolutely need to learn as a workshop facilitator: No matter how well you brief a plenary speaker who is a subject matter expert, they will go over the time. … Plan for it in as many ways as possible, especially by allocating substantial discussion times (even after they get cut down) so that this critical part of the learning process is always there to help people follow your star.

Post: Light, Camera, Action: Working with Star Speakers

b) Implementation

Using Storytelling to Generate Ideas: We Just Went to a Great Staff Meeting - What

Happened? (Reprise)

We decided to use our own communications unit meeting to generate additional creative ideas, and then to share them with the team who is responsible for our staff meetings… Here was our question: You just went to a great staff meeting - you left excited, energised and hopeful. Tell us - what happened? We first worked in pairs to create our stories, then shared them with each other. Here are some of the ideas that emerged.

Post: Using Storytelling to Generate Ideas: We Just Went to a Great Staff Meeting - What Happened?

Ballroom Learning and Large Groups: Using Socratic Questioning
I am sitting in a hotel ballroom with 140 people at a conference titled, "Capacity Development Strategies: Let the evidence speak" and the level of some of the participants has dictated a certain room layout and format - we have a head table with four speakers and 140+ people sitting shoulder to shoulder behind tables in the room… If learning is the goal, and this formal room layout is a given, how might we best work with this format for optimal exchange?

Post: Ballroom Learning and Large Groups: Using Socratic Questioning

What Exactly Are You Facilitating?
I have had a few people ask me about the value of facilitating other people's workshops. What does that contribute to the grand scheme of things? The overall goal is not to just to move people around a room for a day. A good Facilitator is a process person with their eye on outcomes and learning - there is reason for every interaction, what is it and how can a process be designed that makes those conversations easier, smoother, and more productive? After all, facilitation comes from the Latin word "facil" which means to make something easy. Good facilitation means making group dialogue, decision-making, information sharing, and learning processes easier and more effective for everyone: your workshop hosts, your participants, and yourself.

Post: What Exactly Are You Facilitating?

c) Reflection and follow-up

Helping Other People Do Great Work
How transferable was my experience last week and what can it prompt me to learn about how to help our guest speakers do great work for us at the upcoming workshop? What more could I do in the next few days that could make all the difference for a first-timer, to create an environment where people are proud of their contributions, others appreciate it, and generally helps everyone do great work?

Post: Helping Other People Do Great Work

Dialoguing about dialogue
“Listen to one another with your full attention. Think about what is said, how it is said and the intent behind this. How does it make you feel - physically, intellectually and emotionally - as a participant in this dialogue process? How does it make others feel?” There is still much to explore and emerge about the role of dialogue in change processes. Along the way, how can we replicate such experiential approaches in our own institutions for collective learning about the important role of dialogue in change?

Post: Dialoging about Dialogue

I found it interesting to look back, now that I am working from the outside and don't always have seamless, day-to-day contact with such micro-learning processes, to remember how valuable it was to capture this nuanced process learning through a blog. Even after some time I find the learning very clearly reusable.

How is a Course Calendar like a Restaurant Menu?

2011-04-23T14:57:00.005+02:00

I wrote this text (below) in the context of a Strategic Review I conducted for the Training Department of a big international development NGO. They wanted to explore ways to transform their existing training practice into a more contemporary "learning" model.

I pulled this text out again today because I am writing a manual for a facilitation learning programme that we are developing for a partner right now. I wanted to remind myself of this and thought I would share it.

*****************

A Learning Programme calendar, course description, or even agenda, is an intervention opportunity not to be missed. In a world of choice, it is a perfect way to communicate and feature your learning product(s) to potential learners, whether in-house or external.

Imagine that your learning programme was an excellent quality restaurant and the learners were valued diners. What is on the menu for your selective learning customers? Does it look good? Does it sound like something that the diner would enjoy? Would it satisfy her? Will the final product deliver what it promises on the menu?

How can learning providers (or facilitators) write their programme calendars, descriptions and agendas like a menu at a great restaurant and mean it? People need to read the course description and say, I want to take that course!

Consider testing course titles and descriptions on colleagues and potential learners first. Bear in mind, these tantalizing descriptions must also be true, nothing is worse than ordering a delicious sounding dish and having it turn out to not be as good as it looks on the menu!

Workshop Design: Five Questions to Get Started

2011-04-20T11:05:00.003+02:00

I was just asked by a partner to send through some questions on which we could base a first workshop design discussion. I looked back at my learning design blog post Good Learning Design Discussions: Where to Start? (which incidentally and surprisingly just moved into the top 3 most read posts on this blog) and I think the questions there are very good for capacity development design discussions.

For a network workshop design discussion, I wanted slightly different questions, so I sent these instead:

1) What outcomes do you seek? What do you want to be different after the workshop ends?
These can be hard outcomes (such as a programme development process put into place, or to have a more consensus around prioritised items for a research agenda) and “soft” outcomes (such as more commitment, more enthusiasm, more engagement, better relationships among participants.)

2) What physical products do you wish to have as a result of this workshop?
Do you need a set of comments and inputs on a document, a strategic plan, a set of targets and possible solutions?

3) Who will be attending?
What are the numbers and kinds of participants who will be invited to attend? What are their motivations for attending?

4) Where will the workshop be held?
What kind of physical space are we working with for the event?

5) Where does this workshop sit within larger processes?
To which larger processes would it contribute or be informed by?

These first five questions would get us started; check these first ones off and we can continue from there.

Good Idea from Windhoek Workshop: DIY Table Numbers

2011-04-11T02:03:00.000+02:00

It is often difficult to find table signs that stand up so that you can see them from a distance (we had 88 people and 11 tables at our Climate Change Adaptation Learning workshop on Friday in Windhoek). I was impressed by the cleverness and the budget-friendliness of the solution above that the team here came up with. We quickly changed from numbers to letters at the coffee break - both of which had been written on the back of the name badges before the workshop to help mix people up for seating during the day.Worked beautifully!

A Facilitator's Nightmare (Literally)

2011-04-10T08:00:00.001+02:00

Every single page of the first pad of flipchart paper had been written on, with marker was so dark that it was clearly legible on both sides. The second pad, with no cardboard backing, was shiny and slick and had been rolled and then stepped on, lining it with deep wavy creases. Another was on a roll and had the consistency and colour of toilet paper on a old French train. Three clean sheets of paper could be found left over - but the Facilitator needed six. Finding no scissors in the materials box, she drew a wavy line down the middle of each sheet so that the tear marks would not need to be so even.

It had been 5 minutes before the event was due to start when she finally found the venue, a highrise building which had its main conference room on the ground floor and the registration set up on the top. She took the lift up to help register people, all of whom were already there, and then zoomed back down the steps to prepare the room. By the time she started room prep, the event should have started too.

After half an hour of moving chairs out of the classroom set up, drawing up the flipchart sheets, and worrying about what the participants were doing up there (no coffee had yet been delivered), the opening sequence was ready. She went up sheepishly to collect people, through an exhibition that was noisily being set up outside the room for the event which followed. She would finish the preparation for the next part at coffee break (if coffee had shown up by then.)

Thankfully at this point I woke up, so completely surprised that my subconscious had thrown up such a detailed set of facilitation challenges in my sleep. If you can really learn something in any context, then the big message here for me must certainly be PREPARATION. I cannot always anticipate/do anything about everything as the facilitator (although the buck often stops with me), but finding a venue so I can be there early, getting the sheets done in advance, going thoroughly through the materials and equipment list with the partner, or having an "icebreaker" in my pocket in case of a delay are some that I can. With some of these out of the way, all the other random things that life (or your dreams) can throw up can get your full attention.

Gee whiz, OK, I'm awake now...

I have three workshops/conferences in just over a week, let me go back to my prep now (and daydream about that vacation on the horizon)...

10 Different Ways to Do Anything? Get Inspiration Everywhere

2011-04-02T19:08:00.005+02:00

Every town should have a local circus school, if only to remind us that there are at least 10 ways to do anything. It's not just because I am a proud parent to two jugglers that I enjoy the regular circus shows. It's because creativity literally oozes out from under the doors of the place.

Today's show featured some 50 young circus students; and one of the challenges they clearly set themselves was how many different ways they could get them on and off the stage. Sure, they could have just walked on and performed their acts. But they didn't. They hopped on in burlap sacks, they somersaulted on in pairs (not easy, but possible), they walked on using colourful plastic cups as "binoculars" to peer at the audience, they rolled in on giant balls, they stepped in whispering mischievously to each other, they walked in on ropes that they were laying down in front of themselves as they went. And on and on.

They also used those methods to leave the stage, walking back on their rope, picking it up behind them as they went, always cleverly tying in the juggling, acrobacy, or high bar that they performed into their means of "transport" on and off the stage.

I asked one of the teachers how they came up with all their ideas. She said simply that they get together and ask themselves the question - what are all the different ways we can do this? Then they have a lot of laughs and come up with the most amazing stuff, always keeping it very simple. Those plastic drinking cups were "binoculars", they were lined up as a colourful border at the back, then a border at the front of the stage between us and them, they were piled up into the most perilous tower (several times) in the middle of the stage, and then knocked unceremoniously over by a giant ball, and at the end the young performers toasted each other with them.

Sometimes it's as easy as that, get some people together and ask the question - what are 10 different ways we can do this (get people on stage - or do our brainstorming, design this project, run this meeting, celebrate this achievement)? For inspiration look anywhere, find some friends, and don't forget to ask the question.

By-the-Numbers: The Power of Math in Group Processes

2011-03-25T11:49:00.004+01:00

Sometimes the math behind learning and collaborative events and processes is pretty impressive. For example, I used the slide above in my intro at a recent multi-Stakeholder event.

198 was the number of people who had registered to attend.
12 was the number of hours each of us would spend in session over the two-day workshop.
5.5 was the number of hours that we would be on breaks (coffee breaks, lunch and receptions) prime time for informal networking (about 30% of the total, not too bad).
2,376 was the number of person hours in total that we would be working together - which adds up to roughly 59 person weeks/or over a year of work (with no holidays!)
16.5 is the number of hours that it would take if everyone spoke for 5 minutes in the plenary, one after the other with no breaks (and no podium/panel speakers).

The last point is especially provocative from a group process point of view, and interesting to point out - if the group is large, and the format is plenary, and if you want to hear from everyone (because for example its a stakeholder dialogue), and everyone feels they have to speak in the plenary to be heard, it is a zero sum game.

With the math it becomes quite clear and a powerful rationale for both (a) design decisions such as adding into the agenda all kinds of small group discussions, pairs discussions, talks to your neighbour after a speaker or before a plenary discussion (and maybe some good capture tools if you want to collect these thoughts). There simply are not enough hours available for everyone to speak in plenary; and (b) on-the-spot facilitation decisions such as helping people understand that they need to be brief and concise in their interventions from the floor and also from the front (panel, podium or other). This way if the facilitator selects someone new instead of someone who has already spoken, even if they are literally jumping up and down, an understanding of the math may help foster some understanding and patience with the process.

Invoking the math can also help people gain a greater understanding of what is being invested (e.g. 2,376 person hours) and also what that might cost if it was monetized. It also speaks to what can be accomplished if that time is used most productively (design again - do you want it to be spent listening to speakers?)

Do the math, it can be a powerful intervention for all - participants, organizers and learning/process designers!

Tweeting from TEDActive2011: Rediscovery of Wonder

2011-03-02T06:00:00.004+01:00

If you'd like to keep up with my highlights from TEDActive 2011, I'm tweeting @lizzie_BGL. Blog posts to follow once the dust settles!

If You Give a Productivity Fan an Invoice to Write, She'll... (A Cautionary Tale of Productivity)

2011-03-01T14:06:00.009+01:00

(With apologies, or perhaps thanks to "If You Give a Moose a Muffin")

This is a cautionary tale about why you need to take extra steps to stay productive and focused in a home office.

If you give a Gillian an invoice to write, she'll write the invoice and then she'll want to complete the project properly so she'll sit down with her GTD manila file and notebook and separate out things that need to be kept and tossed;

Then she'll remember while she's taking apart the notebook, that she wanted to write a blog post about how the notebook was put together so that she could remember how she did it for next time.

So she'll sit down and write the blog post. After the blog post she will want to tell people about it so she will go to Tiny URL and shrink the url so that she can Tweet about it.

Once she has tinied the URL, she'll log on to Twitter and send out a Tweet telling people about the blog post, and then she'll want to glance at the recent Tweets, and check any messages or @mentions (because we all do don't we). She doesn't do this too often to avoid too much distraction.

When she looks at the @mentions she'll notice that another facilitator, LynnWalsh, has recently highlighted some tempting articles on her site, The Facilitation Daily, which is a cool paper.li site.

While scanning the interesting articles and marveling at Lynn's site, she'll notice the live Twitter stream, and one particular Tweet pops up from @Nicatnight saying he had discovered the joys of Moleskine hacking (?). She'll notice that he uses a #GTD hashtag for his post, which she also used.

When she sees the #GTD hashtag, she will curiously google "Moleskine hacking" and get a 43Folders wiki article about how to hack a moleskine notebook in many helpful GTD-complementary ways. Seeing that was written by Merlin Mann of Zero-Inbox fame (which she has written alot about on this blog), she will decide to go to the 43 folders website to see what's going on.

While reading through the 43Folders website ("Time, Attention and Creative Work"), she'll notice that her pomodoro for preparing the invoice, and follow-up GTD filing, went off 2 hours ago.

And when she notices that, she will want to go back to her invoices and filing...
(I am literally afraid to post this on Twitter)

Complex Event? Anatomy of a Facilitator's Notebook

2011-03-01T12:28:00.007+01:00

I recently facilitated an enormously complex 2-day event, with over 100 people (numbers shifted hourly), multiple process owners, and a continuously evolving agenda. The more exciting things got, the more interventions were sought (e.g. seat on a panel, announcement, chair role, changing speakers, changing titles, etc.) The nature of the event meant that each request needed to be accommodated if possible without jeopardizing the overall coherence.

AND this was an incredibly important international environmental governance event, and I needed to be able to turn down the volume on the pulsating process enough so that I could listen, and be most effective in helping guide the discussions.

I knew it would be like this, this was a preparatory event for a much larger week-long political conference (600+ participants), with high stakes and even more moving parts. So in going into this exhilarating environment as the main process holder, I needed to make sure that I had a hand on everything possible and could find it quickly. Being awake, well rested, and centred in my appreciative frame, was necessary but not sufficient. I had a stack of paper, emails, and last minutes instructions and changes that made up the body of input materials.

What I am about to write might seem totally basic, and still I wanted to record this, as often I go into events with my pink labelled GTD manila folder with papers loose inside. Once at the event, I just use my Facilitator's Agenda and my loose process notes, prepared session-by-session. I write them on a rectangular coloured Facilitation card, one per session. I use it to prepare notes for three fields: Preparation, Materials, and Script.

This time there was just too much stuff and it was still coming in fast and furious. It took me about 3 hours - I put together a Facilitator's Notebook for myself to help me avoid shuffling through papers or worse, forgetting something critical while standing in front of a hundred people.

Facilitator's Notebook

Hardware:
Two ring notebook
12 Dividers

Additional Materials:
Hole punch (which I took with me so I could add things on the spot)
Label machine (mine is a Brother P-touch 65)
Day-glow post-its
Facilitators rectangular cards (different colours)

Steps:
1. I labelled the folder and then all the tabs, so they would be easy to read and look good to me and others (thanks to David Allen for my addiction to labelling things);
2. For tabs I used the following fields:

Agenda: This was first as it was my main guide. This included my Facilitation agenda, and also the Participants agenda so I could see how things were framed for participants (and how much info they had on each session) I also made for myself a one page snapshot agenda - which was essentially a matrix overview of the 2 days with the timing, and session titles, so I could see the overall logic and flow and communicate that to participants (hard to do from a 13-page Facilitators Agenda). I also included it in a blank page for notes, to include any last minute changes to the agenda.
Session-by-Session tabs: I had one called "Open", then Sessions 1-5, then "Close". Behind each of these I extracted that appropriate section of the Facilitators Agenda and reprinted it, so I could see the coherence of that particular session to introduce it. After that I had the bios of the speakers (if there were any, and there almost always were from 1 to 7!) After that I included the background papers that were being used and referred to in that session. I printed them 2 pages per sheet recto-verso so they wouldn't take up so much space. I used this on the plane to prepare myself, so the papers were marked up with my own notes and highlighted with essential points pulled out again for briefing purposes. I also included copies of any templates or job aids that we would be using in that session.
Participants: Here I had the composition of the participants groups in numbers, as well as the Participants List.
Notes: Under this section I had 5 pages of blank lined paper and I used it to take process notes under headings like: "For next time" and "overall", as I needed to write a short report afterwards with suggestions on what worked and what could be different. I didn't want to have to sift through everything to find those, and there were plenty of free moments during the event when I could jot down ideas here.
Logistics: This section had filed all the logistics information I had been given, everything from my own flight and hotel details, participants logistics information note, to the layout of the room. Again more was added to this section once I arrived.
TOR: In this section I included my own TOR and a copy of the contract, for reference.

3. On site, I used the rectangular Facilitators cards to write my script for each session. I actually used different colours for each session so I could grab them and not mix them up as there were so many of them. I also had a blank one of that colour to keep in my hand to write notes, such as the speakers list and announcements etc. I used the hole punch to put them in the right section before using them, and then put them back in the book when I was done so they were not flying around in my bag.

Finally, the post-it notes came in handy for last minute notes and reminders, which I could stick anywhere and make sure they stuck out of the edges of the book so I could find them again quickly.

The whole idea was to minimise the "noise" of extraneous paper, notes etc. by organizing it in a logical way so that I can listen and help the group most effectively. It also helps me to have a system that can grow organically (thus the hole punch in my bag), and helps me not lose important information and changes (e.g. writing them on a slip of paper and forgetting it in my pocket). I simply had the book open on my designated desk and could walk back and get anything I needed or add things as they came up.

So simple, and perhaps you do something this already and have some learning to share? I have been making these Facilitator's Notebooks too for some time, I dissect them (sorry, perhaps pushing this metaphor a bit too far there) after the event which is what I was doing just now, when I thought I would pause and look again at the anatomy of my notebook...

Learning with the Business Model Generation’s Canvas

2011-02-28T09:55:00.001+01:00

Synchronicity. That is the best word I can come up with to describe my first introductions to ‘Business Model Generation: A Handbook for Visionairies, Game Changers, and Challengers’ - simultaneously via my neighbours the Ortelli’s who know lead author Alexander Osterwalder and rightly thought it was a book I would love, and via my Hub Geneva collaborations with Patrick Keenan of The Movement who’s partner Alan Smith led the handbook’s design. Thank you all!

It aims to help people understand and methodically address the challenge of business model innovation. It addresses the questions:
- How can we systematically invent, design and implement powerful new business models?
- How can we question, challenge and transform old, outmoded ones?
- How can we turn visionary ideas into game-changing business models that challenge the establishment - or rejuvenate it if we ourselves are the incumbents?

Not the typical strategy or management book, it is designed to convey the essentials of what you need to know to work with business models quickly, simply and in a visual format. Examples are presented pictorially and the content is complemented with tools, exercises and workshop scenarios you can use immediately.

Having incorporated the core tool - the Business Model Canvas - in a couple of workshops, there is plenty of learning to share. So here I write up some of my own process notes to help anyone else interested in using the Canvas in a workshop setting when time is limited. It is a very participatory, learner-centred, peer-learning approach.

Using the Business Model Canvas in Workshops

1) Set Up: Mount a very large Business Model Canvas (approx. 6 flipchart sheets) on a wall. Mark on this the block names: Customer Segments; Value Propositions; Channels; Customer Relationships; Revenue Streams; Key Resources; Key Activities; Key Partnerships; and Cost Structure. (See sample in photo above.)

(If you are dealing with ‘Beyond Profit’ business models, you may like to add also Social and Environmental Costs; and Social and Environmental Benefits as described on pp265.)

2) Understanding the Canvas Blocks: Having prepared ahead of time an A4 sheet for each block - on which is written one question that best guides people in determining what content goes in each of the canvas blocks - ask participants to randomly pick a sheet (e.g. place them face down and ask them to select.) Depending on group size people may get more than one or may share one between a few people. Ask the group to read silently the questions on their sheets and consider which block the question relates to. Once they have a good idea, ask them one at a time to read out their question and suggest where it belongs. The rest of the group then says whether they agree or think it belongs somewhere else, and - once there is consensus - stick it on the wall-mounted canvas.

For example, for the block ‘Customer Segments’ the question on the corresponding A4 sheet may be along the lines of: “To whom do we offer products and services in response to their problems / needs?” Continue until the group is satisfied that all the questions are in the right blocks.

Already the group is actively engaged in establishing understanding of the different Business Model Canvas blocks, and participants are helping one another learn about it along the way - rather than listening to an ‘expert’ present it to them.

3) Detailing the Features for Each Block: The next steps also require some advance preparation. This time it is post-it notes (or ‘stickies’); lots of them! For each block, write up a handful of examples or prompts, drawing from the material in the handbook if desired. For example, if we take Customer Segments again, we know from the previous step that we are looking for clients to whom we are offering products and services in response to their problems / needs. In this step, the post-it notes might include: mass, niche, segmented, diversified, multi-sided, and so forth - with a brief explanation of each. Take the group of related post-it notes, and stick them to an A4 sheet labelled with the block title. So for each block on the Business Model Canvas you an a sheet of prompts.

Repeat the process for step 2, asking people to choose a sheet and then determine - as a group - where the post-it notes belong. Note that these prompts are not necessarily the answer to the question “To whom are we offering products and services..?”. Rather they just provide a means to better describe the business model, so we can say, for example - “we offer our services to X, a niche market...”

4) Designing Your Business Model: Once the the group has constructed this canvas, complete with questions and prompts, it’s time to dive into working through an example. I like to divide the group into small teams and have all these teams work on describing a "business" that is known to everyone - such as their own! Then when they present back, consider where there is agreement and where some divergence is present. A great launch pad for the next step - considering what the business model could be!

I hope this helpful. Perhaps one last thing - the ISBN: 978-2-8399-0580-0. Happy Modeling!

Make your business cards “Moo”

2011-02-23T16:48:00.005+01:00

As learning practitioners, we are always looking for new ways of engaging people and helping people learn. When it comes to helping people learn about what we do, we have a handful of cards up our sleeve. Moo cards. We love them - and we think that you will too.

Moo cards = business cards with a difference. Ours are mini; only half the width of a normal card. We have 50 different designs in full colour on both sides. We created them ourselves on the Moo site. And they are printed on paper that is sustainably sourced, as well as acid and lignin free.

Each of the 50 designs features one of our photos. Each highlights a diverse aspect of our work - so if someone is beckoned by our blog they can have a business card with our blog on it; if they are seeking systems thinking and crazy about causal loop diagrams - hey presto, a card to match; or maybe they want to get their fingers on some of our favourite books... a card featuring our bookshelf!

Of course, we also enjoy saying “here, take a look and take your pick”. They get a photographic tour of what we are all about. We see some great conversations sparked and engage in great two-way learning. And of course, they get a great card they chose (and chatted about) which means they are much more likely to remember us and keep in touch.

Go a step further and we can design our business cards into our learning and facilitation processes. For example, if we want to divide a group into teams for group work, we could hand out a selection of our business cards (ensuring that there is the appropriate number of duplicated or themed cards) and use them as the means by which the group organizes itself into teams. They pay attention to our card - which has a valid purpose in the process - and they get to keep it afterwards, which means less work networking after!

These are just some reasons why we love our Moo cards. Visit the Moo site and subscribe to their creative newsletter for stacks of ideas helping you to help others learn about you.

What to Do With the Stack of "Reading"? Creating A Personal Knowledge Management System

2011-02-13T18:20:00.004+01:00

Confronting Your Reading Pile

I have been writing about my spring office cleaning exercise, and that has included much frustration about what to do with an enormous stack of great articles in a "Reading" pile. Do you have one of those?

I pawed through it; it is really excellent stuff, titles from David Stroh's "Leveraging Change: The Power of Systems Thinking in Action" to "5 Insightful TED Talks on Social Media" from the Mashable blog- all great information that I want, but I just don't want it right now (and especially don't want it taking up prime real estate in my tiny office).

Information is a Flow

Of course when I do need it, realistically, the last thing I will do is paw through that stack to find the most appropriate articles. Even putting them in topical files (like in the old days) seems like dooming them to the dark corners of my filing cabinet - and so many of them would have multiple filing locations, so I would have to go through many files anyways. Enough to put me off of that.

There is a limit, and a kind of perverse unintended consequence in this type of system in that the larger the pile grows the more good information that is there, true, but the more time it would take to go through it and therefore lessening the likelihood that I will spend the time to "query" the pile for information. Plus, let's be super realistic, in the face of that I would probably just Google anyways. Information is now a flow and not a stock.

The Search Revolution

However, Google has its limits too. Some work has been done to filter out good stuff, say, from the 8.7 million results that you get when you put "informal learning" into Google. We are now using our Friends as filters, whether real friends or the mavens in the topics we care about. To use this new Search system cleverly we just need to know who knows what and who is doing what. So I follow the leaders, and they throw up good tidbits of information that are useful and interesting, but again too much and often not what I need at the moment when I find it.

So I do need some type of personal knowledge management system that I can query, that is between "I'm Feeling Lucky" of Google, and my former OCD response of printing and carefully "filing" by placing on top of the stack of reading under the table in my office.

Personal Knowledge Management System - Building for Scale

Please do not do the math (as in how long would it have taken me to just read that stack), I just spent some hours (still in the single digits) putting every single still-interesting article in my stack into Evernote (as in "Remember Everything").

I will admit that this whole process of converting paper to online links took me longer than needed as I first linked the sources through my Delicious account (thinking it would be great to share this good work with others - still a good attitude I think). Only to be informed by my husband, a tech news devotee and generally up on all this stuff, that the talk on the street is that Yahoo (owner) will soon close Delicious. So, I went to Evernote. After I got the hang of it, it was pretty easy to just open the Delicious links in new tabs and copy the content of the article with the URL into Evernote, adding a tag called "Articles". Although it took time, the system now is built to scale -as in, it can get as big as needed and is still as useful as it would be if it was a small resource - unlike that pile of papers, which can only get as big as the table top, or the ceiling if I wanted to live like that. It's useful because it is searchable by content, not just tags (like Delicious) or titles (like in a paper file I would skim).

Filtered Resources On Demand

It is also more useful as the content of the articles will be stored locally in Evernote on my devices (laptop, iPad) as well as on the cloud, so I can read them on the plane (yes, I could also read paper, but I would have to carry that around, and still have to do something with it afterwards to be able to refer to it later - choke up my GTD files, or back to fire hazard under table).

Now I can recycle those papers, and still query them electronically by any word I want through my Evernote interface. And I can add more as interesting things come in from the people who know. This is just one part of a greater Personal Knowledge Management system, as there are lots of other go-to places for knowledge. However, I am feeling good now about managing those articles and other resources that really stand out. And I rest easier knowing that this was an initial set up investment of time, and that upkeep will be faster.

Did you hear that? That was the sound of an enormous pile of reading hitting the recycling bin!

The Connected Facilitator: What's in the Online Toolbox?

2011-02-12T18:52:00.005+01:00

Full disclosure: I ran a workshop at the International Association of Facilitators Europe Conference a little while ago on Facilitation and Web-based Tools. It went well, and the participating facilitators were enthusiastic users and happy to share. We did a quick mass collection of what and how people were using different tools - I diligently took down the flipcharts and promised to send out the results.

Well, in an office clean today I found those flipcharts, buried in a stack of papers. Hmmm, to keep my promise, I thought I would share the results. If any of you who attended read this post - I will apologize profusely and sincerely hope that "Better Late Than Never" is actually true. A sheep seemed to be the best picture I could use for this blog post.

So here they are, a list of tools that this group of facilitators reported using (I have checked, added some notes, and updated them where necessary). Some of these are obvious and some a little less so, in any case it is an interesting snapshot of what web-based tools are in a facilitator's online toolkit:

YouTube

Creating and posting video clips to be played in face-to-face events or a WebEx event when participants/speakers cannot attend live, or to save costs or carbon, or just for additional time-restricted content (e.g. you need an on target 5 min clip and not a speaker who will go over by 10 min);
Using video clips as an information and learning source for facilitation ("Facilitation" has 2,970 YouTube video clips available today);
Uploading videos of you in action for promotion of your facilitation work (and to answer the "What is Faciliation?" question as you would answer it);
Uploading videos of your work for funders as a part of evaluation or reporting process;
Uploading video for participants of projects and events in addition to or replacement of a written document (as in a final "video report").

Blogs (e.g. Wordpress or Blogger)

Sharing written blog updates relating to facilitation work and linking them to your company or institutional website as information about your work;
Blogging for knowledge sharing on facilitation;
Setting up a new blog to support a particular training or facilitated event (I also like http://www.posterous.com/ for this, as it is very easy to use it in sessions to share group work and keep real time track of products created, mainly because posting is done by email);
Creating an internal blog for a group of facilitators- for in-team learning, requests for help and challenging management decisions (sic);
As a place to connect to and share web-based facilitation resources (e.g. you could set up a blog to aggregate other blogs and online resources on facilitation, or you could simply connect up to relevant blogs through a dashboard, a reader, or using something like Delicious (one of a number of social bookmarking sites - Note: Delicious is owned by Yahoo and might be closing, so do some research if you want a good social bookmarking site - I personally just switched my Delicious links to Evernote).

Ning

Setting up one to support specific training or facilitated events, for posting updates for a distributed community during an event, and community development more generally before and after a facilitated event;
A place to facilitate or join topical discussions related to any theme (there are 65 nings that are tagged with Facilitation);
As a support platform for building new organizations or networks (Note: This used to be free, and is now a pay platform).

Wikis

Creating an internal wiki in an organization to collect and record learning (such as pbworks);
Using other wikis as an information source and for sharing on things like games - such as the gaming wiki WoWWiki to understand everything from "chat" to "bloodcurse" about how the game works (you might wonder about using World of Warcraft for learning - try a 30-day trial and see what you think - I enjoyed exploring it for examples of negotiation, teamwork, collaboration etc.) (Anyways, another facilitator put this down as being useful for him, so you don't have to take my word for it :-)

LinkedIn

Useful for promotion and business for facilitators (I have now had a number of requests come through LinkedIn and not email initially);
Helping to manage professional links - especially people who work with many different teams and organizations;
There are many functions for networking (e.g. slideshare, events, etc.);
As a place to tap into ongoing discussions through LinkedIn Groups - today in the Groups Directory there are 219 Groups that deal somehow with Facilitation and 8,280 with Learning.

Twitter and Twitter-like tools

Can be used to generate energy around a project (keep people posted, update on activities, achievements, learning etc.);
A place to talk facilitation business with other facilitators ("Follow" other Facilitators - and see who they are following to find others);
To identify communities through hashtags (such as #Facilitation, #AppreciativeInquiry and #Learning and anything else you care to find);
Useful as a way to gather customer appreciation (what are people tweeting about your facilitation work?)
Using Yammer (a private Twitter-like tool) internally in an organization to keep track of people and their work, ideas, etc.;
Using Backnoise in events for more audience participation.

Facebook

Maintaining "social" work contacts;
Using the Events (+CreateAnEvent) function for announcements and promotion of your facilitation work;
Starting a business page for your facilitation work (to inter alia "Invite your friends", "Tell your fans", "Post status updates" etc.)

Second Life (This dates us a little)

Useful for dialogue and storytelling practice;
Keeping in touch with the virtual world technologies;
Useful as an alternative to conference calls, to make them more interactive.

Others

http://www.doodle.com/ for meeting time planning and invitations (MeetingWizard is another);
Basecamp for project management and as a collaborative tool for teams of facilitators or facilitators and their partners;
Personal Brain (http://www.thebrain.com/) - Useful to develop self-managed learning applications or even as support for group mind mapping, brainstorming, and more;
WebEx and DimDim- video conferencing for facilitation and training;
Campaign monitor - for email marketing campaigns;
Zoomerang and Surveymonkey - free places to create and run surveys and questionnaires - useful for both demand articulation/needs assessment as well as post-workshop evaluation/feedback.
To this list I would add Evernote to keep track of the photos of flipcharts that I take, and I attach any other job aids I produce, I also have an image of all the visual facilitation icones that are standards that I might want to include on a flipchart, this is in addition to all my online links which have become a valuable on-demand resource for me (as mentioned above)

I think this list is interesting as a snapshot of what and how Facilitators are using web-based tools in their facilitation work, as well as a way to acknowledge that we all are using new media today in so many different ways. (Please feel free to add to the above!) I'll bet you are using something in each category above - before you read through this list did you realise how many online instruments were on your facilitator's dashboard?

Oh, and next time I hold a workshop at an IAF conference, I won't wait so long to report back (she said sheepishly).

Good Learning Design Discussions: Where to Start?

2011-02-09T09:57:00.006+01:00

Sometimes as a learning practitioner you are working with a third party process holder, and not (at least not in the most initial stages) with the learners themselves.

For example, you might be designing a lessons learned workshop to collect experience that informs planning for a large conference, you might be designing a capacity development programme for farmers around rainwater harvesting, you might be helping high-level decision-makers develop better policy frameworks for climate change adaptation, you might be helping a whole staff strengthen their facilitation skills, etc.

How do you structure a discussion that gets you the design of a learning programme, process or event? Where do you start?

Of course, there are plenty of ways to go about this. Here are a set of questions that I often use to inform an initial design that I might offer, providing the basis on which the design conversation continues:

Question: What change do you want to see after your programme/process/event?

This is a great question as it gets to the purpose of the event, it helps the process holder be clear about the outcome they want, and lets you, the designer, gently probe some of their assumptions about what and how things change in their context. It also signals that learning, in this case, is not an end in itself. A next question might be:

Question: Who needs to make these changes so that the practice or context changes in the desired direction?

This question explores the learner group - to see if it includes all the people that are needed to make the change. It might also open up some discussion of segmentation, perhaps the programme needs to have different components for different groups - for practice, policy, support etc. If you want to probe the audience question a little further in terms of readiness, and to get some good material for the rationale for the learning initiative, you could ask:

Question: If I would ask some members of this group if they needed or wanted to make this change, what would they say? (and why?)

Further questioning might give you some information on what this group needs to learn, according to the process holder (this can be tested through some useful demand articulation with the learner group later - but not too late!) The following question also expands the notion that learning is just about information (knowledge acquisition), towards the behaviour change aspect (e.g. practicing using knowledge and know-how):

Question: What kind of information, tools, practice does this group need in order to make this change?

You could explore learning preferences and good practice further by asking for some stories of successful past behaviour change and learning:

Question: When this group has changed its behaviour in the past and learned something new, how did that work? What conditions were present? How long did it take? What helped make it stick?

You could find out what kind of methodologies for learning are preferred- no doubt they will be mixed and individualised - but there might be some interesting patterns in the answer to this question:

Question: How do group members like to learn, and in what format do they like to engage in learning?

Through the above question you can explore how the group might react to innovation or new methodologies and techniques. This might also give you some idea about how "safe" the environment is for learning.

These are just a few starters of the many questions that can help guide an initial learning design discussion - what other questions might you add? Where would you start?

So You've Been Asked to Give an Ignite or Pecha Kucha? Scott Berkun on "Why and How to Give an Ignite Talk"

2011-02-07T13:47:00.006+01:00

As we frequently use Pecha Kucha's and other presentation techniques, I thought I would share this great video of Scott Berkun giving an Ignite (5 min presentation - 20 slides autotimed at 15 seconds each), on the topic "How to Give an Ignite". His lessons are terrific and his engaging modelling of the technique itself in giving the tips just makes it even better.

I found this video through Anecdote's blog which featured a post today (or yesterday or tomorrow - I am never sure which since they are based in Australia) titled Scott Berkun encourages storytelling. Have a look at this interesting musing on the storytelling aspects of Scott's presentation.

We have written a few blog posts with tips from our own learning too: Taking the Long Elevator: 13 Tips for Good Pecha Kuchas and The End of Boring: Borrowing, Adapting, Mashing for Facilitators. The video is highly recommended for anyone giving a Pecha Kucha or Ignite presentation, and the basic messages are transferable to anyone looking for punch in broader speaking and presentation contexts.

In the Absence of Metaphor: Games and New Groups

2011-02-07T09:19:00.001+01:00

As Facilitators and Trainers working with new groups and organizations, we occasionally get strong reactions to descriptors like "interactive", "games-based", "experiential" when explaining our work. When you dig a bit deeper into those responses, you hear stories of team-building sessions gone awry, icebreakers that were too "silly", or activity choices that were "pointless", in someone's estimation.

The gap in meaning, I might guess, is due to the absence of metaphor.

Metaphor is the concept of understanding one thing in terms of another - or constructing an analogy between two things, ideas or actions.

Picking the right team building game for example, is not just a question of what the facilitator likes or feels competent delivering; it is selecting a game that provides a platform to explore some of the key issues that the team has, and creating a metaphor in a game that lets team members identify them, work through them, test options, discuss them based on the behaviour in the game, and then draw lessons or ideas that can be useful in their daily work.

Even a quick activity, like an icebreaker or introductions, can be linked to a useful metaphor too. For example, I recently used Thiagi's Hello game to both have people collect information about their experience, expectations, etc., which was good insight in itself, and then in the debriefing asked the group to think about how the exercise might be a metaphor for their work. This game features a number of small groups concurrently collecting information from the whole group in very short segments for planning, collecting, analysing, and reporting of around 3 minutes each! This particular group had some issues that team members wanted to explore about dealing with time pressure, with cooperation and information sharing, and this game was perfect for both introductions and to begin to lightly focus and reflect on these things, even in the first 15 minutes of the day.

Think about where you can find or create metaphor in facilitation and training work. Any extra design element, no matter how small, that makes the link between the activity or game and the work that people are doing (or hoping to do better) can deepen the connection and the learning. And of course, it is important to bring attention to the metaphor, through debriefing, questioning, noticing. Your role as a facilitator is to help people see and make those connections. When done with skill, this helps makes both the meaning of the activity as well as your choice in introducing it much more obvious to participants. Finally, it optimises the time and refreshingly gives people permission to play again ("serious play" of course).

Some groups might need some extra work to help regain credibility for experiential learning. By strengthening the metaphor and meaning of games and activities, you are both investing in a group's future success learning together through interactive techniques, and also hopefully softening resistance, making your life easier on the day and afterwards.

Bringing Behaviour into 360-degree Performance Conversations

2011-02-03T20:16:00.005+01:00

As learning practitioners, we are always interested in reflecting and learning for improved performance. Here's a little summary of some recent research in performance development trends.

Approaches to performance development in organizations are shifting significantly. A clear trend is emerging, moving from ‘evaluation’ or ‘assessment’ - which has historically focused greatly on the achievement (or not) of quantifiable goals and contribution to the organizations strategic objectives - towards performance ‘conversations’ - which explore also the behaviours that account for specific business outcomes: the ‘how’ in achieving and contributing. Exploring this ‘how’ requires paying greater attention to professional ethics and inter-professional relationships. Hand-in-hand with this behavioural element of performance conversations is the trend towards a more ‘positive psychology’ - and a more ‘appreciative inquiry' - cognizant that performance conversations have great potential to incentivize and result in improved performance when designed and managed with a future-orientation, implying future success when positive traits are cultivated, key strengths encouraged and individuals’ motivational needs addressed.

Well aligned with these trends is the emerging and growing use of 360 degree performance conversations which are proving a powerful performance development approach. As conversations related to behaviours are subjective and difficult to quantify, these benefit from a 360 degree approach allowing much greater differentiation than any ‘assessment’ by one person alone. The 360 degree approach allows each member of the team to understand how his/her effectiveness is viewed by a wider variety of others (colleagues and potentially also customers) based on the behaviours they may variously see, generating a more accurate, balanced conversation. In the process, team members become more accountable to each other - an accountability intrinsic to the success of teams with interconnected, interdependent members - as they share the knowledge that they provide input and have the opportunity for positive influence on each member’s performance. Another great advantage to the 360 degree approach is encouraged communication, exchange of information and learning.

If you'd like to read more, try the following:

1. “360 Degree Feedback: The Good, the Bad, and the Ugly” by Susan M.
Heathfield, 2010.

2. “Positive Words for Key Strength Performance Reviews” by Erick
Kristian, 25 July 2010.

3. “Can a positive approach to performance evaluation help accomplish
your goals?” by Karen S. Cravens, Elizabeth Goad Oliver, Jeanine S.
Stewart, in Harvard Business Review, 15 May 2010.

4. “Embedding sustainability/ethics into performance reviews” by
Miriam and Marc, Harvard Business Review blog, May 24, 2010

5. “360 Degree Feedback” by Alan Chapman, http://www.businessballs.com/ , 2009.

6. “Performance Conversation Tips: Effective Performance Coaching” by
Joni Rose, 30 April 2006.

7. “Motivating Positive Performance; Understanding Motivational Needs”
by Joni Rose, 15 April 2006.

8. “Appreciate Performance Communication Process - a Manual” by Unity,
2006, in the Appreciative Inquiry Commons.

Thought for the Day: On Balance and Learning

2011-02-01T23:53:00.000+01:00

Two things I heard today just converged for me. The first one was a report from a meeting where a senior government official, considering a learning proposal, exclaimed:

"More results, less process!"

The other is a quote sent to me by a wise colleague from the Balaton Group, a cherished network, which is simply attributed as being a Japanese Proverb:

"Vision without action is just a dream, but action without vision is a nightmare."

As learning practitioners, I guess our challenge is to find this delicate balance.

Half! A Simple Way to Make Life Better

2011-01-13T22:35:00.001+01:00

My good friend Alan AtKisson, sustainability author, speaker and ideas engineer extraordinaire has written with his partner Kristina AtKisson this lovely little book called Half! A Simple Way to Make Life Better. You can "watch" the book on YouTube as Alan reads through it with you. It's hand-drawn immediacy and the easy pacing make it light and yet thoughtful as you imagine all the ways you can half-size your life and double your benefits.

The website associated can be found at: http://www.choosehalf.net/ .

"Conference Organizers Providing Everything" ? Packing List for Team Facilitation: Just in Case...

2011-01-12T10:44:00.003+01:00

Next week, I'm coordinating a Facilitation team working at a 2-day conference of some 400 people. We are 5 Facilitators working for the event, sometimes together in a large plenary hall, and at times in parallel in breakout rooms spread over the vast conference venue.

The organizers will provide all the materials we need for the conference work planned, and in my experience there are still some things that you want to have for yourself, in your back pocket, just in case...

This is the message I sent out today to the team, coming in from Switzerland, the UK and the USA, about this:

Dear all,

I'm packing for the Conference today and am bringing the following for myself (the organizers will be providing overall conference materials for participants), you might want also to consider this:

Markers (small set for myself in different colours – that work - including extra thick for making templates);
Pack of office materials: scissors, tape, white out (for covering up mistakes on charts), stapler, paper clips (for loose things people give you - when you need them, you really need them);
Pack of facilitation materials: ball, deck of cards, bell, set of sticky dots – you probably have favorite materials you might draw on in case of a last minute/impromptu exercises, prioritisation, group dividing, calling time etc. and to liven things up/personalize activities to your style;
Water bottle (in case we work through breaks);
Business cards (who knows?)
(Also don’t forget your chargers – phone etc, and converters for UK/USA/Swiss gadgets. I am bringing my IPAD and Iphone – we will share numbers/skype contacts in another message for those who have phones that will work there (e.g. for texting or skype chat).

You of course we welcome to borrow any of my materials (if you can find me!) This is a big venue and we will be working individually for some sessions. I have asked the organizers already if we have wifi in the venue and will let you know. If you can think of anything else to add to this list, please share it with the rest of us!

I am sure there will be a big box of materials waiting for us when we arrive. And it is still comforting to know that the basics will be in your own bag in case you need them (or need to share them), or if a few of you need to work in parallel with the one pair of scissors in the box provided. Plus, you never know until you get there what will actually be in that box that the organizers are providing...

More Efficiencies For Techie Facilitators and Trainers: Evernote and Irisnotes

2011-01-03T01:19:00.002+01:00

When I am preparing a workshop, in the day(s) before, I go carefully through the Facilitator's Agenda (which has more process detail than the Participant's Agenda) and make detailed notes for myself. For each numbered session (without session numbers the workshop blocks are impossible to keep track of), I write down: 1) what needs to be done for preparation; 2) what materials I need, and 3) an outline of my "script" - what I am saying to the participants to brief, run and debrief each session.

(A "session" for me, is a thematic block, normally an hour or two in length - the time it takes to introduce something, work through it, and come up with an intended output.)

I normally go one step further with this session preparation, and prepare any Job Aids, handouts, or design the flipcharts that I need to make on site to use in each session (for briefing, debriefing, a group work template, whatever.)

I do this because I need to have thought through as much as possible BEFORE I get into the workshop room, because once I am there anything can happen.

When I'm preparing my flipcharts or whatever needs to be done on the spot in the precious moments just prior to the workshop's start each day, I really cannot be thinking deeply about what I am doing (as strange as that sounds). I can't be designing things, wordsmithing, or wondering about the best way to phrase a group work question, as I can be interrupted at any moment, repeatedly, by practically anyone for practically anything - calls for directions to the venue, catering staff with questions, lost luggage, changing name tags, taking feedback, new ideas and opinions, greetings and more greetings - and you want to be available for all of these very important pre-meeting tasks.

Of course, I could write up my flipcharts in my home office before I go, I do have my own dangerous flipchart (see: Reframing Falling Flipcharts - hmm, there seems to be a recurring theme here.) But then you might have a last minute change, they might get mangled, you might forget them at home or on the bus. So I usually write up the flipcharts as a draft on cards and then recreate them on site using those as a guide.

This is all well and good, but what happens to those cards? If I keep them, they sit in my files, they get misplaced or out of sequence; rarely do I go digging into my files to find and reuse them. What if I could draw each flipchart model once quickly by hand, use it as a model to prepare the real thing in the room, and at the same time keep it electronically? Wouldn't that save me time and from recreating the wheel?

I do now take photos with my iPhone of all my "best" or most useful flipcharts after the workshop and save them in Evernote where I can search for and find them again. I have been doing this for about a year now, and have some 500+ notes which are entirely workshop templates, flipcharts, activities, game descriptions, systems diagrams, good results of group work etc. Why I like Evernote is that its text recognition feature lets me go into my Evernote database and search for a word that is embedded in an image (rather than for a tag or a title). I take so many photos after a workshop that I don't always have time to tag them, and the tags are rather generic anyways, so I can simply search for a word written in the photo of the flipchart and find the image.

I am interested in the possibility now, with my new Irisnotes (a digital pen) (thanks to my friend Lorenzo for this Christmas gift and tutorial!), to actually write up my flipchart "draft" in advance and keep it electronically for use again. I drew the above image with my Irisnotes pen on an A4 paper in 1 minute and when I connected to my PC simply saved it as a jpeg and then uploaded it to this blog, and also saved it on my PC.

This can also be helpful for collaboration. With Irisnotes I can also send the flipchart picture I have just hand drawn as an email. For example, if I was working with Lizzie as my co-facilitator, I could send her all the flipchart drafts in advance for her comments before we get to our venue,without having to type them all up and nicely format them (not one of my strengths). We could even co-develop them in real time through a process that I used today for another discussion.

This was for a client telephone call focused on agenda development for an upcoming facilitated event. For this call I used Irisnotes while connected to my PC (by a small USB cable), which meant I could see my writing on the screen as I wrote my notes. As I was on a Skype call, I shared my screen (cool new Skype feature), as we discussed a draft agenda and a set of group exercises (make sure you don't have other files open or Hello Kitty "wallpaper" that you don't want shared as well).

While we were talking, I drew examples of the group work matrices that I was proposing for the meeting in real time. I also captured the steps that we would take as we worked through the flipchart template I was proposing. Because he could see me drawing as I spoke, he could easily follow the logic, question it, help me improve it so the final drawing was more or less agreed. At the end of the conversation I immediately emailed him the file. And with Irisnotes, I could either send the file in my handwriting or convert it to text (accurate, if you write in straight lines, but still expect some minutes of work tidying things up. Lined paper to start with would help this.) Because I was drawing matrices I just sent him the file in handwriting as an aide memoire of our discussion, which I then typed up into a more formal proposal later.

Stick all that into Evernote, so I could find the above notes by searching for "Introductions" or "Group work templates" for example, and the next time I wanted an example or exercise for a workshop, I could find my flipcharts already "made". With the help of some handy technology, I can make my preparation time more efficient, and be prepared for even more of anything.

Creating Temporary Learnscapes: Can Visual Interest Help Us Learn?

2010-12-31T19:14:00.003+01:00

I think all of us would instinctively answer this question with a "Yes", but how often do we actually take steps to create an interesting visual "learnscape" around us, particularly in our temporary learning venues.

At least 99% of the time, the spaces that we use for our workshops, whether for strategic planning, team development, training or other, are square rooms with white or beige walls. All the chairs are the same. The tables might be rectangular, square or round, and probably all the same. The windows are uniform, the walls are blank. The latter is often a good thing, particularly if you want to hang up flipcharts and the products of your work. At the end of the workshop the walls may be covered and the "journey" of the workshop evident for all to see.

But what about the first morning, when people first walk in? What do they see and how does it set them up for the exciting, creative and productive experience that you will help them co-create with your terrific interactive agenda and fast paced repartee?

It is interesting to notice when workshop or conference organizers do take the external environment and the challenge to create visual interest into consideration. I think that conference organizers perhaps try a little harder as they assume that the participant experience is more passive, so they add a plant or a sofa. Actually, TED Conferences are really brilliant at this, the stages that you see in the videos, or as a participant from the floor are intricate, rich and interesting. Watch a minute of this Tim Jackson TED video for an example of the eclectic mix of background articles they use. Or take a look at the photo I took of a panel discussion at the TEDGlobal Conference I attended last summer. The TEDXChange Geneva event that Lizzie organized also featured a whole task list on procuring props for the stage, shipped in from Zurich, to make the background for the speakers and the conversations look interesting, including a vintage coke machine, a wagon wheel and more (see photo here), which all tied in some way with the talks being given.

When you can't truck in props, you can still create visual interest in other ways. The recent Membership Meeting of a standard setting textile product group that I facilitated featured a sample from their first harvest on each table - there to admire, feel and connect people with their process. In the room as people entered were also maps of their strategic regions, with photos of the value chain stakeholders, and posters created to show the value chain. We used these for one of the first exercises, and put them up before we started for the visuals and to get people in the theme of the meeting from the onset.

It you want to leave the walls free, what about the ceiling? I was mesmerised by the big room at the Hub in Brussels, where we had a recent LEAD Europe (Leadership for Environment and Development) training course gathering, where a local artist had hung a cardboard sculpture. How visually stimulating it would be to have a workshop in that space! I remember during past IUCN Commission on Education and Communication workshops, there would be bouquets of fresh flowers, and bowl of bright fruit and chocolate on all the tables. I remember a facilitator from Disney telling me that at some of their planning workshops, each participant would have their own placemat and setting with drawing paper, coloured markers, playdough, lego or other small items to "play with" while the meeting was going on. What can you bring in that will be different and interesting to look at/interact with during your learning exercise?

Creating stimulating visual environments for learning, even in our temporary workshops spaces, can enhance creativity and spark ideas and engagement. It can signal that something different is coming, something that will connect people will both their left and right brains. You can do this by moving people around, by using different rooms, by going inside and outside, and also by looking differently at your main workshop room and setting and thinking more about how you can make it visually stimulating. Even you are a canvas - people will look at you, the facilitator, trainer or organizer for HOURS, what colours are you wearing???

Mirror Mirror: End of Year Reflection Perfect Opportunity for Individual (or Better Yet Peer) Learning

2010-12-29T13:36:00.000+01:00

It's the end of another year, and whether a leg cast, or just office closings give you some extra time to think, it is undeniably a great opportunity to go back over your year and see what worked in 2010, and what you would like to do more of, or differently, in 2011. When are you having that conversation with yourself?

The last 2 years have seen major changes for many knowledge workers in terms of work mode and even flow in some cases. Knock-on effects from financial contractions in most organizations have brought changes in staff composition, mandates, activity budgets, work modalities (from decentralisation of team members to outsourcing workstreams entirely), and more. With all of this movement and activity, now in its second year, how is it going? And what are we learning?

I can explore that question for myself, as I sit in my office with my coffee. I have also been interested in a different, more collective, approach that some other professionals are taking to answer that question for themselves.

I recently received an email invitation from another working facilitator/trainer in my area asking me to have a coffee and discussion with her around some informal research she is doing to better understand organizational motivations in this new financial climate. She sent me a nice, short email giving me some information about her work, what she was learning about her offer (which has some similarities to mine) and her hypothesis about what is changing in organizations around learning and training (and what that means for her offer). She set up an interesting debate!

She asked if I would be happy to explore this with her, and then told me why she wanted to speak to me about that (she knew or renewed her understanding of my background and personalised her request.) Finally she said she would write up her findings from this series of interviews and share it with everyone who contributed.

This collaborative approach to reflection and learning appeals to me, and I also think it is very clever, for a number of reasons. First, just in her email she told me more about what she is doing and wants to do. I do know this fellow facilitator, but it has been quite a while since I have spoken to her substantively about her work, and I wouldn't have known that she is shifting her focus, expanding her offer, and how she wants to engage with organizations. And now I do. She also gave me all of her new contact information in this message. As an independent worker, I frequently have requests that I cannot fill (for content or availability reasons); she is much more on my radar screen now, even if I don't or am not able meet her (although I probably will because I enjoy her company and also for the next few reasons). After the meeting, this will be even more true, for both of us actually.

Second, her line of questioning and framing intrigued me. These are also questions that I have. I may or many not entirely agree with her hypothesis, and by giving me questions she wants to explore, rather than just topic headings to discuss, she is already getting me thinking, and more eager to engage in this discussion with her. By using this approach I see that we will be doing some peer learning here, not just a straight brain picking, as she shares her own ideas about what is happening in the kinds of organizations with which we are working. Again interesting for independent workers who don't always have the opportunity to do this.

Finally, she intends to give something synthetic back, to report on her learning across these conversations, and to help me answer some of my shared questions through her informal research. I might even be able to blog about it, so multiple benefits (sharing it with all of you!) Of course, she will really have to do this final step of the process as promised, and I assume that she will and look forward to her results (especially if I have been able to contribute to them too). Overall it sounds like a useful learning project that I would like to do, but probably won't, and I am happy that she will do it and share her findings.

I hear from a number of independent workers that their traditional stomping grounds are shifting with the changing times, with new financial parameters in institutions, with new technology sources of information and expertise (and marketing), with new types of constellations of internal and external workers. It is an interesting time to reflect on what you are doing, how you are doing it, and how it is working. And either you can do that yourself or you can find a way to do that with others. Either way, ....... (add in tag line from international sports shoe company here - sorry, couldn't resist.) Happy Learning!

The Big Slow Down: Facilitation Design Considerations When Partially Abled

2010-12-26T16:57:00.003+01:00

Last week in an insanely busy airport of holiday travellers, an extremely tight connection found me jumping up and down, wildly waving at the large window beside the closed gate trying to get the pilots' attention - I could see them in the cockpit fiddling with their papers, the plane on the tarmac, the gate still connected, so I thought no hurt in trying.

I was getting nowhere when a passing security guard with some holiday spirit took pity on me and called down; they miraculously opened the door and I flew down that ramp - focused on that little open plane door at the bottom, the two anxious flight attendants holding it open, and not the big seam in the ramp floor in front of me. My magnificent trip over that seam produced a lateral movement that only ninjas and some desert snakes can make safely, not being either of those I managed to tear the anterior cruciate ligament in my right knee.

Now in a leg cast for 6 weeks, I can walk but that snake and most people would leave me in the dust. And I am thinking about what I need to do to modify my facilitation work to take into consideration the fact that I am incredibly slow and only partially able. I cannot run up and down steps, or from room to room, in 2-minute intervals. And I cannot be carrying around 50 kilos of workshop materials, can't bring that extra flip chart, or move the tables and chairs in the rooms from a U-shape to cabaret style in the 30 minutes before we start (because we asked but for some reason the venue didn't do it). Even getting back and forth to events must obligatorily be done on public transport or with the private chauffeur, also known as a full-time working husband.

My first event in the New Year is mid-January and we are working on the interactivity and activity design now. We will have around 400 people in Paris at a planning event for an international water forum happening next year. What do I need to do differently now, so that when I get there, cast and all, I will still be able to do a great job? This is a good thought experiment in its own right - this might be a temporary condition for me (hopefully!) but for others it might be status quo, both for facilitators and potentially for some of the participants.

Here is a list of what I think I need to know and do to facilitate with my leg in a cast (and probably should know anyways!):

Transport: Slow and Virtually Hands Free

Can I get there by public transport? How long will that take? What changes do I need to make (train to tram to bus)? Where are there steps or lifts or long walks? I am usually in the venue at least 60-90 minutes in advance for set up, can I get there in time? Can the day start a little later, and go later - what is the flexibility with the start and stop time if needed?
If I need to be driven, can we park close enough so that I can carry the materials to the venue? Can I offer someone else from the team a lift to help carry?

Venue: Steps and Who Can Help

Occasionally I look at the floor plan for the venue if it is large (and available) but normally I don't. Now I would like to know - how far is the room from the entrance, how far apart are the breakout rooms, how far is coffee and lunch from the workspace?
If I am working in a plenary auditorium space, is there a stage area with steps? Can I either start and stop up there, or can I do all the talking from the floor (better)? Is there a wireless mike I can use?
I won't be able to fix or move things myself, or run for more this or that. Who is in charge in the partner organization just in case, do I have her/his mobile phone number? Who is in charge for the venue, do I have that contact information?

Agenda: A Little More Leisurely Than Usual

Is the agenda perhaps a little too tight, are breaks and transitions short? Can the pacing in the design be a little slower and less choppy in terms of rooms changes - more gastropod and less hummingbird? (This reminded me of one of my own blog posts recently about not overdoing interaction: Too Much of a Good Thing.)
Where do I need to be when? Can I minimize my own running around by putting other people in charge of certain rooms and spaces? (For the mid-January event, I will be working with 4 other Facilitators, can I assign them the furthest rooms? Are they happy with these extra "fitness" benefits?)

Workshop Rooms: Where Can I Sit?

How is the room set up? Do I need to reserve a seat in the auditorium for myself at the front by the microphone so I don't have to walk up and down the steps to speak?
In the workshop rooms, can single chairs be put here and there to sit on while I am not facilitating? This is a funny one, I noticed at a recent workshop there were exactly enough chairs for the participants and not one extra, so I spent the whole day standing (until the participants were standing -then I was sitting in their seats!) Make sure to have more than one extra chair around the walls, as late comers (both at the start, but also after each break and lunch) will always take the single chairs in the back/side rather than moving people to sit in the middle.

Communicate: Tell People

I need to tell people, especially the other facilitators asap about the fact that I will be wandering around, slowly, in a full leg cast. They will have good ideas how to be as efficient as possible with a partially able team member.
Communicating about how it is going during the event will also help people understand why I might opt out of the group dinner, dragging a leg and cast up and down the steps all day will probably be incredibly tiring.
At the same time I need to be as self-sufficient as possible, believe me I will be wearing something with as many pockets as possible, stuffed with pens, markers, etc. things I normally have to continually walk around to find when I need them!

I'm sure in the end it will be fine. And this situation will give me the opportunity to think even more creatively about many aspects of my event. It will get me to put in the advance preparation time that is needed, the thinking through of choreography, materials, and movement, now even more crucial than ever. And it will certainly give "team" an additional dimension. It is good to be mindful of these things anyways, and will be a good real life reminder of what it's like to work with and pay attention to mobility and other very human conditions in a workshop setting.

Happy Holidays from Bright Green Learning!!

2010-12-25T01:07:00.000+01:00

We wish everyone a wonderful holiday season!!

I can say "we" officially now, as Lizzie (my co-blogger here since 2006, and former IUCN team member) has joined Bright Green Learning and will start on 1 January. She will bring her innovative learning and facilitation abilities, incredible creativity, and no doubt her "Maximiser" skills to our work. Welcome Lizzie!!!

Happy Holidays and Happy New Year!

Too Much of a Good Thing?

2010-12-15T10:14:00.007+01:00

I ran a workshop yesterday - an interactive membership learning exercise for a group of 40 international network members - which gave me a moment to reflect on dynamics and the value of diversity of, well, practically everything.

In my workshops I like to keep things moving, to get people out of their seats to work, use different parts of the room, etc. and when one participant asked me if, for the next exercise, we were going to "stand up again", it made me smile - had I over done it on the moving around?

Generally, due to an Appreciative Inquiry approach I tend not to look at what not to do, and at the same time this little list seemed useful (and could easily be turned around to a "what to do" list):

Don't sit down too much;
Don't stand up too much;
Don't have too many interactive activities (people like to sit and reflect on their own too, or listen to a presentation from time to time);
Don't write on flipchart templates too much (vary with cards, post-its, handouts, electronic templates);
Don't stay in the same room too long, even if it is an excellent one (use a breakout room, the lobby, or send people outside for a walk);
Don't have people sit in the same seat all day (or look at the same part of the wall) even if it means you might need to rethink about people's names;
Don't always ring a bell to signal the end of something (change with voice, clap, or other);
Don't use the same colours or always draw very straight lines on your visuals (can you use circles or wavy lines too?);

I could go on - what else would you add when you want to remind yourself to vary things, even when what you are doing seems like a "good thing"?

Time to Reflect: Cooking Up Your GTD Weekly Review

2010-11-19T14:41:00.003+01:00

As many of my friends and acquaintances know I am a big fan of Getting Things Done (see the blog's GTD tag on this, and also the tag on Productivity). One of the GTD tenets is the "Weekly Review" and there are some great resources for this - from the GTD Times article The GTD Weekly Review to videos of David Allen on YouTube talking you through it in 2 minutes.

I was always rather apprehensive about starting the Weekly Review because it seemed like a potentially never ending task and completely absorbing. What has helped considerably, psychologically getting over that barrier to starting, is using one of two incredibly simple and rather obvious things - one, an Online Alarm Clock that you can set for 30 minutes (or however long you want to invest) and which goes off sounding like a bullfrog impersonating a police siren.

The other is using the Pomodoro Technique (a simple technique that involves a kitchen timer shaped like a tomato and 25 minutes chunks of your life). This helps you cut up the task into bitesize pieces, gives you a break in between and helps you plan exactly how much time you want to devote. You will get over the loud ticking (or find a cozy home for it under a chair in a far corner of the room).

Now I set my online clock, or wind up my tomato and get reviewing.

Gaming an Interview: Using Interviews to Explore Teammember and Teamwork Potential

2010-11-17T16:19:00.005+01:00

I just had a suggestion come in to help make job interviews more informative, and therefore increase the potential of finding a match between the candidate, the position, and team within which it sits. How do you learn enough about someone (and help them learn enough about you) to make this important match successful?

Traditional interviews often start with "Tell us a little about yourself" and end with asking the candidate a series of standard questions that have been developed to give some insights on how people will approach the task being advertised. The sampling of information about the interpersonal elements comes during a 30-60 minute timeframe, during which everyone on both sides (supply and demand) are in an entirely artificial and often rather awkward situation. If you wanted more information, and a different kind of information, why not play a game?

What an interesting interview, from the candidate's perspective, if you were asked to play a problem-solving game with the whole team - it could explore notions of team development, communication, trust, leadership or any other number of important team elements. It could also feature some good debriefing questions (What metaphor does this exercise bring to mind? When have you seen these dynamics/behaviours before? What did you do? etc.) which would help people share a bit more (all around) and with a great deal of nuance about their paradigm of team work and their approach to work more generally.

If you were hiring a trainer or facilitator, you could even ask them to bring in the game and run it for you (we did this at LEAD when we were hiring the next Director of Capacity Development). We actually looked forward to the interviews and could see people in a familiar and comfortable role (than sitting in a chair on the other side of a long table!)

An added benefit for the recruiting team is that it is more fun to play a game than simply sitting in interviews all day and asking the same questions (change the game each time to keep them on their toes), and it provides a team development opportunity that is valuable whatever the outcome of the interview.

Thanks, Andy, for the idea!

Meetings Too Long and Too Wordy? Try a Twitter Meeting

2010-11-06T18:45:00.004+01:00

I hear over and over again that meetings go way too long (and certainly have been in more than a few of these myself). People are not always to the point (if they get to the point), and the actionable items are often embedded in lots of description and anecdote. Loose narrative is not necessarily a bad thing, and at the same time, when an institution has a meeting culture where everything happens in meetings, it is refreshing when they are planned, concise, decisive, and over.

Would it be possible to practice being concise by having a meeting on Twitter?

Here is how it might happen. You could have the first meeting in the same room, with everyone there with their laptops or smart phones. You would have to get everyone on Twitter (in most institutions, only a minority are - and still people are incredibly curious). Help them sign in, set up and connect. Then do a little practice chatting so people get the mechanics. Then start your meeting - try to conduct at least the first item completely on Twitter.

Imagine a silent room with 10 people in it all staring at their computers or phones - frankly, lots of meetings with one person talking are still like this (except people on their laptops and phones are not paying attention to the speaker - see my blog post on Email During Workshops: Bad Manners or Proof of a New Paradigm). At least this time, the other 9 people are all typing and commenting as the person sends through their very concise report, idea, or question. Every agenda item would have everyone's multiple inputs - thoughts, comments and questions. Stop at some point and debrief it, how is it going? It is interactive? Are people getting used to saying things that are short and pithy?

The next practice might be the same group in their offices. Set a time for the Twitter meeting and have everyone start engaging on Twitter from wherever they are. Imagine in this format, some of the people might be at home, on the train, or having a coffee at the cafeteria. Again see what that is like in terms of helping people be concise, and in the next face-to-face meeting reflect on that. How easy is it to get to the point? How much preparation does it take to have a short meeting? (I think it always takes more - how many people do not prepare at all for meetings, and do their thinking on their feet? Is this why meetings can take so long?) With the Twitter meeting, how easy is it to interact and engage in the discussion? And what's it like to have the minutes of the meeting at your fingertips immediately as the meeting is going on?

Full disclosure, I have not yet tried this myself although I love the idea. It sounds like an excellent way to help people notice the value of being concise in meetings and to help them practice that. Even in a formal learning situation it might be an interesting exercise in using social media, reflective practice, summarising, reporting, and two-way communication. If you try this, let me know!

Swimming in the Sea of Learning Resources

2010-10-20T20:25:00.001+02:00

I am currently working with a team focusing on biodiversity conservation and assessment to "makeover" an existing training curriculum into one even more interactive and learner-focused. As a part of this process I offered to put together a selected list of resources, from the raft of those available, that are particularly useful to me in this kind of work.

As trainers, capacity developers, learning practitioners, and facilitators we have before us a veritable sea of interesting tools, techniques, and even toys that have been developed to help make our events successful and enjoyable (yes, we have discovered a learning space where we can have fun and learn at the same time!)

Because this sea is vast, we each have our own parts that we prefer. And our selection of what we bring with us may be different every time - we might dip in and out, or we might dive deep into one area or another. It's always varied, to keep both us and our co-learners fully immersed and engaged. What follows are some of the places I go to find inspiration (many I have written about on this blog and in these cases I will link up the posts or the tag).

Of course I always approach an event from the point of view of its learning objectives. Once those are clear, how you achieve these is an exercise in building an agenda or process that will, as much as possible, bring people out of their everyday discussions into a vibrant learning zone. Try...

Games
I use "games" frequently in my learning work, whether they are quizzes (see: Want to Learn More: Take this Quiz), experiential learning processes (see: An Appetite for Experiential Learning), or introduction games (see: An Amazing Group of People), or others. I find they help tap into the natural curiosity of learners and participants. I have written quite a bit about using games (see the tag: Games), and I frequently use the Thiagi Gamesite for ideas and for ready to use games, as well as Thiagi's books, such as this one on interactive lectures, for when you can't avoid a presentation. I adapt games, create new ones (see: Make a Game Out of Any Workshop Topic: The dryer the better), and get ideas from other trainer's games. Brian Remer and The Firefly Group have a nice website and Games newsletter called the Firefly News Flash, for example. I also use the games of Dennis Meadows, such as Fishbanks and Strategem in my work, as well as the Systems Thinking Playbook (NB: We are writing a new Systems Thinking Playbook on Climate Change right now that should be published by GTZ in the next months.)

Discussion and Co-creation Techniques
There are so many wonderful tried and tested techniques and processes available now with which people are getting more and more comfortable (facilitators and participants). I'll list a few of these here along with some of the blog posts we've written about our learning using them. What is also intriguing, once you get really familiar with them, is to mash them up! This helps them be even more suited to the particular needs and interests of your group. Among these is Open Space Technology, developed by Harrison Owen which has a whole community (OpenSpaceWorld) of connected users (see: Opening Space for Conversation (and Eating Croissants)). We have enjoyed learning about and using World Cafes (see: Our World Cafe: Kitchen Table Conversations for Change), and this methodology has also gone global with a useful website (TheWorldCafe) full of its own tips and resources. We have built numerous Conversation Cafes - into our sessions (instead of holding them in cafes). These are slightly different than World Cafes - they are hosted and build conversations without people moving tables.

Specialisations to Add
Storytelling
To a good interactive learning base, you can add some special features to your event (warning: with too many it starts to become full sensory overload). The selection also depends of course on your goals and objectives. What about Storytelling (see: My Point? To Be a "Story" there Must be a Point)- story circles, featuring cases as stories, etc. Anecdote from Australia has a wonderful website showing how you can "put stories to work" and a good newsletter by the same name. Check out their learning White Papers for interesting applications and how to's. We also have a tag on Storytelling on this blog.

Improv Comedy and Theatre
I love the idea of adding Improv comedy or Theatre activities, especially if you are working in leadership, presentation, conflict resolution, teambuilding or just to spice things up and get the group thinking more creatively. I have been to a couple of Improv Theatre application workshops and have experimented with adding this to events (try to go further than role play.) (see: People Buy Adjectives). John Cremer gave an excellent workshop at last year's European IAF Conference on using Improv and his website gives more ideas about how to use it for creative thinking and presentation skills learning. If participants need to give presentations as a part of their learning event, why not start with a little interesting improv training on this?

Visual Facilitation
There is a great deal of nuance here around graphic facilitation, visualisation, graphic recording etc. which I lump together as "visual facilitation". The bottom line is that real-time visuals are created to capture the discussion and activity threads of your event. (see: Making Memories: Improving Your Impact Through Visualisation, Slam Poetry and More). We have worked with a Danish-based group called Bigger Picture, who are members of a larger, global Visual Thinking community called VizThink. We have contributed to visual murals at Society for Organizational Learning Conferences, worked with cartoonists at several IUCN events, all with great results, tapping into visual learners, and giving an extra dimension to our work. Visual facilitation works best when time is given in the session to have participants co-creating, developing personalised icons and talking through what is being visualised.

Systems Thinking
This is one of my personal passions - using systems thinking tools for learning. We have experimented a great deal in applying an approach that might initially appear to be too complicated to introduce in a short workshop. It does have a specialised vocabulary, a number of graphic tools and a set of conventions. We have a tag on this blog devoted to using systems thinking (see: Systems Thinking) which features posts on using it for strategic planning (see: Building Capacity in Systems Thinking: Want More Amplification? Don't Call it Training), and exploring ways to help learners pick it up and use it in experiential ways (see: Working With Systems Archetypes in Learning Contexts). Systems thinker Linda Booth Sweeney has an interesting site devoted to systems thinking learning and storytelling, and has developed a useful systems thinking resources room.

And So Much More
You can actually find inspiration all around you for making your learning events more meaningful, more engaging, more powerful. Look everywhere (see: When I Was a Game.) Why not do your reporting back after group work borrowing from the current trend in micro-lit? (see: Micro-Lit: Too Wordy, Try it Again or the longer Trendspotting: Micro-Lit and Other Applications) or have all your presentations time in at 6 minutes and 40 seconds because they are given as Pecha Kuchas (see: Taking the Long Elevator - 13 Tips for Great Pecha Kuchas). This great technique helps speakers get to the point by putting all of their inputs into 20 slides, auto-timed at 20 seconds each. Presentations in general can have a myriad of formats - even PPT can be replaced by Prezi (see: Preparing a Presentation? Read this Praise for Prezi) or any other number of innovations (see: The End of Boring: Borrowing, Adapting and Mashing for Facilitators).

Send your working groups on a walk, use the cafeteria or hallway for a session, make cool job aids (get inspired for your handouts by David Seah's Printable CEO series.) Pull one of your main presentations up into a webinar (see: Look Behind You! The Webinar Facilitator's Non-technical Checklist), or instead of a live speaker, find an excellent TED Talk video which presents the content in an engaging 15 minutes (see: On My Way to TEDGlobal).

Through this process you will "Learn how to speak agenda" and will be able to both design for interest and impact, and also to write up your agenda like it was a menu at a restaurant. Think of yourself as a diner, if you got this menu (agenda), would you want to eat at this restaurant (or attend this workshop?)

And Finally (although I think this beach is endless)...
A recent book by the World Bank called The Black Box of Governmental Learning, which I am reading right now (download it for free from their website), starts with an interesting history citing the progression of learning in this domain -governmental- although I find it widely applicable from my experience. It talks about the change from expert-driven learning which is lecture-based with limited interactivity, to the newly evolving paradigm of learning with each other. The tools and techniques that I list above can help makeover a learning event from a one-way teaching model, to one where everyone jumps into the topic together.

Such a long list might seem indeed for a trainer or facilitator like jumping in at the deep end yourself, and yet you can wade slowly into this sea of interesting learning tools and techniques, until you find your own favorite place(s). Good luck! Fellow trainers and facilitators, please add your favorites in the Comments section below!

TEDxChange: Lessons from and for The Future We Make

2010-10-07T19:24:00.005+02:00

Where do we stand in the work to save and improve lives around the world? What changes have taken place in the last decade? What does the future hold? Listening out for some learning for the future, here are some highlights I took from TEDxGeneva’s TEDxChange event: The Future We Make.

1. Learn to save lives. Learn from a local innovator, a barefoot entrepreneur, a world leading corporate giant. Learn across sectors and scales. Look, listen and learn closely. "Success is relevant because if we analyse it we can learn from it and then we can save lives." (Melinda Gates)

2. Bye bye linear, hello loops. Take time to understand the system you’re operating in. Create feedback loops to achieve your goals, leveraging energy from throughout the system so it’s not all on you. (Gillian Martin Mehers)

3. Be one step ahead: Diagnosis pays. Never mind the naysayers. Invest in investigation. Don’t stop at symptoms. Diagnose your enemy. Minimize medication (scale up tests and the need for antimalarials drops – see Senegal). Resist fuelling resistance. Eliminate malaria. (Rob Newman).

4. Warmly welcome the wonderful world of statistics. Let data be your guide. And keep it modern, refreshing concepts as you go along. (Can we really still call a country - Singapore - with one of the lowest child mortality rates in the world “developing”?) (Hans Rosling)

5. Bowl in the light. Demand real time data. Turn the lights on. You need to see the skittles and know the score so you can decide on your ball, approach and spin. (And you need to know whether you’re hitting the skittles in your intended lane or next door!) (Melinda Gates)

6. Make a smart entry. You’ll make little progress reducing the strain on natural resources with family planning until you’ve figured out infant mortality. Suss out the system first. Identify the obstacles to change. (Patrick Keenan).

7. Change with children. Children are the Revolutionary Optimists of Calcutta slums. They are the educators and group leaders. “It is our duty – our little brothers and sisters,” they say as they champion and double Polio immunisations, carrying fellow children to clinics. (The Revolutionary Optimists)

8. With women and girls too. Look at Malawi. “Women and girls will lead social transformation.” (Graça Machel)

9. Up the ubiquity. Take a master class from the ubiquitous. Learn to get everywhere from Coca Cola (who serves the equivalent of every man, woman and child on the planet a glass of coke a week) and Thai condoms. (Mechai Viravaidya)

10. Parle local. Be aspirational to beckon new behaviours; avoid avoidance messages. Even if people need something, you still need to make them want it. Take toilets in India, for example, and match them to courtship. Remember, “No loo, no ‘I do’”. (Melinda Gates)

11. Promote promise. Polio. 99% reduction in 20 years. We’ve come so far. How amazing would it be to eradicate this disease?! We can overcome Polio and make it the 2nd disease ever to be wiped off the face of the planet. (ibid)

12. “Aid-u-tain”. Play snakes and ladders (“Auntie takes her pill in the morning when she wakes up. Very good. Up the ladder you go.”) And let the Olympics save some lives (“why just run around?”). (Mechai Viravaidya)

13. Involve everyone. Empower the people - from policeman plod and cabbies to vendors in local corner and coffee shops. “Would you like a condom with your cappuccino?” (ibid)

14. Ever-re-design you. One designer candidly speaks of his purposeful and personal trajectory to maximize impact, ever re-designing his design career. What are you doing to maximize your impact? Reflect on re-designing your career to leverage more change in the system. (Patrick Keenan)

15. Encourage for the cause with networks. Change making needn’t be lonely. From the power of one to the power of many: network your knowledge and scale up confidence, assurance, courage, commitment and even career change. (Cheryl Hicks)

16. Converse. Conversations matter. Talk about action, however small. “We’ve got the future in our hands, lets build it in our minds.” (Bajah and The Dry Eye Crew).

Working with Systems Archetypes in Learning Contexts

2010-09-24T14:30:00.002+02:00

Systems Thinking Learning: Stand Alone or Integrated?

This year I have been working with LEAD Europe (Leadership for Environment and Development) to integrate systems thinking effectively into the leadership curriculum. Last year, I contributed a stand alone module to the LEAD Training (Using Systems Thinking: How to Go from 140 PowerPoint Slides to 2), and think that this year's more integrated and incremental approach is much more effective, not least because with case-based training you have real content to use as examples and group work.

This year, in the first of the two LEAD Europe week-long training sessions, I introduced the overall concept of systems thinking, and two diagramming tools - Behaviour Over Time Graphs (or Reference Mode Diagrams), and Causal Loop Diagrams (or Feedback Loops). And we used lots of systems games to illustrate the points, I even created a new one called the Flash Mob Game.

The second LEAD Europe session just finished in Brussels earlier this month, and during that week the systems learning focused on Systems Archetypes. This is the first time I have gotten that far with systems thinking learning with a group, usually I only have time to get through the diagramming tools, so it was learning for me too!

10 Systems Archetypes and Where to Learn More

There are some very good resources about systems archetypes. I really like this paper by William Braun titled, The Systems Archetypes, and the online resource Archetypes: Interaction Structures of the Universe by Gene Bellinger to list two. These ended up being good references for the work that groups would be doing on this topic.

I could not imagine anything harder to understand and do something with, than me standing up for 1 hours and giving a lecture about the most common systems archetypes. According to Braun and Bellinger they include (sometimes the names differ slightly):

1. Limits to Growth (Limits to Success)
2. Shifting the Burden
3. Drifting or Eroding Goals
4. Success to the Successful
5. Escalation
6. Fixes that Fail
7. Growth and Underinvestment
8. Tragedy of the Commons
9. Accidental Adversaries
10. Attractiveness Principle

These names are intriguing, seem simple enough, although not completely self-explanatory. Still, using an hour of time to go through them, their generic structures, examples, and the insights thay they give sounded too passive and abstract to be useful to the learners.

Using Peer Learning, Even for Complex Issues

Over the time I had worked with this interesting cross-sectoral group of LEAD Associates, I had seen them to be real self-starters, and still maintaining a helpful stance towards one another. We had worked hard to create a collaborative co-learning space in this programme (rather than a competitive environment). So instead of "teaching" on this issue, I decided to support them as they made these archetypes meaningful for themselves. I started by giving a brief high level overview (e.g. what are they and why they can be helpful). To reinforce the message about paradigms, mental models and habits -which may hinder you from seeing the systems around you - I used 3 short systems thinking, experiential learning games (Colour/Flower/Furniture: See post How Deep Are Your Neural Pathways?), Pens, and Arms Crossed (watch Dennis Meadows run this game in the video Change is Difficult.

Then I put people in six randomly assigned (e.g. pick a card) groups, gave them some background resources, a flipchart template to fill in (see above photo), and had them pick a slip of paper with one of 6 of the archetypes written on it out of a hat. The groups were then given 45 minutes to create their own description of the archetype, give some examples of where they have seen these patterns in real life (including the context of the full-day simulation that we would be conducting on Day 4 of the training), give some insights about what one can do when you spot this particular pattern or archetype, and finally draw a Causal Loop Diagram that illustrates the concept. Each group then picked the name of an archetype out of my hat and that was their archetype for this exercise. They went outside and went to work.

What ensued was really peer learning and team learning: They used the handout resources, explored understanding, corrected any language or comprehension mis-matches, and told stories as examples from their own experience as well as from the case study of this module (the EU carbon emission targets) which was also the basis for the simulation.

When they returned to the plenary, they presented their archetypes and then answered questions/comments from the group, their peers.

When we started, no one had any experience with systems archetypes. However, by the end of this session (2.5 hours) they had a very deep understanding of one (and how it worked, and where it could be useful), and a good understanding of the others, as they listened and talked to their different peers presenting the explanations. For them, I am convinced that this was much better than sitting in chairs and listening to me talk and show them slides of 10 of the most common archetypes. In this scenario, they would not have had the practice identifying and using them.

Using Systems Archetypes

When I designed this session - self-taught systems archetypes - I wondered if it would work. I was pleased that it worked so well - the examples were excellent, the whole thing was personalized, and I could simply intervene to add stories or correct things, as needed. I had time to help groups that might have been stuck, and question them in ways that would get them to think about the issues at a different level.

To reinforce this learning later in the week, I offered a prize for anyone who used or referred to a systems archetype within the context of the simulation. Interestingly, I found many examples of how systems and the archetypes were being used. As a reminder of our archetypes, we kept all the flipchart explanations/diagrams in the room for the rest of the week.

I could have made up a job aid that described in that way all the archetypes, and simply presented it. But this way, the self-taught approach - with participants making their own set of personalized “job aids” for future use – turned out to be an extremely effective way to transfer messages and learning about systems archetypes.

TEDx Change Geneva: The Future We Make

2010-09-21T02:14:00.004+02:00

I was very honoured tonight to be able to speak after Melinda French Gates, Graca Machel, Hans Rosling, and Mechai Viravaidya at the TEDxChange event, hosted by the Gates Foundation. Well, this is technically true, although I was speaking on the TEDxGeneva local stage, which followed directly after the simulcast of the New York event.

Lizzie, representing tonight the Hub in Geneva, curated the event brilliantly. It started with the simulcast, a break and then four local speakers including Dr Robert Newman, a pediatrician at World Health Organization and Director of the Global Malaria Programme, Cheryl Hicks an independent business advisor in Geneva who spoke about the power of networks using CSR Geneva as an example, Patrick Keenan - one of the co-founders of the Movement, and me.

I spoke about the power of systems thinking to help social change agents be even more powerful. How can we use the systems around us, close up feedback loops, and get systems to "do our work for us"? During my short talk (10 minutes!) I adapted a demonstration game called Living Loops, from the Systems Thinking Playbook. I used the game to demonstrate the difference between relationships that are linear and take an enormous amount of effort to change, and between systems that have feedback loops that are self-sustaining and can help you reach your goals.

The game helped me tell the story of my brother-in-law, who is working in Mutale in the Northeast of South Africa, and his community's efforts to start, among other things, a tomato growing business for income generation. When childcare issues threaten to challenge the sufficient engagement of the local labour force to make the business work (many families are run by a single head of household due to absentee parents working in the nearby mines), connecting the profits of the tomato business with creche management and maintenance helps to make this initiative self-sustaining - it satisfies the community's desire for income and parent's desire for secure and quality childcare while they work. We played the game demo using a tomato picked from my garden instead of a ball.

After hours of preparation, it's over now - whew! I enjoyed speaking at the TEDx event, although the quality of all the TEDTalks are so high, that it was extremely nerve wracking to prepare for and then to walk on that stage in front of 100+ people at the University centre in Geneva. We had one of 82 of the parallel TEDxChange events globally, all focused on the 10th anniversary of the Millennium Development Goals and The Future We Make. Big topic, big event, big night - just coming down off of my endorphin rush, and happy I did it!

Knowledge at a Distance: Skype Video - It Works!

2010-09-17T11:44:00.002+02:00

We were very sad a few weeks ago when Joan Davis, one of our speakers, and a Switzerland-based founding member of the Balaton Group, let us know that she was not able to attend. She was to be an important part of our programme, focusing on organic agriculture, and scheduled for Day 3 of our annual Balaton Group Meeting on "Food Futures".

We are a group that focuses on sustainability, and very sensitive to travel and carbon emissions, so virtual contributions would be acceptable from a philosophical point of view. However, everything we have tried in the past to have virtual participation at our meetings has not really worked for many reasons. We thought we would try again this time, our of sheer necessity - and as I watch Joan on the big screen through skype video, we can see that it really works!

The quality of the connection, video and sound is excellent. We are just using a regular laptop with an integrated video, connected to a PPT projector, and a speaker connection (used for showing videos). The wifi is strong in this meeting room. So this is a good start - the technical support is great. However this is only part of our expectations. One of our group's values is that speakers stay with us throughout the meeting. This means that they get to know the group and can connect with our conversations and help us move ahead in our thinking through their inputs and contribute substantively to generative dialogue. Too often speakers parachute in and give their usual talk and leave, especially easy for a web-based part of a programme, giving the feeling of disconnect and potentially taking a group off in another direction. Here are a few things that we did to get this depth of connection with a virtual speaker:

Skype connection previously in the meeting week: Joan has been monitoring the presentations and discussion all week, so she is able to make comments on the previous speakers points in her skype presentations.
Know the participants: She knows the participant group and can mention names of participants and their relevent backgrounds, and can mention them as people that the group can speak to for further engagement around some of her points.
Support the two-way conversation: As you can see in the photo above, the laptop on the desk of our Chair Kevin Noone is facing the group, so Joan can also see us. Conversely, seeing this small image of ourselves in the upper right hand of the screen helps us be aware of the 2-way nature of this conversation. The Chair is also actively moderating, repeating questions if the microphone doesn't pick them up, etc.

This was an excellent experience for the group, which has strong traditions and values around speakers contributions and social interaction during their events. However, in a time when travel restrictions (whether self-imposed or infrastructure/nature-imposed) and other things like health and finances increasingly keeping people home, this doesn't need to impede good quality knowledge exchange and dialogue that creates new ideas, new meaning and new initiatives. We believed this in theory, and now know this from experience.

Live from the Balaton Group Meeting in Iceland

2010-09-15T14:59:00.001+02:00

We started our annual Balaton Group Meeting this morning (held this year in spectacular Selfoss, Iceland). Our topic this year is "Food Futures" and we have already heard several speakers on the topic, including Karan Khosla (Earthsafe in India) who presented a systems model aimed at conceptualising the issues. John Ingram from the Environmental Change Institute (Oxford) shared with us some shocking facts like 15-50% of all food that is grown is lost between the field and the plate. With him we explored the suggestion that alleviating food security by reducing food waste is much cheaper and more environmentally sustainable than just increasing food production. Other Balaton Group Members wondered what reducing waste would do to the GDP (the growth of which might depend somehow on this waste) - an efficiency and resilience discussion will follow in our afternoon Open Space workshops.

We also had 2 brave Pecha Kuchists on the topic: Laszlo Pinter, formerly of International Institute for Sustainable Development and now at Central European University on gathering agri-environmental evidence through an indicator process with OECD. Andrea Bassi from the Millennium Institute was the second, speaking about the agricultural aspects of UNEP's Green Economy Initiative.

We are currently in discussion and some very interesting ideas have come up, particularly sparked by a presentation about soil by University of Iceland Professor Vala Ragnarsdottir. She noted that currently soil erosion is 100 times faster than soil formation - and suggested that soil is a finite resource.

A systems map showed that the interactions of soil, people and food depend also on oil and mining (phosphorous). When these resources are gone/limited, what can soils deliver themselves and what can they recycle?

This brought up a few observations, such as the notion of "Peak Food", mentioned by Alan AtKisson, which sent shivers down our spines.

Our Thai Balaton Group member, Professor Chirapol Sintunawa, noted that Iceland is importing topsoil from around the world every day (through importing food from countries such as his). This took us into a discussion of the notion of "embedded soil" (as opposed to, or in addition to, embedded or embodied energy in the lifecycle of goods). Could this be a new part of the accounting methodology that helps people make decisions around use of goods?

Oh, the Balaton Group - an annual opportunity to disrupt our paradigms and challenge our mindsets, and be with old friends who feel the same way.

Horses for Courses: Facilitating High Stake Workshops

2010-08-29T10:23:00.001+02:00

There are so many kinds of workshops/meetings/events, with as many different kinds of objectives and outcomes desired. Each needs a specific structure and build to get successfully from start to finish. For veteran facilitators this might be a statement of the blindingly obvious. However, we do have our favorite sequences. We have tried and tested frames for group work, our signature activities and games, our question stems that we draw on and adapt to many different contexts. We might also do more of one kind of workshop than others - more retreats, or relationship building, or strategic planning, or stakeholder dialogues. These big categories indeed might have archetypal sequences that we can use as building blocks and rely on for winning results.

When the Stakes Are Even Higher

When we get into a new category of work, that is a great opportunity to think again about our favorite workshop outlines. For example, how different might an agenda look if you are consensually negotiating a text that will be binding on those in the room (and many others who may not be)? This is an interesting context as stakes will no doubt be much higher. In this context, participants may be formally representing constituencies (where their re-election depends on successfully serving their interests), others may be spokespeople for higher-level absentee decision makers (who may sign their paychecks). There might also be observers, funders, hosts, and other non-voting participants, who might still have significant impact on the final decision. There may also be significant power asymmetries, along with the familiar cultural and sectoral diversity and personalities that we see in all of our workshops. Ultimately jobs and much more may be at stake. All together this might make agreeing on a black and white text in a defined period of time an exciting couple of days for a facilitator.

Some of the differences between such an agenda and one devoted to, for instance, strategic planning by project teams, might be how and when you work with the product (text) itself. Some of the things I have noticed revolve around timing and placement of the decision moments in the overall workshop agenda. These might sound simple, and can make a difference for a successful outcome:

Watch attendance and travel: If this is a high stakes decision-making meeting encourage people to be there for the duration of the meeting, and if necessary make an agreement that if people choose not to stay it indicates their agreement of the final decisions of the group.
Have clarity on decision moments: Make certain participants are clear WHEN the readings will be and decisions taken, so that they can arrange phone checks or access to other decision-makers at critical times. It helps them avoid scheduling other work or calls at those times and also helps them arrange their schedules to be present (mentally and physically) when they need to be.
Keep extreme realism in timing: Because timing will be important throughout the event, keeping to time is even more important - make sure this particular agenda is super realistic (as opposed to optimistic), and build in some extra discussion time where possible (can a less important agenda item for the group be pushed into their next meeting?)
Make it visual: When it comes to the text itself, make sure that the text is put up on PPT point or visually in the room and not just read out loud to the group. The meaning is much clearer and easier to discuss as a group when people are able to read and mull it over together.
Externalise the decision: Making it visual (rather than oral - as in reading) also externalises the words (e.g. de-personalises the text) so that the group can own it and it is not affiliated with any particular position or the opinion of the reader(s).
Provide something to take away: Have a print out of the final text too, that people can use to check with counterparts who are not present, or can use to read later on their own or in caucuses. Don't make people write it down for themselves.
Build in check-in time: Give people time after the first reading to check with their constituencies if necessary or with their bosses.
Sleep on it: Try to get the text work done before the last day, so that people can sleep on it and discuss it informally.
Take a second look: Have a second reading of the decision taken on the final day. Make sure this is not in the last few hours of the workshop in case there are still open issues which can be dealt with in time.
Don't push it: Introduce no new issues on the last day of the work together.

There are many other familiar activities that can and will feature along the course of the negotiation. There will be the relationship building, the mapping of opinion, the exchange of perspectives and reality checks. With this kind of high stake workshop, the steps of the negotiation and decision-making process need to be perfectly placed so that this central aspect of the group's effort doesn't create a hurdle but a gateway to ... (ok, giving up on the horse-racing metaphor here, it's sounding more like the stable floor than the track - you know what I mean!!)

When I Was a Game

2010-08-25T06:48:00.004+02:00

I arrived at the Chicago workshop about 5 minutes late and was horrified to see all the participants in their seats looking at the trainer/facilitator who was in mid-sentence describing the objectives of the day. He didn't even pause as he said "gruetzi" to me ("hello" in Swiss German), to which I quickly replied "bonjour" (I don't speak Swiss German), and tried to quietly sneak to the only remaining seat in the room, which of course was at the first table. I grimaced as I walked in front of him to take that seat. He never broke his opening patter, but for that first word of welcome, and didn't address me directly again as he informed the participants that I didn't know that I was the first game for the day.

Take out a piece of paper, he said, and write down three things you know about this Mystery Person (the group had already met for several days previously, and I was only joining on the fourth day). Including, he added, how you pronounce her name (I had just written it on a sticky name tag) with a hard "G" or a soft "G". The winner, he announced, wins a BMW.

People took out paper, and peered quizzically at me. After literally 30 seconds of reflection he asked for everyone to share one of their guesses. I was to answer yes or no as they postulated about me based on the little bit of data that they had collected in that 2 minutes since I walked through the door. What do we know about our Mystery Guest, he asked, and people started... I disliked being late. I wasn't good with directions. I spoke another language. I had a job where I worked in front of people. I had travelled by plane to get there. And on and on. It was simply amazing how many things people could discern or infer from so little input in such a short amount of time.

At the end, he asked me to say a few words about myself. At that point, my introduction to the group was alarmingly short as I built on the many uncanny, correct guesses of my fellow participants. At the end, he asked people to count up their "points" at which moment there was a flurry of quick questions. He said "congratulations!", without being too concerned about who actually had the most points, and welcomed me as a newcomer into the Thiagi Interactive Techniques Certification Workshop.

* * *

What a wonderful way to be warmly integrated into a formed and familiar group, what an interesting way to involve everyone in this introduction process. What an excellent way to reinforce the fact that your participants know much more than you probably give them credit for (or can figure out for themselves), and that you can cover a lot of ground, hitting multiple objectives (introduce a new person, integrate him/her, play a game with some learning points like these, get people's attention and wake them up at 08:00 on a Thursday) in only 5 well-used minutes.

This is the work of Thiagi (Sivasailam Thiagarajan), who holds the title of Resident Mad Scientist at the Thiagi Group. With its Indiana USA origins (starting "in a basement" some 30 years ago), this group is building an increasingly global network of games enthusiasts and Thiagi Certified Facilitators (like me!) who use these kinds of interactive techniques as a basis for engaging people in our facilitation and training work. And in that short introduction to our Certification day, Thiagi helped us see that not only are we people who design and run games for learning, we can be games too. There are no boundaries! How different might daily life be, how much more might we notice or learn, how much more fun might we have, if we knew that we could make a game of literally anything?

Taking the Long Elevator: 13 Tips for Good Pecha Kuchas

2010-08-14T13:00:00.006+02:00

What do you notice when you have the opportunity to watch 35 Pecha Kuchas? We have featured these interesting presentation techniques - 20 PPT slides autotimed at 20 seconds each - in different workshop settings in the last few months. Here are some of the things we noticed that made them work:

13 Tips for Pecha Kucha Success

Practice your Pecha Kucha WITH the timing turned on (don't just talk through your printed slides to yourself as "practice".)
Check particularly how your message for each slide matches the 20 second timing limit.
Too much information? Think about where you need to break down your message if there is too much information for 20 seconds. For example, run your message over 2 or 3 slides if need be. Think creatively about how your visual can progress with your message development.
Too little information? If you find that there is too little for 20 seconds, e.g. just a one liner or one brief point, then double up two messages on 1 slide, or think about a quick example to illustrate your short point. Note: Watch that the example doesn't launch you into a long story which will blow your timing.
Using diagrams? These can be a good way to snapshot lots of information but be careful with diagrams or graphs that are too complex. Can they be recrafted so the one key message/line/box is bolder? Note that people will not be able to read the little stuff (like all the indices etc.) quickly, so only include what you need for your story. Spread it over 2 slides and use a build. Make a handout for later if people will need the detail, don't try to go through it in your Pecha Kucha.
Save time by not using the first slide to introduce yourself, the title of your talk only, or closing with a "Thank you for listening" slide. Just say it quickly. If you want to elaborate on yourself, use a wordle (beautiful word cloud) of your CV or bio to snapshot yourself (here is an example of one I did for myself).
Watch your computer positioning - make sure the computer is in a place where you can see the screen as a prompt and still face the group, unless you have good peripheral vision and can stand at the side so you can see both the screen and the eyes of your audience.
Never NEVER read your slides.
Design thinking - I have seen both slides with only images and no text, and slides with an image and a prompt word. Unless you are very good at picking images and they are very obvious (even quirky can be obvious within your narrative), I think I like the latter. The single word can summarise the point of the image. It is also very effective to only have one or two words on a blank slide (centred or interestingly placed), and perhaps with a black or colour background. In any case, mix it up!
Interactivity? It is hard in the time allocated to do very interactive work with your audience - you can use hand mapping or voting, or other quick inputs, but if you have to pick on people and wait for an answer, and then if people talk too long, there goes your timing.
Part of a Pecha Kucha marathon? If your Pecha Kucha is one in a string of PKs, then the organizers might want to pause for a minute (literally) between them and invite people to write down any thoughts, questions, or comments before starting the next one. The organizers could even make a Job Aid of some kind (a card with a matrix, etc.) to help people keep track of where they are in the line-up and their impressions.
Getting people's attention - If you do want to engage, then end with a "lesson" unconcluded; with a question, or an invitation.
Don't apologize for "not having enough time to go into depth because of this format"; that just says you didn't prepare well enough.

Everyone should be able to make their point in this day and age of micro-media with an "elevator speech" - and 6 min and 40 seconds is an incredibly generous elevator ride by most building's standards!

How to Go to TED (or at least TEDGlobal)

2010-08-09T23:36:00.015+02:00

(Note: I went to TEDGlobal this year in Oxford, so this is written from my experience, and may be very different for the other TED events.)

Going to TEDGlobal was like jumping into an icy stream, or swimming in Lake Geneva at 4 degrees C. It took endurance, a little craziness, and provided that kind of a wake up and direct reconnection with so many of life's support systems. That for me was the WHY, here is the HOW...

T is for Technology

To connect with a TED event, the main port of entry is through the TED website, which is interesting all by itself as it features links to the "riveting talks by remarkable people" videos from past TED conferences that we know so well. If you want to explore joining a TED conference, there are four now - the TED Conferences link will show you where applications are currently being accepted (yes, you do have to apply to go to a TED event). The four include the Long Beach, California TED, TEDActive in Palm Springs (simulcast of the Long Beach TED), TEDGlobal in Oxford, and new this year, TEDWomen. There are also more and more TEDx events around the world, which are independently organized TED events.

It must be said up front, attending a TED event can be a rather expensive proposition, an investment you could say, with published prices ranging up to USD6000 for the Long Beach main event. Having said that, there seems to be a lot of variation in what people pay, and some ways to join an event that are supported, such as through the TED Fellows Programme (there are Fellows and Senior Fellows). You can also try to make an individual case for a reduction, this has worked for some in the past. Another option is to gather a small group and follow simultaneously one of the events online through a TED Associate Membership, at a reduced rate. We had a group of participants in Kenya following the TEDGlobal event; at one point they hooked up a video link and we exchanged a "Hello!" with them from the Oxford Playhouse.

If you decide to apply, the electronic application form is available on the TED website. You will want to spend some time on this: the questions are provocative and are the main way that the selection team assesses your application if you are not known to them. A key word for TED is "curation" (a curator is content specialist responsible for an institution's "collections". ) So everything from the chemistry of the participant group, to the framing of the talks, is highly managed and choreographed.

Once you are there, at the TED event, a notable "T" stands for Take your Toys. You will see people tweeting, blogging, vlogging, podcasting, you name it, from the event - either live during the talks from the back row of the auditorium (audibly enforced), or in the simulcast lounges set up for spill over and for this purpose. The amount of e-chatter that comes out of the events through every technology imagineable is amazing. You can take a technology holiday yourself, but will still want some way to capture your thoughts as they roll through your head at 200 miles an hour over the week-long event.

E is for Education
(Actually, it is officially for Entertainment, but Education speaks more to me!)

There is a lot to learn, both at the TED event and prior to it. Before you get there, do some "self" learning - you will be asked the question "Why are you here?" by everyone you meet, and if your answer is not satisfying enough, you may be asked it twice. Look deep and be ready with a good, authentic answer to this question. This is not just why are you at TED, although that is also interesting to people, but Why are you on this planet? (This was something I noticed on my first day there which I blogged, "TEDGlobal: Why Am I Here?) This conference is full of social entrepreneurs, angel investors, many people with great ideas to share - their answers to this question are fascinating. After all, TED is about ideas worth spreading, make sure you have yours ready.

There is also quite a bit of information on the TED website, which merits attention (probably more than I gave it in the busy weeks prior to the event.) There was an interesting matching exercise, which identified 10 other participants that you might like to look up. I did have a few people find me, and should have printed my list! If I was doing it over again, I would have spent more time with the online participant list (there was none printed) to identify people that I wanted to find and meet from amongst the 700 attendees. There was a tag wordcloud produced (we each picked 5 tags for ourselves for our profile), which could help narrow down the participants to some groups of interest. These tags were also printed on the helpfully large name tags (11cm x 19cm). No matter who they were, everyone was incredibly accessible, and the TED community norm was definitely to approach anyone for an introduction and a chat. There was also much waiting-in-line-time (more this year according to veterans) as lines formed in front of the Oxford Playhouse for main stage sessions. I would go much earlier to queue up than the 15 minutes recommended to get a good seat, if that matters to you, and the Lucky Dip of wait companions in line make it all the more worthwhile.

Finally, educate yourself about your baggage limit if you travel by plane; you will get a pile of big books and a TED gift bag (more like a napsack) of many delightful and sometimes bulky items like Mike Dickson's Please Take One* (One Step Towards a More Generous Life), a bobble, a handy Rhodia notebook, BBC Earth Life on DVD, more films and books and technogadgetry, even a magic wand, by far the most talked about inclusion, from The Wand Company.

D is for Design

Design expresses itself at TED in many different ways. There is of course the content about design, as well as the overall stylish design and curation of the event, and all the satellite events. I noticed design in a few other simpler places. For example, if you like people watching at airports, you will just love doing this at TED. The great part is that you can walk up and talk to these passers-by, versus watch them on their way to Gate 48. You can also afford to be yourself with this group, you don't need to pack that conservative kit that you might take to a normal conference. Nothing is too unusual for this crowd. I enjoyed talking to The Retronaut at one evening reception, creator of a visual time-machine, who in addition to having a fascinating story delightfully looked the part.

Other often hidden innovative "design" elements that I noticed included titles and labels, and business cards, to name a few. First of all, everyone was a Founder, Owner, a Maker or a CEO. There were also bio-inventors, creative directors, and rational optimists, voting system designers, plant neurobiologists, whistleblowers, humourists - what do you call yourself when you are doing something that not many other people are doing?

And then what about that business card? They were being exchanged fast and furiously. One artist I met specialised in invisible paintings, and she wrote on her business card in invisible ink (the kind you need to hold to a lightbulb, I hope my CFL will work!) Another green designer worked only in bamboo, and his business card was printed on a thin slice of this favorite material. A staff member of Foursquare.com invited people on the back of her card to "Collect all 6" (and presumably she would have been happy to give 5 more if someone had asked). Another staffer of a company that traded in (presumably happy) digital labourers sported a '50s black and white photo on the back of his card provocatively asking you to find, "How many happy people in the picture?"

How to Go to TED

These are some of the things I thought were interesting to keep in mind if I went to TED again, or which might be interesting for others who are considering, or going, for the first time. Overall, I thought it was a wonderful experience, and I'm happy I went.

I came away in awe of the imagination of humanity, at the creative pioneer spirit. And definitely benefitted from the refreshing paradigm-shifting that undoubtedly results from repeat practice (like 100 times in 5 days) in thinking laterally about just about everything.

One thing I would definitely do differently next time and would encourage first-timers to do - I would apply to speak at TED University, where participants apply to speak on stage in shorter increments (there are even 3 minute slots), to share their work and thoughts. That would add to the stress a little, and also greatly add to the benefits of going to TED.