How to Be Green and Great: Learning About Business Transformation with a New Simulation Game

Last week I had the great pleasure to play a trial of the new Green & Great Game with Piotr Magnuszewski.

(In case you want to know more about the kind of interesting people who develop useful learning games like this - based on computer models -  you can look up Piotr who is a faculty member of the Centre for Systems Solutions,  a Senior Associate of the AtKisson Group (as I am), and a Balaton Group Member  - a network of systems dynamicists and modellers, systems thinkers and sustainability advocates. )

Green & Great is a new simulation game that helps players explore the "business transition to sustainability". The game can played online or preferably in a room with multiple teams, face-to-face, with computer assistance. Up to 6 teams, with 1-5 members each, can play simultaneously and the game takes around 2 hours to play the five 1-year cycles of company strategy and decision-making.

In the simulation, the teams run consulting companies that are advising businesses working in the energy and finance sector (currently, more sectors are being added). The teams go through the decision making cycle of bidding on projects, hiring people with specific competencies, developing internal projects and making staff assignments (and other HR decisions such as training).

The results of these decisions are reported using the Compass (N=Nature, E=Economy, S= Society, and W=Wellbeing) which gives you progress indicators for your company as well as information on your competitors. Teams also get market information annually, about how the sectors are changing, upcoming legislation, what is being expected by consumers regarding environmental reporting, etc.

Teams run their companies for 5 years, and all the usual things happen: people may quit (but of course you can do something about job satisfaction - training or green benefits anyone?), reputation is important (and again the choices on external and internal projects can affect that - what about that CSR reporting project?), sectors change as certain consumer and government demands around transparency change), companies make money (or don't) based on the decisions they make and the impacts of their projects on those compass points (some projects may not be available to you, as in the real world, if your reputation in that area is below a certain accepted level). There's a lot to manage and monitor, but then that is the nature of successful businesses and including those moving in and around the sustainable development space.

My two hours with the game flew by and I really enjoyed playing Green & Great. I found the game very thought-provoking, complex but not overwhelming, and fun! (Which is one of my top criteria for games!)

I played my company team on my own, which is always going to be easier, as I only had myself to convince for decision-making. Because we were trialing it, we talked quite a lot with Piotr and among the competing teams, which might be less in a real game. I can imagine however playing it with a team and the rich conversations which would surround our choices about what kind of projects to take, how to build up a committed workforce, to take our sustainability values seriously and still make a good income. I was delighted that I ended up with high scores around Nature, Society and Wellbeing and towards the top for Economy (not the highest, but a satisfying result - we didn't go broke keeping our other three compass indicators high - not even close!)

The game is great for consulting company teams, or for businesses who are working towards and trading in the sustainable development field. It is also an excellent way for people in the NGO or public sector to learn more about their private sector partners and the environment in which they are working. The game gives good opportunities for insight into how business is transforming and can help enrich the dialogue with business that you find in public-private partnerships.

It's available now to play, and you can either play it with your own teams internally, with mixed sector teams if you have a joint project, or if you are a game administrator/facilitator/trainer you can play the game with your clients. They are continuing to enhance Green&Great and are happy to have feedback (which I was also happy to give - it is nice when a game is constantly evolving.)

Curious? If you want to try it out for yourself you can sign up for a demo and free trial on the website: Green & Great

TEDx Change Geneva: The Future We Make

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!

Futurists Give Us the "Shape of Jobs to Come": What This Might Mean for Facilitators and Learning Practitioners

Just published by Fast Future is a study commissioned by the UK Government's Science: So What? So Everything campaign on the Shape of Jobs to Come .

The study produced a list of 20 jobs for 2030, which I thought I would share because Rohit Talwar, from Fast Future, keynoted at the International Association of Facilitators European Conference in Oxford last September. His presentation, "Dancing in the Dark: The Future Business Environment", thoughtfully provoked us all consider how we as facilitators might keep up with the game as the institutions we work with, and the profile of people in them, potentially change.

In that context, he had us imagine a participant group with, for example, age ranges fom 18-200. He questioned how will we structure our sessions, breaks, marketing, preparation, when everyone has global internet exposure and is hyperconnected? How will we work in an extremely resource constrained world - green our events, dramatically reduce costs, save time? When there is incredible ethnic as well as other diversity in the room, how will we celebrate that as well as continually work on issues of difference and potentially tolerance? And so on. For some, parts of this future are already here.

I received this list of future jobs this morning and blogged it because I thought it was interesting to consider how facilitators and learning practitioners might flex methods now for working with all kinds of change in the future (whether it is with body part makers or not!):

The Shape of Jobs to Come list of 20 future Jobs in 2030 (taken directly from their list published on the links above today):

1. Body part maker: Advances in science will make the creation of body parts possible, requiring body part makers, body part stores and body part repair shops.

2. Nano-medic: Advances in nanotechnology offer the potential for a range of sub-atomic 'nanoscale' devices, inserts and procedures that could transform personal healthcare. A new range of nano-medicine specialists will be required to administer these treatments.

3. ‘Pharmer’ of genetically engineered crops and livestock: New-age farmers could be raising crops and livestock that have been genetically engineered to improve yields and produce therapeutic proteins. Possibilities include a vaccine-carrying tomato and therapeutic milk from cows, sheep and goats.

4. Old age wellness manager/consultant: Specialists will draw on a range of medical, pharmaceutical, prosthetic, psychiatric, natural and fitness solutions to help manage the various health and personal needs of the ageing population.

5. Memory augmentation surgeon: Surgeons will add extra memory capacity to people who want to increase their memory capacity. They will also help those who have been over-exposed to information in the course of their life and simply can no longer take on any more information thus leading to sensory shutdown.

6. ‘New science’ ethicist: As scientific advances accelerate in new and emerging fields such as cloning, proteomics and nanotechnology, a new breed of ethicist may be required, who understands a range of underlying scientific fields and helps society make consistent choices about what developments to allow. Much of science will not be a question of can we, but should we.

7. Space pilots, tour guides and architects: With Virgin Galactic and others pioneering space tourism, space trained pilots and tour guides will be needed, as well as designers to enable the habitation of space and other planets. Current projects at SICSA (University of Houston) include a greenhouse on Mars, lunar outposts and space exploration vehicles.

8. Vertical farmers: There is growing interest in the concept of city-based vertical farms, with hydroponically-fed food being grown in multi-storey buildings. These offer the potential to dramatically increase farm yield and reduce environmental degradation. The managers of such entities will require expertise in a range of scientific disciplines, as well as engineering and commerce.

9. Climate change reversal specialist: As the threats and impacts of climate change increase, a new breed of engineer-scientists will be required to help reduce or reverse the effects of climate change on particular locations. They will need to apply multi-disciplinary solutions ranging from filling the oceans with iron filings, to erecting giant umbrellas that deflect the sun's rays.

10. Quarantine enforcer: If a deadly virus starts spreading rapidly, few countries, and few people, will be prepared. Nurses will be in short supply. Moreover, as mortality rates rise, and neighbourhoods are shut down, someone will have to guard the gates.

11. Weather modification police: The act of seeding clouds to create rain is already happening in some parts of the world, and is altering weather patterns thousands of miles away. Weather modification police will need to control and monitor who is allowed to shoot rockets containing silver iodine into the air - a way to provoke rainfall from passing clouds.

12. Virtual lawyer: As more and more of our daily life goes online, specialists will be required to resolve legal disputes which could involve citizens resident in different legal jurisdictions.

13. Avatar manager / Devotees Virtual teacher: Avatars could be used to support or even replace teachers in the elementary classroom, for instance, as computer personas that serve as personal interactive guides. The Devotee is the human that makes sure that the Avatar and the student are properly matched and engaged, etc.

14. Alternative vehicle developers: Designers and builders will create the next generation of vehicle transport using alternative materials and fuels. Could the dream of underwater and flying cars become a reality within the next two decades?

15. Narrowcasters: As broadcasting media becomes increasingly personalised, roles will emerge for specialists working with content providers and advertisers to create content tailored to individual needs. While mass market customisation solutions may be automated, premium rate narrowcasting could be performed by humans.

16. Waste data handler: Specialists will provide a secure data disposal service for those who do not want to be tracked, electronically or otherwise.

17. Virtual clutter organiser: Specialists will help us organise our electronic lives. Clutter management would include effective handling of email, ensuring orderly storage of data, management of electronic IDs and rationalising the applications we use.

18. Time broker / Time bank trader: Alternative currencies will evolve their own markets – for example time banking already exists.

19. Social 'networking' worker: Social workers will help those in some way traumatised or marginalised by social networking.

20. Personal branders: An extension of the role played by executive coaches giving advice on how to create a personal ‘brand’ using social and other media. What personality are you projecting via your blog, Twitter, etc? What personal values do you want to build into your image - and is your image consistent with your real life persona and your goals?

Whether you agree with this list or not, it is still interesting to consider how things change (both with the people and the context) as a learning practitioner and facilitator, and consider how you notice this, and how you adapt your practice to work with it.

"They Threw Out My Exercise!"

All week I have been working with a mixed Private Sector/ Not-for-Profit group (the latter from one conservation organization) in a joint learning exercise about partnerships between these two different sectors. It was structured in an interesting way, the first two days were internal to the conservation organization, with headquarters staff joined with their regional and national office counterparts. The third day invited a wide range of interesting and interested multi-nationals, and the final day featured a more intimate meeting between those private sector partners with a more formalised relationship with the NGO, and the relationship managers from both organizations.

This was a marathon meeting for some, and almost more so because of the highly interactive nature of it – no sitting and vegging out during hours of plenary presentations. At the same time, this intense interactivity in a workshop - working in pairs, individual reflection with Job Aids, trio Peer Consult walks, Learning Cafes, Graffiti Boards, Carousel discussions – all has accelerating affects on the group development process. And if you succeed and get far enough in developing trust, open communication and comfort around authenticity in the group, what that often means is that at one point in the agenda, the group kicks out one of the exercises. I’ve seen it happen over and over again.

That happened in our meeting, and while my counterpart (who had picked that session to facilitate) was a little distressed by this, I saw it as a strong indicator of success.

How can it be successful if a group decides to not play along with an exercise, but instead tells you that this is not the right question or activity, and proposes another one? That sounds scary from a facilitator’s point of view, and this might sound counter-intuitive: if you are a good facilitator you need to be ready for that.

When a group kicks out a session, it can be a sign that the group, the network or team that you are building, is making its own decisions. It knows where it needs to go, and is comfortable enough with the relationship they are building together, and with the facilitator, to articulate that (in the nicest possible way as we experienced). The group exerts its independence and drives the conversation in another direction. Potentially this new direction involves the Elephant-in-the-Room question - that might have been perceived to be uncomfortable or unsafe early on in the relationship building process - and for which resolution is critical to overall long-term success.

For the facilitator, the right reaction, like in good improv theatre, is to say “Yes!” and go with it. Seeing a decline in dependence on the facilitator at the end of a workshop is always a good thing, and can even be built into the agenda, as the group will continue on its own afterwards, and manage its own processes. So it is an excellent thing if this independence can occur and be practiced in the safe, face-to-face environment of the workshop.

So if a group throws out your exercise, think about it, it might be a sign of a job well done!

Can't Do Another Visioning Process?

Vision fatigue? Many groups involved in change processes over time claim they just can't do another visioning process. They have done it so many times. What is a creative way to engage this kind of group?

Instead of trying to design their process, why not design an inquiry process where they do the fundamentals of design?

You might start with attention grabbing questions (group or individual):

• If I were going to send you an email inviting you to a visioning process, what would it have to include for you to enthusiastically say "Yes!"


• If you were going to participate in a vision process that really energised you, what would be some of the features of this process?


• If you were going to participate in a visioning process that created a profound vision, who would be doing something differently at the end? What would these people be doing differently at the end? What would you be doing differently at the end?


• If you were going to say that the visioning process created lasting change, what would be some of the necessary conditions to make this vision stick?


• If we were going to give this process an innovative name, what might we call it?

This inquiry process doesn't focus people in on their past, potentially less-than-satisfactory visioning exercises. It focuses them on the positive future and involves them in creating it and answering questions about what it will take to make it work (differently) this time. The energy that these kinds of questions creates is very different than that from a problem-focused approach, and just may get people to the table with a different attitude and intent, and that might make all the difference.

A Poem for Gillian

Gillian, I decided to write a little poem,
To mark this time, whence from IUCN you are going,
To new bright and green pastures and beds,
That I know, for you, lie just ahead,
As you take to your garden with gusto and strength,
Whilst flourishing as Balaton Group President,
Sewing new seeds of learning,
As round each corner turning,
And taking inspiration from the toys and joys,
With your rambunctious growing boys!

Sad to see you go, we take heart,
That coming here daily in your little Smart,
You have changed much behaviour over time,
And set in place trends for a workplace better aligned,
To think about ‘process’ and the people who make,
Essential ingredients of the IUCN cake,
Using Strengths Finder to help us identify talents,
Getting Things Done à la David Allen,
Innovating with e-tools as part of your ‘flow’,
And challenging the status quo.

Now Alaska calls and into summer we step,
Remember us well. I’m sure we’ll be calling for help!
But more importantly, as friend, daughter, mother and wife,
Enjoy the next phase of your journey through life,
Keep up the ‘play’ and do write that blog,
So we can keep track of your latest inspiration from frogs,
Or whatever else is under the rock you upturn next,
As you strive to learn with twitter-ful zest,
We will miss you, but know that when islands separate,
We need only remember to - communicate!

Let's Give Them Something To Talk About: Big Change, Little by Little?

Active support for change can take many forms. Each act touches some group of people, potentially changes the way they think and (hopefully) what they do, and promotes the change further, connecting tiny points of light until a blanket of light shines out at us. When the actions are all taking us in the same direction, how powerful can that be? From a big city on the west coast of the USA to a rural village in eastern Switzerland, what innovative ways did change supporters get people's attention and support for change last week?

For weeks before the inauguration of President Obama, Little Rae's Bakery in Seattle has been selling the "First Family in Shortbread". More than the good conversation that the cookies themselves produce, James Morse, the owner of Little Rae's, explained on their website how this creative initiative demonstrates the bakery's support for the new President and his change programme, encourages exchange, and takes the additional step to support community action. Here are some excerpts taken from their website (as is the photo):

In a few short weeks the nation will come together to celebrate the inauguration of the 44th president of the United States. As the country begins to understand the extent of the damage to our economy, the new president and his family are going to be looked to for leadership. The kind of leadership this generation has never seen - or needed.

At Little Rae's Bakery, we're bakers. That's what we do. We decided to honor the entire first family to show our support and hope that when we stick together, when we lean on those closest, we are strongest. We're pleased to offer you the First Family cookies. They depict the new President, the First Lady, the Obama children and even the family's mystery dog. Since the Obamas couldn't adopt a dog from the animal shelter due to a variety of allergies, we're donating a portion of every sale to the Humane Society. We'd love to hear what you think of the cookies and have the chance to share the story behind them with you.

Creativity seems to be fundamental to raising awareness, getting people talking, and thinking differently. First Family cookies no doubt made an innovative contribution to this conversation, which was also going on where we live, some 5257 miles away.

We had a spirited discussion with our children last week around the inauguration due, as far as I can tell, to the action of the cantine workers at the local elementary school, which services a rural community of 2000 people in the French-speaking part of Switzerland. Cafeteria workers made a whole week of "American" lunches to draw the children's (and by association their parents') attention to the inauguration and celebration of change in the US. Every day I had delighted reports of hamburgers, brownies, chili con carne, hot dogs and doughnuts (for full effect, say each with a thick French accent), the like they had never had before. I am sure the cantine staff enjoyed putting that menu together made up of clearly crowd pleasers. And I heard lots of good things about Obama and America from my 5 and 7 year old, and no doubt all the other parent's in our community did too.

There is so much noise in the system, and so much to do. Getting people's attention, focusing them on change, and getting them to try different things - whether donating to a local charity, exploring a new culture though its food, or even (like in our organizational change process) taking time to attend a World Cafe, and identify ways to contribute to organizational effeciveness and renewal - it all benefits from creativity and innovation in approach. It gives people something to talk about. And aims to help people to get interested enough to take it that one step further. We can go for big change, little by little.

Our World Café: Kitchen Table Conversations for Change

This morning our Director General invited the headquarters staff for a World Café on our institution's Organizational Development and Change process. Fifty-four of us met in the cafeteria to participate in the process. Here are some of our "hot" reflections on the event.

World Café is an innovative way to think collectively about an issue, with conversation as the core process. In our case, 12 conversations happened in parallel, and after each of the four rounds we took some highlights from these conversations. With interesting, rather iterative questions, you could feel the energy build as people made connections and meaning for themselves and others. Here are the questions we used:

• What is your vision of a highly relevant, efficient, effective and impactful IUCN?
  
• What underlying assumptions have you had about how we, in IUCN, work? How might these need to shift?


• What can we do to help identify and embrace opportunities for IUCN’s organizational development?


• What patterns are emerging from the three earlier conversations? What are the implications for you and for us?

The results of the discussions will feed into our organizational development and change process, through the people in the room, their teams and our individual action. Additionally the process itself will help us move towards some of our articulated goals around creating a culture of dialogue, interaction, and an enabling environment for innovation and cross-pollination of ideas.

Since we (the Learning and Leadership Unit) are the 'process people', we captured some of our learning about holding a World Café in our institution. Here is what we thought went well, and what we would do differently next time. We are also sharing our learning with the World Café online community at the request of David Isaacs, one of the authors of The World Café book. (More knowledge resources on The World Café can be found on the Society for Organizational Learning's website here.)

What worked well with our World Café:

• The process brought lots of positive energy to a conversation about change;
• People appreciated being listened to;
• Mixed groups combined different teams and levels within the organization and gave opportunities to get to know new people (when we asked the group if this process had given them a chance to speak to someone they did not know, almost every hand went up);
• It was hosted by the Director General and connected to a real internal process where people had questions and a desire to contribute;
• It linked with an in-house tradition - Wednesday morning sponsored coffee - a weekly coffee morning for staff supported by our Learning and Leadership unit and the Human Resources Management Group to promote internal dialogue and informal learning;
• We held the World Café in our cafeteria, so instead of trying to transform a formal space (like a meeting room) for informal conversation, we went right to the organization's kitchen literally for these conversations, which changed the interpersonal dynamic. There was kitchen noise and the sound of coffee machines making it all the more real;
• We did not use a flipchart to take down the "popcorn" ideas between each round. We wanted to avoid to externalising the ideas and actions too much and directing the focus away from the group. Instead the comments came from within the group, were given to the group (and not a flipchart), and stayed with the group. We did, however, record them all for future use, which we will share with participants, among other ways through the use of a wordle (take a look at this application that creates beautiful word clouds, if you have never seen one)
• We distributed an "ideas form" to give everyone the opportunity to share some of their top ideas with us afterwards. We handed this out just before the end and also sent an email for people who wanted to send us some ideas electronically. People did a great personal prioritisation for us and themselves, and the act of writing it down also helped people to go through the synthesis process and create a set of potential next actions that might help them remember what was most useful for them.
• We put flipchart-sized graph paper on all the tables as grafitti sheets. People used them for recording ideas. Added benefits: the gridded paper (instead of plain) made it seem more like a checkered table cloth, and the white paper reflected on people's faces making the photos better!

What we would do differently next time:

• In a room not made for speeches (i.e. a cafeteria), accoustics can create challenges for facilitating and hearing ideas from the tables between rounds. To address this we used a soft whistle to get people's attention and asked people to stand up when sharing their ideas. Next time we would get a louder whistle (!) and we would contract lightly with the group in advance to quickly conclude their conversations when they hear the whistle.
• In our briefing, we would emphasize further that the host is responsable for ensuring interactive conversations, but not necessarily for recording or reporting back. At the beginning, making this clear would have helped our host volunteers come forward more quickly.
• Whilst the vast majority of participants stayed throughout, a few people trickled in and out due to other commitments, which was fine. We might have created better messaging to ensure a crisp start. Only a few people had participated in a World Café before, out of our 54 participants; now that people know how it works the next time we might not notice this.

We got some terrific ideas and comments out of our World Café, including many thanks for running such a process internally. People seemed to be happy to take this kitchen table approach to connect and make new meaning together around our organization's future. And this open process provided plenty of opportunity for everyone's ideas and concerns to be laid on the table - besides the kitchen sink - which was nearby anyway.

Asking Great Questions

We are here at the Society for Organizational Learning's Annual Conference in Boston and will be writing a bit this week about what we are learning.

Yesterday I had David Isaacs, one of the founders of the World Cafe, sign a copy of "The Art of Powerful Questions: Catalyzing Insight, Innovation and Action" and we have noticed that in this community asking powerful questions (rather than the answers) often gets the most applause in the plenaries. In fact, there seems to be no particular expectations on the part of SoL members to answer all the questions - they celebrate the good ones. Here are some of the good ones Lizzie and I heard yesterday during a panel called "Purpose Beyond Profit":

• What if educators had the same attitude that car manufacturers in Europe have, that they "owned" their students for life. How would they educate differently?

This question was inspired by Peter Senge's comment about how EU regulations are requiring European automobile manufacturers to take back cars that they build, so they build them differently. After students leave educators' classrooms they then become parts of educators' communities - they might leave their seat at the front of the classroom, but they never leave their life.

• What is the current US Administration's analogy of putting a man on the moon?

When Kennedy came into office, he dreamt of a man on the moon in 10 years and set this as a challenge to his scientists. 8 years and 2 months later, there was a man on the moon. At the time, the average age in the NASA control room was 26 (meaning they were on average 18 years old when the challenge was put forward). What will be Obama’s man on the moon? And what and how can we learn about best tapping into today’s 18 year olds to make this dream come true?

• What is in our system that we don’t know the long term effects of yet?

This was a great question asked by Darcy Winslow, founder of Designs for a Sustainable World Consulting with over 20 years experience working at Nike. Her presentation inspired a question from the audience:

• When businesses cut costs are they really cutting them - or are they just moving them into customers or into the community?

When taking a systems viewpoint, cost-cutting exercises take on a whole new meaning. The archtype called "Shifting the Burden" comes into mind. A similar question can be asked by institutions and project teams.

These questions provoke many lively conversations and ideas which connected people and their experiences and really demonstrated how asking great questions can add energy to a process, help people think differently, and get things moving.

Seeking a little Conference (En)Courage(ment)

The Pegasus Conference 2008 kicked off last night with a World Café session led by co/founder David Isaacs. Joining newcomers and regulars to the conference, we took seats at small, round, red gingham cloth–covered tables, each with red carnation, accompanied by a duo of Novascotian musicians and visual artists decorating our surroundings.

Using the well-known World Café dynamic, in three rounds we inquired into three questions –

1. What do we hope to learn during this conference?
2. What we do hope to contribute, give, share?
3. And what is the question we need to ask connecting what we hope to learn and what we hope to contribute?

My answer to the concluding question came to this –

What will we do to (en)courage ourselves to more fully and consistently apply the thinking and tools with which we coach others, to create the highest performance in our own work?

Who coaches the coaches? Who is the psychotherapist’s psychotherapist? These were the questions my café table friends contributed, understanding my plight. Well, attending this conference is our first step and over the next few days we hope that, following engagement with this community, we will return to our work place (en)couraged for our highest performance!

Facilitate and/or Participate?

We have just finished facilitating three internal retreats in the last 10 days as a part of our organizational development and change process. Two were with new Groups that are being constituted by combining smaller internal teams for greater synergy, effeciency and "network-based delivery" of our institution's conservation goals. The learning that has occurred through these facilitated Group discussions, about how things work and change in our organization, has been incredibly valuable for both strategically planning action and building these new teams. Our Learning and Leadership Unit will also become part of a new Group in the next couple of months and will no doubt have a similar retreat. The question is, do we facilitate or participate?

Facilitators have many opportunities to influence the outcomes of the processes in which they are involved, if that's what they wish to do. Before the process, they help to design the agenda and frame the key questions; they pick the sequence that might highlight one issue over another (what gets the after lunch slot?); they identify the technique and capture method used (does the discussion create an artifact for further use or not?) During the process they choose how to brief an exercise; they choose what to highlight in the opening and closing reflections; choose the order of the speakers (including the Q&A); and influence who gets a few moments more airtime and who gets reigned in. After the process, if the facilitator is helping with the reporting, comes a whole raft of other opportunities to influence the outcomes of the process. At all of these points a facilitator is making a decision (albeit a shared decision) that influences the process somehow.

And of course what makes a great facilitator (and one who gets chosen and invited back) is someone who does this incredibly responsably, with fairness and equity, the best intentions of the group in mind, and with an eye on the common higher goal. A facilitator who contributes can be very beneficial. For example, a facilitator who knows a group well can address key interpersonal issues gently and consistently, one that is experienced can provide great added value by incorporating their learning over the years about leadership and good practice; and one well-connected internally can contribute by tapping into larger institutional issues across many parallel processes. So a facilitator at some levels can facilitate and participate.

However, there are clearly limitations to a facilitator's participation, especially on the relationships and team building side of these processes. For example, as facilitators it is not appropriate to work through your personal relationship issues with team members, or devote time and energy to helping the team really get to know you, your opinion about issues, and how you like to work. In retreats forming new Groups and aggregating existing teams, getting to know one another, sharing hopes and dreams (and maybe fears) as full participants in a shared process are criticial features to success.

So I think that when it comes time to have our own Group retreat, we might help out with the agenda and report, but for the actual event, we will be looking for a good outside facilitator. Then we can be more of ourselves and help our new colleagues get to know us as future team members, including our opinions about what would be best for all of us as fully vested partners in our process. We need to be a part of the change - to facilitate and participate (but not always at the same time).

It Only Takes 1% to Make A Micro-Trend

If we have 1500 staff members, what are 15 of them doing together that creates an interesting micro-trend in our organization that we should be paying attention to?

I enjoyed reading Mark J. Penn and E. Kinney Zalesne's Micro Trends: Surprising Tales of the Way We Live Today (Penguin 2007), and found this intriguing paragraph to capture the essence of the book:

Today, changing lifestyles, the Internet, the balkanization of communications, and the global economy are all coming together to create a new sense of individualism that is powerfully transforming our society. The world may be getting flatter, in terms of globalization, but it is occupied by 6 billion little bumps who do not have to follow the herd to be heard. ... In fact by the time a trend hits 1 percent , it is ready to spawn a hit movie, best selling book, or new political movement. The power of individual choice is increasingly influencing politics, religion, entertainment and even war. In today's mass societies, it takes only 1 percent of people making a dedicated choice - contrary to the mainstream's choice - to create a movement that can change the world.

...or an organization? I have the exciting challenge to facilitate a four-year, system-wide organizational development and change process in my organization. Many teams will be involved in this evolving process. At this early stage we are thinking about how best to inform and engage people so that they see and feel their own potential to catalyse change in their areas of concern. I have been thinking about how to get the majority on board, but reading this book makes me think that, in fact, there may be no "majority" in the organization. Maybe, just like in the outside world, as MicroTrends proposes, people are going hundreds of small directions at once, quickly.

So how can we harness that energy for this process? Where are the niches within the organization? Maybe trying to unify people around one macro-slogan, tagline, or end point, is not the most effective way to go. Maybe we need to make lots of customised, personalised products and processes that speak to and build tolerance for the different choices that people are making (like going to staff picnics and not going to staff picnics, or coming to free coffee or not coming to free coffee.) The book talks not so much about identifying Communities of Practice, but Communities of Choice.

We need to start micro-trend spotting - what are those 15 people doing right now?

Watch Mark Penn's GoogleTalks Video on YouTube.

Leaking Left Brain Knowledge into Right Brain Action

I am at the annual Balaton Group meeting this week and we have been talking about, among other things, how to motivate people to change their behaviour - in this case, towards more sustainable actions.

One of our speakers on change agentry put up a slide titled, "Obstacles to change," which included all kinds of reasons people give for not adopting more green behaviour (such as "my company needs to make a profit, my small contribution will not count for much, I can't afford it", etc.) Someone asked the quesion - are these obstacles to change, or rationalisations for not changing behaviour? Here was the argument:

People know what they want to do. When you encourage them to do something differently, they can easily come up with rationalisations of why they cannot possibly do it. Action emerges, it was suggested, in the right side of the brain. Action is vocalised, in the left side of the brain. Models, data, causal loop diagrams, and so on appeal to the left side of the brain. They can help people logically see what they should do and say so. In the right brain however, where the stories, emotions, images lie, is where the motivation to do something is initiated. The left side of the brain picks the song, but the right side of the brain dances to it.

If we want people to dance, to change their behaviour (for example after our systems visioning workshops), we need to do something that leaks over into the right side of their brain. We can't just give them rationale, data, causal loop diagrams to get them to do things differently. That will help them find their direction. It will be the games, the images and maps, great questions and the heated discussions, that will get them to do something differently after our workshop. Let's dance!

Behind Jargon: Watching Paradigms Shift

Like tectonic plates, our understanding of different concepts in our world of work slowly, collectively shifts. Like in the natural world, parts may move at different speeds, and change may be initially imperceptible from some perspectives, but things are moving nonetheless. Changes in terminology often accompany these shifts; yet may be offhandedly dismissed as jargon by those who have not been involved in, or perhaps agree with, the new shift in thinking.

Behind jargon however is something; some conceptual change, and it is interesting to sift out the nuance, past the new words, to see how the community is growing and deepening it collective understanding for better applications and actions.

One shift I have seen over the last decade, in the environment and development community at least, is the change from training to capacity building, through capacity development to learning. We have seen this evolve in papers, conferences, programmes, departments, and it has even manifested itself in people's titles. Take mine for instance. In the last 15 years of work (3 different institutions), I have gone from the Director of Training, to Director Capacity Development, to the Head of Learning. And this has not just been in words on business cards only; the way I work and my orientation has fundamentally if gradually changed.

15 years ago, capacity building was mostly about training, it was an extension of the academic environment and the realm of experts imparting useful information on participants and students, whether in a headquarters meeting room, or an extension office. It was for the most part workshop or event-based, intensive, and had lots of reading materials. When it existed, curriculum development was based on university outlines, reading lists and lecture notes, with discussion questions. Models like Train X were used to develop lesson plans for training (now I cannot find any mention of this methodology on the web, interesting). What participants got out of it was ascertained in exit questionnaires, much of it however was not repeated very often. It was focused on what people had to know to do something, starting from the ground up.

Capacity building took over from training, with more of a focus on application and a fuller understanding of the professional in his/her environment. Somehow capacity building was a broader, more integrated concept. Capacity development became the vernacular after about 10 years of building capacity, and with the increasing acknowledgement that professionals brought with them their own capacity, and often LOTS of it. So no longer were we building it (e.g. from scratch - with empty vessel-like connotations) but that we could strengthen and further develop into areas of excellence within people. Capacity development also came out of the classroom to many different in-situ environments - complete with more individualised applications and practice.

This subtle shift began to focus the process on the individual. More needs assessments, better understanding of what the people needed to DO with the information, helped to tailor and refine the input, which was now not only an event, but adopted a longer term approach - and more intervention opportunities - shadowing, mentoring, peer-learning, networking, work-place learning, preparatory e-conferences, post-activity advisory services, etc. And the whole process can be fun.

The newest shift to learning is an interesting one. Now it is all about me (well, not me personally, but all of us). No longer do I necessarily need my own learning and development to be moderated by some outside person or group, or include too much formal instruction, training or otherwise. I may want that for something specific, but I can develop my own pathway for improvement and updating to match what I want and need. Learning can happen anywhere and at any time. As we have read in Jay Cross' book Informal Learning, 80% of workplace learning happens almost without our awareness - at a Sponsored coffee morning, in meeting discussions, in reading notices posted in the staff toilets, in our web searches, in our evening experiments with Second Life. Now a Learning Director has every spot in and outside the workplace to play with, and practically every hour of the day.

The end result is the most important and it is mostly determined by you, the learner. What do you need to do a great job? What do you need to learn, and what medium (or better, media) works best for you - and how many different, interesting, energizing ways can we help you to gather or create your knowledge, analyse it, test it, apply it, learn from it, and then keep at it. Now its lifelong learning, slowly moving, shifting and changing, just like those tectonic plates.

(Note: This post was inspired by my current reading of colleague Nicole's "Opportunity Plan" for a leadership programme of ours. Apparently Business Plans are out, now they are called Opportunity Plans - I'm curious about the conceptual shift in thinking that's behind this change.)

Can a Leopard Change Its Spots?

My hopeful answer to this is "well, maybe." I get my evidence from a recent experiment that I conducted quite by accident.

Two month ago I took the Meyers-Briggs test and felt the results were accurate (self-validated). The instrument I thought had captured fairly my preferences on the four dichotomies. One of my preferences at that time was "P" - Perceiving rather than Judging. Perceivers are spontaneous, go with the flow, they make lists and lose them, they complete tasks at the last minute or late rather than well in advance.

Well, in today's world with no speed limits on the information highway, this particular species is likely to get run over. So I have been working on this. One month ago we invited David Allen to come and address our staff on Getting Things Done, an approach which (check previous GTD tags) provides a system to help you keep alive in the organizational jungle. Many of us after his seminar have adoped this appoach and it appears to be working.

Now back to my experiment, yesterday I went to an MBTI training course and for that I had to take the instrument again, just a few months after my first test. I was amazed at the change. Everything was the same, except that my preference on the "outerworld orientation" dichotomy moved from Perceiving to Judging - with unfamiliar words like planned, structured, decisive, scheduled, makes lists and uses them, as descriptors.

I can only imagine that this difference in such a short period of time could be influenced by the GTD experience, which is still very fresh. Hopefully this change will last. I wouldn't want to lose any of my spontaneity, and at the same time a little more structured follow-up and information management would not go amiss. Maybe just half of the spots could change? Would I then become a GMO? (GTD-Modified Organism?)

How Can You Get Them to Drink? Effective Communication in the Workplace

Imagine that you have spent two years developing guidelines for engaging with some key corporate issue. Or you just undertook a major survey with an important stakeholder group and wrote a 6-page summary of the central findings. You are finally finished and you send around your laboured document as an email attachment. Do people read it, do they understand it, do they do something differently as a result of this heroic effort?

How can you best broadcast essential information to a staff of hundreds?

It might not be enough to just send out your email message and hope that people find it in their in-boxes and have the time to read it (the 6-page summary mentioned above took me 1 hour to read carefully). Or might not get everyone's attention at the monthly staff meeting in your 3 minute report. How can you get people in the "room" either physically or metaphorically?

We have been speaking to a couple of internal units about this in the last weeks and some interesting ideas have come up revolving around taking a campaign approach to internal communications, using a combination of existing structures/processes and creating some new information sharing opportunities. Here are a few steps that might be helpful:

Step 1: What staff gatherings already exist? In our organization we have a monthly staff meeting, a bi-weekly management meeting, our weekly Free Coffee mornings, and an ad-hoc series of "Brown-bag lunches" which can be programmed. Each of these activities is more or less optional (although for some attendance is more strongly encouraged than others). Each seems to attract a different segment of our internal population, and numbers are usually not very high (staff meetings are the highest, but also the shortest, and most jammed with information.) Matrix those gatherings out with the type of people who go and the rough numbers - how far does that get you?

Step 2: Where else do people congregate, wait or rest? Can you take a few walks during your work day and notice where people stop and pause? We have our cafeteria, especially the line for the coffee machine (can you put a sign there?), at the tables in the cafeteria (can you laminate the guidelines and leave them on the tables?), at the reception area (comfy couches), where else?

What about the toilet? We currently have one sign in our toilets about cleanliness in French, English and Spanish which has been read, I am sure, millions of times. Everyone in our building can recite "Please flush the toilet" in three languages. What about having some kind of revolving mechanism whereby ads, short papers, executive summaries, guidelines get put up in the toilets and changed weekly? Maybe one item per week so it gets maximum attention? Anywhere else (think of your smokers, where do they go?) You are trying to pick off different segments of your population over time, be strategic!

Step 3: What is the message? Instead of pasting up all 6 pages of the survey in the toilet, or leaving stapled documents on the tables, can you boil it down to one attractive page, with the main action you desire from the reader at the top? Can you use questions to get people's attention? Remember you are still competing with lots of other stimuli, no matter where you are (except perhaps the toilet). Also think of your segment, if young professionals are the ones that come most to the Brown Bag lunches, and are very interested in building their own capacities, how can you frame your information for them?

Step 4: How can you get a few more people to come? If you have a little budget, perhaps you can do small things that would get a few more people to attend your events. For example, offer pizza at the brown bag lunches (Legal Pizza anyone?) Or before the staff meeting, send out a message asking people for questions (If you could ask the Membership Unit one question what would it be?) then say you will pick two to answer at the staff meeting, and give a prize to the two questions you pick (then tell them about your survey results). Or in the Free Coffee morning tell people in advance that you will run a quiz about your guidelines, (link the URL) and will be awarding free lunch tickets to everyone that answers them correctly - hand out the quiz while people wait in line at the coffee machine, or put on the tables while they chat, and collect them later and send the list of winners out by email (they are now the experts on the guidelines, not only you!)

Step 5: What kind of support and take aways/reminders can you offer? Once you have people's attention, whether it is in the Ladies room, in cafeteria, or the conference room - what can you give them to remind them of your essential information? Can you make a postcard with top tips that you can give away and they can put it by their desk (include the contact person, and URL for more information), can you put the location on the knowledge network for the full document, can you create an interesting aid memoire (magnet or badge - "I wonder what our Members are doing today?"). Can you follow up with a card offering an hour of your services? Our unit did this for the holidays, we created a holiday post card with a clock on one side saying that we would like to give a gift of our time (one hour), and on the back we put the list of "services" or things that our unit could do, and we sent it to all the different units through internal mail. No one yet has cashed it in, but at least they know more about the kinds of things we are doing, and they probably kept it up somewhere for at least a month before recycling it with the other holiday cards.

Step 6: Keep track of where you are and create your own product bank. Whether you want to do a one week blitz using all these things, a three-month campaign, or want to work over the calendar year, keep track of who you are getting and what you are using. Where are the gaps? Have you gotten the DG yet, or are you missing a few senior managers? Maybe a lunch date or a 10 minute coffee will do. Or maybe the administration is one of the key users of your guidelines, so a special meeting called with them will work. And because of inevitable turnover, can you slip your summary into the new recruits pack with HR? And keep all your supports, papers, take aways, in a central place in a resource bank complete with Frequently Asked Questions, YouTube videos of you answering the different questions, case stories of people who have used your guidelines successfully and saved time and money, and of course your guidelines or survey results.

Next year, just a reminder in the loo might be enough to get people thinking about your issue again.

Anyone Not Here Please Raise Your Hand

We opened our network meeting yesterday with a workshop on new media, Web 2.0 and social networking tools, and an exploration of applications for learning and sustainability processes. This network is the Balaton Group; a group of systems dynamicists, systems thinkers, and sustainability advocates founded by Dennis and Donella Meadows, who have been meeting by the shores of Lake Balaton to discuss global challenges and change for the past 26 years.

Yesterday during our workshop reflection, we queried our ability to "hear" voices not in the room. How much does our work and avenues of inquiry simply reinforce the messages that we want to hear, rather than minority (or in some cases majority) messages that are completely outside our experience? Network members are well-travelled, culturally sensitive, and primarily reached through electronic means, and now exploring the utility of blogs and podcasting; how much are we able to take into consideration those with whom we do not connect? One of our Members from Indonesia told a story about working with local communities in which they had provided computers for communication purposes. They had recently sent an email inviting people from those communitiesto attend a workshop, and no one responded.

In his recent book, "Stumbling on Happiness", Daniel Gilbert talks about the view from in here. He puts together a compelling story about how hard, even impossible, it is to remember accurately a previous condition. A more recent experience will always color our evaluation of a past experience. So if those around us are sharing an experience with us, how easy it is for any of us to represent or invoke accurately a completely different context (do we really remember what it was like before we had the internet)?

When such a large percentage of our work is devoted to behaviour change of people that have a potentially very different motivations and contexts to us, sustainability advocates, how close are we getting to really understanding and speaking to the real thing?

Normative Forecasting versus Extrapolation - Big Words for Big Change?

In the last couple of days, I have been working with a core team in our institution on a strategic planning process to structure and organize a major upcoming event - a Congress of 10,000 people which will be held at the end of next year. We spent a good deal of our 14.5 hours together building a wall-sized work plan that detailed every aspect of the Congress that we could think of - and tried to understand how these all fit together in terms of sequencing and responsibilities, as well as the kinds of knowledge gaps or risks that we could identify now. The final, enormous visual result was less overwhelming than expected because we knew that everyone understood each other's individual pieces, and were there to help.

We did not start this exercise with extrapolating what needed to happen from today (that started after lunch). Instead we started with what kind of a Congress we wanted. We talked about what we wanted to achieve in terms of strategic objectives, and our most energised discussions were around how to have a healthy and happy Congress for everyone involved. These Congresses happen every four years, and are increasingly marathon events, with thousands of participants, hundreds of staff, hundreds of different activities happening concurrently, and - because they happen in a different place and with a different team each time- a steep learning curve. Our conversation about a healthy Congress (which is actually one of the sub-themes, although it is meant more in a global sustainable development sense) tapped people in to what they wanted their Congress to look like and be, not only for participants, but for them as the people who devote their lives to it for the two years preceding it.

During those 14 days of the Congress they wanted features both simple and complex. They wanted regular break times and meals, for sustenance and reflection; they wanted fresh air and some exercise (besides running around an enormous conference centre). They wanted clear responsibilities and lines of communication; and they wanted recognition for great work (and not just those emergency calls when things fall apart). They wanted the ability to participate in the substantive discussions to be built into their terms of engagement, so that they also could contribute to the debate. All of these things would help create the Congress they wanted to see, and would give them something to aim for. This is a more normative approach, describing desired future (I read an interesting definition of normative as being "one step beyond normal"). Normal, is what you might get if you use an extrapolative approach - one that infers or estimates the future by extending or projecting known information.

These two choices for developing future pathways, whether using extrapolative or normative approaches, are equally valid whether you are planning a major event, reorganizing an entire institution, developing a new programme, or trying to figure out what you want to do with your life - all four types of conversations I have had with people over the last week. The tendency seems to be to use extrapolation. How far can we get if we tweak this or that? What kind of different outcomes might we get if we experiment with normative forecasting? This might be a better way if your goal is big change.

Re-Playing the Change Game – What We Noticed This Time

In a previous post, How is Change Like Strip Poker, we talked through how people react to change processes, and we used a game for experiential learning. See that post if you want to know the mechanics of the game. The basic idea is to have people experience a change process and notice what kind of reactions and emotions they go through while they try to change. Well, today we played the game again with a group of senior managers, who are themselves leading a change process in our institution. Here are some of the dynamics that we noticed as the group was asked to undergo a change process themselves. We also wonder, how might this "laboratory experiment" give us some insights on what is happening or might happen in our institution as we all undergo change?

Creativity breeds creativity and resistance breeds resistance. If your partner, or colleague, is having fun with a change process, you are more likely to find the fun in it too (or at least try). However, if someone is actively resisting change, then those around them are less willing to change, or feel less able to change.

Your willingness to change might also depend on who you are working with. Your reaction to change might be swayed by the observed behaviour around you (so following the crowd) but also with your underlying relationships. If change is perceived as a risk, how much trust is there in the team to encourage this perceived risk-taking behaviour?

Change is a highly individual process. Some people go from fear to delight and others go from delight to fear. People can have different experiences over the same period of time. Most people will question change, but they might question it at different times based on their assumptions of the goals and their perceptions of the results being achieved along the way, as well as how uncomfortable they might become (for many reasons) at different stages in the process.

Change will happen at different levels, and deep change takes time. It takes people some time to stop changing things at a superficial level and to start to think how they can change more fundamentally (like mental models, versus moving your watch from one arm to the other). Everyone will do the easy stuff first, and everyone has a different perception of easy.

Change can make you richer, but you can't always imagine that at the onset of the process. After the initial assumption about change as loss, and when there is nothing easy left to change, people start to use resources differently. At the end of our process, people tended to have more than they did when they started. They began to pick up tools, resources, other objects, and for the most part, were richer in material terms than when they began.

Looking at change differently. In our exercise one person in the last round actually put on someone else’s shoes – that seemed like a nice metaphor for trying to understand another person’s experience with the change process. This same person also asked, “is someone going to get a prize?”, as though openness to change should be rewarded. The nice part was, that person in both instances, was the boss.

How Should We Manage the Hard Sell?

Some months back, Dennis Meadows - a renowned Systems Dynamist and author of ‘Limits to Growth’ (1972), visited our organization and spoke with us about the future of oil. Recently I’ve been referring back to his presentation, and especially to the series of three graphs shown here and illustrating easy problems, hard problems and how hard problems become easy with greater time horizon. These graphs make great sense to me. My question is: How can we most effectively influence decision-makers in expanding time horizons – often beyond their term of office? This is a hard sell, particularly because we often see things get worse before they get better.

I come back to an earlier post in which I wrote about theories of change and concluded that the knowledge → behaviour change theory is not a universal truth (as many smokers, people working on climate change and many others will know only too well). How do we help prepare people to go ‘cold turkey’ for the sake of better longer term health - whether of us as individuals, as institutions or societies, or for the sake of the health of the planet?