Facilitators Notebook: "Experience in a Box" Application

Two weeks ago, I wrote a blog post (Experience in a Box) about an interesting kit of materials that could be used to help people move through their learning cycle, from "analysis" to "experimenting", by building and simulating their ideas.

I used this on Thursday in our in-house Facilitator's Training Course (Module 4: Working with Space and Context). Earlier in the session we had given our facilitators scenarios to use to practice their introductions - the contracting piece - when you introduce yourself to the participants, share your goals, and frame of the workshop/meeting. Later we used those same scenarios with the Combi box to physically "build" the workshop rooms where those scenarios would most effectively take place. As they built their spaces (with sticks, wooden blocks, game pieces, modelling clay, etc.) each team talked through the various reasons for a certain room set up - based on the meeting's purpose, what they knew about the group, cultural considerations (given in the scenarios), etc.

We could have had general discussions in plenary about different kinds of room set-ups. However, that would have been passive learning for many, and perhaps too theoretical to be really useful. It would have been a few of us sharing our experiences, rather than strengthening the experience of others. The act of building the ideal workshop rooms in miniature with the materials allowed people to test different options together, talk about how one might work better than another, and make decisions, and then share the artifact of their discussion with the rest of us in a very short time.

This turned out to be an interactive, productive and fun exercise to give people more than just a notion, but some "experience" in setting up workshop spaces to contribute to their desired outcomes. Next step - moving those chairs for real! (Also, as a side note, not many of their final room set-up plans looked anything like those traditional ones in the image attached - they might have started that way, but in the process of their discussions their designs turned out to be much more innovative...)

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.

Experience in a Box?

This week we went to a meeting of a Swiss-based Knowledge Management Community of Practice called "Think Table". This one-day gathering was packed full of games, experiences, discussions on topics such as storytelling (Story Guide: Building Bridges Using Narrative Techniques" prepared by the Swiss Development Cooperation-their webpage has many other related free documents to download), facilitation (our contribution), monitoring and evaluation for knowledge management, and "rapid prototyping".

Rapid prototyping was a particularly interesting tool, and it fit in with our recent preoccupation with getting people at work to be thinking about their Learning Cycles. This tool presents an opportunity to go further with the experimenting/experience part of the cycle through actually building a process and then simulating and walking through the various steps, before documenting them more formally on paper after the experience.

Manfred Kunzel from the University of Fribourg presented the activity, asking four small teams to each construct the following scenario: "opening the door to sell black ThinkTables to schools in our community". He gave us each half a box of supplies, small blocks, game pieces, sticks, post-it notes, other representational objects, and instructed us to build and then simulate the various seps in the process. After our initial "what?" reaction, we got to the task, and the discussion which followed helped us move through the essential stages of both project planning and execution (simplify the task, organization and set up, exploration and modelling, develop the plan, and execution). Apparently you can build any process in about 40 minutes, although then it can take several hours afterwards to formalise the process (map it, write down the steps, assign roles, etc.)

I have one of the boxes on my desk now, and already have plans to use it (you could probably create your own box). I thought it was a brilliant way to get people to think about something they want to do together, agree on it, build it, and then practice how the various stocks (money, people, ideas) flow around their system. It doesn't replace real life, but sometimes you can't practice building a bridge, or running a Congress of 10,000 people. At least this way you can create that environment on a much smaller scale and then run around in your simulated environment, saying what you would say, going where you would go, and seeing what kinds of things you might run into on the way.

Getting Some Help in Letting Go: Online Communities, Nings and Del.icio.us

This title might sound like the start of a self-help entry, and in some ways it is. We have written a few blog posts in the past about seeing information as flow (rather than a stock). These posts included How is Information Like Electricity or Water? and Knowledge Has Changed: 6 Big Ideas from George Siemens. And we have even tried to experiment with this notion in our own lives, for example in our office, which we wrote about in the blog post No Trees Were Harmed Setting Up This Office. However, when you come right down to it, people just want to keep things, bits of information, papers, books. No doubt there is some deep psychological reason for this (did my family move around alot when I was a child?) or maybe I just don't have enough time to read all these things in the first place (so I imagine that I will have more time later?)

I have been active recently on a new community social networking tool called a ning. One in particular is devoted to informal learning, run by Jay Cross, called the Internet Time Community. On that site, the community of 90 members (this number has tripled, it was only 30 last week) discusses community building, blogging, PLEs (personal learning environments), and more, all at the same time. Here is where I found something that helped me take another step in letting go of paper. I shared with this community my urge to print things (I had just started a physical folder of interesting articles on web 2.0 and somehow it seemed very anachronistic) and asked them for some advice.

Several members of the community answered this question. Here is what Jay Cross (author of Informal Learning) said: "Try using Del.icio.us or Magnolia. When you see something you like, click and you have a breadcrumb back to that item. You can tag it for retrieval by any terms you want. And you can even see who else has tagged the same thing. "

So I just spent the last hour setting myself up on Del.icio.us and I must say, it's satisfying to go back through those many emails I sent myself with URLs to useful sites and documents. I was able to annotate them, and tag them for future reference. I won't lose them and I won't print them. And it feels good knowing that they are there - just like those community members in the ning; they helped me take one more small step towards letting go...

Giving Feedback That People Can Hear

We have been on the giving and receiving end of feedback recently and that has inspired us to think a bit more about this artful communication process. How can we give feedback that people can actually hear, and even potentially use as a part of their learning process?

A couple of questions come to mind when thinking about this often delicate transaction: First of all, why am I giving this feedback? What are my motivations? Is it to help the person do something differently, to improve a process, to establish myself as an expert in the area, to register my reaction to some behaviour? Or a combination of these things? How close can you come to the core reason for giving the feedback in the first place, and can that help you package your feedback in a way that helps the person understand your motivations, and therefore make your feedback welcome?

The second question is how can I give my feedback? We asked this question to our group of trainee facilitators two weeks ago during our course. Many responses came up, and fundamental to the means they picked (writing, orally, face-to-face, etc.) was the question of trusting the giver to provide the feedback in a way that was appreciative and balanced (so what worked and what could be different).

Ultimately, the best result of giving feedback is that the relationship between you and the recipient is ever better than it was before. After all, you care enough about her/him (the process, the work, your relationship) to think carefully and share your reflections, and genuinely work together towards constant improvement. Think about the last time you gave someone feedback, would you say that your relationship is even better now? If not, then you could have had a communication misfire. Thankfully, feedback is not necessarily a one-off event, if you really want to help, think about it and try again.

Happy 100th Blog Post! What Blogging Has Brought to Us

Today we are celebrating - in the last 7 months we have written 100 blog posts! What is this practice contributing to our work? Here are some of the things that we have identified...

Making Space for Reflective Practice – Many people say they are too busy to think or be creative. For us blogging has created a space for reflection, and reflection is an essential part of our learning process (see Kolb’s Learning Model). In writing our blog posts, we are not skipping that essential step: taking an experience, reflecting on it, then applying our learning to new experiences. Our blog helps us map our learning on a daily basis, which encourages us and focuses us on constant improvement. No learning gets lost or goes unnoticed!

Capturing our Knowledge as it Develops – Our blog is a way to synthesize and record our knowledge and ideas as they develop. It is a way to capture and create new knowledge and meaning for ourselves. It is a means of analysis (in a most non-scientific way.) And it organizes these ideas for us so that we can track them and refer back to them later.

Fostering Creative Thinking and Writing – Our blog helps prepare us for conversations where we need to articulate new ideas. It helps commit our learning to memory, helps us develop our story, and practice telling it (albeit in writing) as the message is already "chewed over" in our heads.

Developing our Personal Knowledge Management Systems – Through exploring blogging and the theories behind it, it has introduced us to new thinking about personal knowledge management while at the same time providing a new tool in our personal knowledge management tool box. It also helps us practice what we preach in terms of experimentation and creativity.

Connecting Us for Quality Inputs – Our blog has enabled valuable comment from others in the blogosphere through a self-selecting mechanism (comments are opt-in) which in our experience been about quality versus quantity.

Even now, writing this 100th blog post has given us an opportunity to reflect again on what we are learning to help us consider what we can change, do more of, or explore further to improve our learning with this tool.

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?

The Workplace of the Future: Technology-Enhanced Mobility

I was interested to hear last week, from the Regional HR Director at Dupont, that for many companies the virtual office is now the norm and that companies are turning their attention to helping employees maintain connectivity, not only of the technical kind but also of the interpersonal kind.

This may be the case for the private sector, but as far as I can tell it is still in an experimental stage for the not-for-profit sector. My organization for example, has a few people (only women I believe) who are working less than 100%, that gives them some flexibility, but no one (but me I think) is working part of my time from home as a rule. Experimenting with mobility has been interesting in an institutional culture which is very immediate and in some cases inpromptu. My observation is that dividing your time between a physical office and a home office demands a level of organization that is not always necessary if you routinely go into an office every day (for about 10 hours). You need to define and set some boundaries, and then keep both yourself and your colleagues mindful of them.

The Dupont spokesperson said that the golden rule of mobile working, especially if you are doing it for work/life balance reasons, was to set limits, but still focus on a) flexibility and b) the customer. To make this work, particularly if you are a part of an office-based team, is to identify your customer (your immediate colleagues, your line manager, the top boss but probably not everybody) and keep your customers happy. It also seems that if you are in a results-based environment, it is easier to show that this distributed team system can work and be productive (perhaps even more productive than a traditional office-based team).

It is also, ultimately, a perk. As the best people have more choice (HR is quickly becoming known as Talent Management in some industries), stay in the workforce longer (so salaries can reach their cap long before retirement), and the technology exists, I guess we will be seeing more people becoming mobile workers even in the non-profit sector. Institutions can also see that non-financial benefits work for employee retention and overall staff satisfaction. Still, there is a little fear about the empty institution; that social connections will be replaced by internet connections. So how can we make sure that the time people do spend together at work is really quality time, and not just coming in those big doors and going into a small office for the rest of the day (sending email to each other)? A workplace revolution needs to be accompanied by a workspace revolution....(and perhaps a small shift in institutional culture?)

And the Award for the Most Valuable Team Member Goes To...

Earlier this week we ran an interesting activity in our Staff Meeting. Staff Meetings have changed in the last month, with the request from the Director General (formerly in charge of staff meetings) that they be facilitated by Communications and Learning. ( Perhaps this falls into the Be Careful What You Wish For category - See blog post on "We Just Went to a Great Staff Meeting", November 2006) Actually we are having good fun thinking of ways to animate the staff meetings and getting them to focus, in a sometimes light manner, on serious issues within our institution.

The activity I am referring to was a type of social network analysis which we did as a group. We adapted a systems game called "Triangles" into an exercise which would show the interconnections between staff at the meeting. We asked each person, silently, to look around the room and select two people that really facilitated their work, that were always responsive, and helpful to them. Then we asked people to quietly move and stand equidistant between those two people, without identifying them.

Well, the room began to move as people tried to find and keep their places, and it took a few minutes to this large system to settle down and stop. Then we started to change the system. We moved the most senior person in the room back about 8 meters and told people that they had to continue to follow the rules and stand equidistant between their two helpful reference people, even if it meant that they had to move again. Not much adjustment happened. Then we moved a middle manager, some movement followed and a little shifting about. Then we began to move people in service units, in Finance, Assistants, and other support people, and we saw much more movement. In some cases, we would move someone, and a few people would shift to maintain their connection and position, and then their shifting would set into place even more movement, and then everyone was moving again.

This exercise really set the notion of the value chain of the organization on its head. The people who were most valuable in influencing the quality of people's work the most, who helped and facilitated their tasks, were not always the people in the highest positions, sometimes on the contrary.

Do we really notice how many people it takes for us to do a good job? All those people up and down the activity chain who help us deliver and be productive. Who often gets the credit for the good work that happens? How can we highlight more of the processes that make us effective as well as the outputs and products that are produced? How do we notice and value all of those interactions that get things done?

So who gets my Award for Most Valuable Team Member?

• Cecilia: For being able to combine absolute attention to detail and follow-through, with perpetual good mood and great sensitivity to people's feelings;


• Lizzie: For being a maximiser and taking something that is pretty good and making it excellent, and for being able to see very subtle things in people that I simply cannot see;


• Caroline: For being incredibly pragmatic and clear thinking, and always being willing to volunteer to do something substantial, even when it sounds like quite hard work.

In our institution, it takes a team to get things done.

Creating Scenarios for Climate Stabilization?

“The paradox is that if you really want to change how people act, don’t ask them to come to a meeting on action,” said Adam Kahane during the presentation of a proposed scenarios dialogue process aiming to develop answers to the question: Who would have to do what by when, in order to stabilize the earth’s climate?

At first glance, inviting people to develop answers to the question – Who would have to do what by when, in order to stabilize the earth’s climate? – might appear to be inviting people to a meeting on action. But what Adam and colleague Earl Saxon are proposing is not a space in which people commit to action. They propose an exploration. They propose exploring a number of “possible concrete courses of actions by different sectors and countries that would, in aggregate, achieve climate stabilization, together with an analysis of the costs, benefits, tradeoffs and challenges for different actors in each scenario.”

Since the early 1990’s, Adam Kahane has been using scenarios for open and in-depth dialogue among diverse, influential and committed leaders. He has learned that “it is possible for all the people who are part of a mess to sit together and find a peaceful way forward.” And he has learned that this is facilitated by the creation of spaces for off-the-record exchanges away from formal decision-making processes, in which people can try to put political agendas aside and talk, listen and think differently with one-another. For Adam, this is an incredibly powerful part of generating the “will to act” – the challenge of achieving which is so often massively underestimated.

Whilst formal channels (such as the IPCC and UNFCCC) have their role in generating the will to act to address climate change, how powerfully might they be complemented by parallel, generative dialogue processes which ask leaders to explore future scenarios which stretch imaginations, challenge ideas of what is possible and develop shared understanding of options? How might other processes in which we are involved benefit from a similar approach? And how should we invite participants for greatest success?

Blogging Across Cultures - How Well Does This Practice Translate?

Blogging seems to be slowly coming into our daily conversations at work as people start to experiment, and open up to the power of this tool. In our discussions we have seen some very different reactions to the notion of blogs by people at different levels of our international institution. In some of our conversations we have been wondering about the links between culture and blogging.

Do certain cultures take to the practice more naturally than others? (This includes national cultures and organisational/team cultures.)

Within the field of intercultural communication, there are some sets of cultural assumptions that seem to, broadly speaking, be embraced by different cultural groups. One of these is called "Power Distance". If you think of this as a continuum, from Low Power Distance to High Power Distance (with most cultures falling somewhere in between), here are some of the features at the extremes:

Low Power Distance - This features a democratic management style, power is not jeaously guarded, subordinates take initiative and are not overly deferential to managers. In cultures with low power distance, the CEO or boss might go to the cafeteria and have lunch with the staff uninvited; young professionals could comfortably contest ideas in meetings run by senior staff members; and hierarchies would be flatter.

High Power Distance - This is a more authoritarian culture, power is more centralised, there is more deference to authority and managers tend to hold on to power. In cultures with high power distance, CEOs would have lunch with Senior Managers in a separate room with reservations (and have a better lunch than the staff); plenary discussions would not feature much open dissent of ideas, certainly not by younger staff; and hierarchies would have many levels between general staff and the top management.

So how might this relate to blogging? Well, blogging is definitely a democratising tool, it lets people at any rank in an organization make their viewpoints known (agree or disagree); it allows anyone to start a discussion, a movement or an activity; it allows many voices in an organization rather than one top one; it distributes the right and ability to speak, share and discuss across an organization or a community. Would blogging be considered threatening in a culture with high power distance, or at least might there be strong cultural norms that create a disincentive to blogging? When we send out our draft blogging policy for internal discussion, what might be some of the responses based on cultural interpretations of this new medium? I would be curious to see what others think about the cultural aspects of blogging practice.

Moving to Music - The Isicathamiya Effect

I have long loved the traditional South African choral song -‘isicathamiya’ - of Joseph Shabalala and his group Ladysmith Black Mambazo. The group has spread the message of peace, love and harmony for 47 years, and teaching people about South Africa and the culture of the Zulu people. So great has been their success and popularity that they have performed at many musical award shows, the Olympics, South African Presidential inaugurations and Nobel Peace Prize Ceremonies.

A few nights ago I had the great pleasure of seeing and hearing them live for the first time. One thing I think anyone who has seen them live would agree is that the performance of this group stirs something in you. And not only the music, but the presence of these artists and the way they dance. (Their movements are derived from the tradition of the mine workers of South Africa and the ‘tip toe’ steps they used so as not to disturb the camp security guards during their weekly singing competitions.) Beyond the beautiful harmonies, this is powerful, moving stuff.

Reflecting on this and a call from organizers of the World Conservation Congress (Barcelona, Spain, October 2008) for event proposals, I’m wondering how we can harness the role of music in such events and more generally as we work? How can we use music to ‘stir something’ in participants and help move us to better work together in co-creating sustainable solutions to the challenges we face? Put on the music of your choice and share your thoughts (including your musical recommendations)...

Speed Up-Dating: Views from a Guest Blogger

This post was contributed by Caroline, a member of our Learning Team, and today our guest blogger. She writes about a recent strategic planning meeting we held to develop our main programme goals for the next four years. She writes...

In the first morning of our 3-day meeting, 25 people gathered for the first time in several years. So many updates, so little time! To have formal presentations of the work done and ongoing activities from all participants and all parts of the world would takes hours (if not days!), yet in one hour all people were updated sufficiently for the time being, and equipped with the knowledge of who to go to find out more. How? Speed Up-Dating! To prepare for the activity, everyone wrote a few words about what they wanted to discuss on their name badge. Then, the hour was divided into eight segments (15, 10, 10, 5, 5, 5, 5, 5 minutes) which the facilitator timed, and in those time periods people were invited to find other people with similar discussion themes, or ones they wanted to hear more about.

What happened? Once the activity officially started, half the group went straight to one place – there was an obvious lead speaker who initiated discussion, but questions were soon being fired and the group reached a discussion stage a lot earlier than if it had been a formal presentation. People started offering their own experiences (potentially feeling more comfortable about this than if they were in a formal presentation setting). The conversation was rich, and there was input from nearly all participants. Elsewhere three people had found a computer and logged on for a 1-to-1 tutorial about an online toolkit, given by the author to someone really keen to learn how to use it. The two could engage in a productive conversation about it, tailor the explanation directly to the learner’s needs, and both got much more value out of the session than if it had been in a larger group.

These were just 2 examples of groups that formed in the group … the room was buzzing with activity in other group formations as well.

So why did it work? Everyone was given a role as learner - rather than changing roles back and forth between learner and presenter, the responsibility was put onto all learners to identify what they wanted to discover, to decide how best to do this, and to source their own learning opportunity themselves. As soon as someone feels ownership or responsibility over something they are part of, they invest in it more, and are more keen to see success. Basically the learners are actively investing in what they take away, and choosing to learn – two recipes for success that were proven in this occasion!

Free Coffee Update: May the Force Be With Us

After a little tangle of events yesterday around our drive to bring back free coffee, the advice of Yoda somehow came through it all, "There is no try, there is only do", and so we went for it. Although I feel a bit sheepish about quoting a film character, and a Star Wars one to boot, somehow it seemed to fit - we are hoping that the wave of support for this initiative will help us succeed in bringing this interesting informal learning opportunity back to our institution, in spite of some challenges.

We relaunched the Free Coffee morning in partnership with our HR department, with a new sponsorship component. Neither of our departments really has enough budget to support the activity completely, even sharing the cost. However, we decided to try and invite other departments to use the Free Coffee Morning for their own purposes - to inform people about a new initiative, to celebrate an International Day, to honour a retiring colleague, to take a survey of staff on a key issue, etc.

I wrote the sponsorship message with my fingers crossed, hoping that interest and support would be with us in bringing back this opportunity for people to leave their offices for an hour a week to have a coffee and talk to each other. Our partner was a little nervous too.

Well, a day later, the sponsorships are coming in, and it is exciting to see that people are getting really creative with their adopted days. For example, we have an anonymous sponsor who is giving the coffee to staff to help celebrate his/her birthday (we promised anonymity to the end); one department is going to celebrate the launch of a big publication that has a colour in the title (red) so everyone who wears red that day, gets the free coffee; another programme has just landed a 16million dollar grant for a major international project and will sponsor a morning to let people know more about it.

So far this is working, and if we are lucky, we will just need to cover a few odd weeks here and there. We can do that. It was a bit of a gamble, but we felt that staff were supportive. Let us hope that this continues and that the force of popular demand is with us... (Lizzie, don't cringe!)

Stop, Think and Act (In That Order)

Today I did not follow this sequence in the right order. I was in a hurry, I had tasks queued up, very little time between them, and lots of people depending on me to deliver and get to the next meeting place on time. So what did I do?

I put a full tank of unleaded petrol in my diesel car.

Then I zoomed out of the petrol station, drove about 500 meters and then stopped. There I sat for about 2 hours waiting for a tow truck. Now I don't have a car and I have plenty of time to think, no way to act, and am well and truly stopped (for at least two days).

I can think of less expensive examples of this happening in the office. Sending an email before properly considering the tone (and getting a surprisingly surly reply), walking into a meeting without having time to carefully read the agenda and seeing my name on it as I walk through the door and not making a great intervention, forgetting to submit my travel authorization in a rush and then having a bureacratic tangle to deal with on my return (all my own doing).

Stop, think and then act. Being "too busy" for reflection does not pay. Next time, I will get the order right.

Blog Smart – Is That Enough for our Blogging Policy?

We are here this week at a strategic planning meeting for a major group affiliated with our organization. We have started having interesting side conversations one of which is about the trend for blogging and how some major businesses have been encouraging all staff members to set up blogs. Apparently Microsoft has over 1000 bloggers on staff. Other businesses have equally liberal viewpoints on blogging and actively encourage it as a way to open direct conversations with customers. The new book, Naked Conversations, by Soble and Israel, talks more about this radical transparency which is increasingly seen as having business value.

I am intrigued by the fact that when we started our blog 7 months ago, we were not exactly encouraged to blog as there was no policy about that in our institution. In fact we did not advertise the fact that we were experimenting with this new medium of expression, and working to understand how it could contribute to our learning in the organization. Now, half a year later, we are talking about it openly in organizational meetings and handing out our URL to those interested in interacting with us in virtual space. We have even given two internal workshops on setting up and using blogs and wikis. At the same time, we still do not have a policy on blogging, nor our institution's name on our blog.

Perhaps the next step is to draft our own policy and to use that to start an internal discussion about this. What might our policy entail? I understand that Microsoft is using the phrase Blog Smart to underline their policy – don’t expose trade secrets, don’t discuss personnel issues or company finances, be honest. That’s a lot of don’ts, and perhaps that is still a form of guidance that can help people get the good out of the practice.

For our blog we have decided on some parameters, which include being appreciative, being authentic, be personal, and focus on learning. Maybe some of these could feature in our blog policy. We would be interested to hear from others about their policies - are there some good guidelines, or examples that we could draw from while we draft our own?

Visualization: (a no-brainer or) a right-brainer?

On the morning of day three of a workshop launching a multi-million Euro strategy, we asked more than fifty international participants to write on a few flip chart sheets what they wanted to continue working on, what they wanted more of and what they wanted less of. Top of the ‘more of’ list was a desparate plea for more work on the integration of the various components of the strategy, which seemed to be working at cross-purposes at times. Responding to this, we quickly rethought the agenda of the day and after lunch we posed the question: “When fully integrated, what will the strategy look like to you, visually?”

Organized in groups of five to eight people according to language and role (as representatives of geographic, thematic and coordinating teams) and equipped with flipcharts and coloured pens, the room was soon buzzing with energetic activity. For the next forty minutes, we watched as each group worked and re-worked their ideas on paper. In most groups imagination was captured, creativity unleashed and collective ideas were caught easily in pictures that seemed to grow organically and colourfully from the page. For others, the process was rather more awkward, with wordy explanations and cravings for the diagramming tools in PowerPoint.

At the ‘great unveiling’ a representative from each group explained their drawing, as well as the process by which the group arrived at it. This was followed by a larger group discussion, exploring observations about the drawings and the exercise itself.

One thing we noticed was that after the exercise, integration was no longer a problem. Having gone through the exercise to work together to visualize what integration looked like, it became apparent that it would be possible and that collectively it would take form as the process of working together unfolded, as demonstrated by the exercise (after an initial 10 minute struggle, teams worked together to figure it out.)

The visualization exercise worked to dissipate the fear about this complex part of the strategy. At the same time it was captured in a creative and fun way. For some people for whom integration was not an issue, this exercise seemed like a waste of time. For others for whom integration was a preoccupation, it dispelled their fear and let them move on to concentrate on other parts of the programme with greater confidence and energy.

Was the exercise a no-brainer or a right-brainer? Actually, it doesn’t matter too much. For the group as a whole, we noticed that immediately after the exercise the integration issue was no longer an obstacle. That worked for us!

Touchy-feely?

A week ago, whilst on the train returning from a week-long workshop, I was skimming through the feedback forms and surprised to read the comments of one participant. A recommendation for next time: “Less touchy-feely”. For a while I’ve been wondering where this comment came from. In a literal sense there was no physical touching or feeling of ourselves or one another. The closest we came was a group drawing exercise (more on that in another blog post). And as far as tuning into personal or group feelings – a light “How is everyone feeling about the workshop and the progress we are making?” was as far as it went. I think my ideas of touchy-feely must be a little different to others. So, please tell me, what does touchy-feely mean to you?

Crossing the Digital Divide: A Story from Egypt

We hear a lot about the digital divide between northern and southern countries, but we know deep down that the real digital divide lays somewhere in that fuzzy expanse between 18 and 40 years of age. Somewhere between those who were born digital and who are discovering digital.

In the last few days in Egypt we learned more about this. Yesterday we heard a great story from Ahmed, a teenage undergraduate student at the School of Engineering in the University of Alexandria. Ahmed and some of his friends had recently engaged one of their professors in a little experiment.

In a course on the combustion engine, the students had finally had enough of their professor lecturing them on how the engine works. He did this by drawing the parts on a white board and explaining how the various parts worked to them. Drawing took a long time, was nowhere near to scale and, most problematically, did not move. The professor simply drew arrows to indicate how the engine worked or acted it out himself (no doubt with high amusement factor).

Ahmed asked his professor one day if he could have his notes and try to represent the lecture in a different way. After initial resistance, the professor handed over the notes. With the help of one of his friends, Ahmed learned Flash and animated the whole lecture. The professor was delighted as it saved him time, was accurate, and the other students loved it. Ahmed also put it online for sharing with professors, and students in other classes and engineering schools (still patiently working with engines drawn on whiteboards) could benefit from it too.

Being on the “wrong” (forty plus) side of the digital divide can be a humbling experience. At the same time, it does serve the nobler purpose of leveling the playing field and opening it up for more intergenerational co-learning opportunities which present a win/win for both professor and student. Having converted the lecture of the professor into animation, Ahmed himself gained a much better understanding of the workings of the combustion engine. Having accepted the possibility that his learners (students) may have something to teach him, the professor has also learned how new technologies can enhance his work.

If this heralds a paradigm shift, what will our universities look like in the future - will we all be learning together?

Know Any Informal Learning Bloggers in the Arab Region? Na'am? Shukran!

Lizzie and I are here at the Bibliotheca Alexandrina (Library of Alexandria), in Egypt with our colleague Rania, who works in our Amman office. We are here planning a workshop on new learning (formal and informal) for sustainable development in the Arab region this September. We are going to be inviting some Universities who are developing and delivering e-learning courses in the region (on our topic of environment and development) and will also be inviting people who are using informal learning tools (like blogs, wikis, podcasts, etc.) to foster learning on this topic in the region.

We were delighted to hear today about how the library is a great forum, source of inspiration and an experimentation space. The senior staff member that we spoke to told us that it was "born digital" and as a result is encouraging students to help their professors enter the internet age, from offering to put their lecture notes into PowerPoint to engaging them in internet-based chats, and more. The learners are helping their teachers to help them learn. We are interested to know how Web 2.0 is supporting these efforts to enhance learning across the board in this region.

Rania told us this morning about a Jordanian blogger who is writing about environment and development news in the region. This blogger says that, "Blogging has became a highly effective and free expression medium that is spreading all over the Arab world. Amongst thousands of blogs in the Arab World very little focus can be found on environmental issues. " We have already found some bloggers who are talking about this topic, like him. That is however just one part of our search...

Does anyone know any Arab region bloggers who are writing about formal and informal learning? We would be happy to know about them too!

Getting Back in Shape: Blogging and Jogging

Draft one (late February):

So, I’m sitting on the train this morning; the air is cool, sky clear, and I’m enjoying the aroma of a pain au chocolat that I’ve just bought, asking myself – At what point did I slip back into this naughty habit? And I realize that it was just about the same moment that I slipped out of other good habits, such as writing my blog posts or going for a run. Broken routine!

Draft two (today):

About three weeks later, I’m in a hotel room in Alexandria, Egypt. I haven’t posted anything on our blog in weeks and I decide it’s finally time to get back in shape. I’m a little reticent having not been exercising my blog-writing skills recently. The thoughts don’t translate into words quite as nimbly, just like that first sluggish jog after an indulgent, feasting holiday period. I know that there will be a feel good factor at the end; that the next time I jog / blog it will be that little bit easier; that the nimbleness will return as the muscles are trained for these workouts and re-learn the fluency that comes with practice. So here goes, time for that first step back into blogging. And time to reconnect with my blogging friends to help me along the way…

Facilitator's Notebook: Testing, Testing, 1-2-3

This week Lizzie and I are at a workshop on livelihoods and landscapes, which is being hosted by one of our organization's largest programmes. We have 50 participants from all over the world, and to start our introductions in an interactive, exciting way, we decided to structure a "Speed Meeting" activity.

In this activity, each person was asked to draw up a short list of other participants that they would like to meet (people they did not already know well) for a series of five short, 8 minute speed meeting. Initially each person identified 10 potential partners which was used to inform the matching process. After we matched the pairs, we gave people back their own, individual Speed Meeting card which listed their 5 meetings. The process started with a "Go!" and then partners switched every 8 minutes until everyon got to speak to their 5 matches in the time available.

This activity has just finished and I am writing this blog post in our "knowledge marketplace". What seemed like a good idea, and still does to all the participants who thoroughly enjoyed the activity, actually took three people about 2 hours to do the matching process. It was incredibly complex to record everyone's preferences and to match the pairs to satisfy as many people's wishes as possible. We managed in the end, and what did we learn about this activity?

• 50 people is probably over the limit to do a matching process, 25 would be maximum suggested using a self-selection process.


• Ask people to pick their top 5 (not 10) so there is less data to work with. Otherwise, there is really too much information! In the end we were only able to match 3-4 out of the list of 10 for each person anyways.


• Finally, test ambitious activities first (I did a version of this a few years ago, but this was much more complex due to the size of the group). This is probably the biggest point, we used a lot of session time generating an appropriate matrix to capture the data for the matching process. Time we could have usefully applied to other things.

In spite of this, in the end it worked very well; people are happy, and it lifted the energy enormously. AND we have three facilitators who have learned the hard way that testing new activities before the workshop is absolutely worth the time it takes, and ultimately saves time during the event itself!

Understanding What We Are Bringing to the Party: Group Process Consulting Resources

As I mentioned in my previous post, I attended a workshop on Group Process Consultation (GPC) this week. During the many hours we spent together (some days from 08:30 - 21:00!) we discussed many theories, models, books and resources related to group processes, teams and learning. I wanted to take a moment to capture some of them here, and record these for myself, for the team who participated in the GPC workshop with me this week, and for others. By the way, we did not have a actual party all week, although we did do some salsa dancing for our "check-in" this morning...

Exploring what other people bring to the party - Some resources

• Attribution Theory - This theory assumes that people want to understand why other people do things and explores how they attribute the behaviour they observe - sometimes these inferences are very biased, but inform their interpersonal relationships nonetheless.


• Johari Window - This is a communication model that can be used to improve understanding between individuals within a team or in a group setting. Based on disclosure, self-disclosure and feedback, the Johari Window can also be used to improve a group's relationship with other groups.


• Egon Brunswik Lens Model - Our values, beliefs and assumptions are a lens through which we see the world - we make assumptions about what we are seeing based on our own experience of what that behaviour means. Does this represent whats going on? - maybe or maybe not.


• The Ladder of Inference - A common mental pathway which can lead to misguided beliefs, based on a sequence of inferences.


• Richard Hackman - Thinking differently about team leadership and the work of teams.


• Jeffrey Pfeffer - Author of the "Knowing-Doing Gap: How smart companies turn knowledge into action. "
  

Exploring what you are bringing to the party - Some resources

• Journaling - Ira Progroff - A psychotherapist who developed the intensive journaling programme, which looks at journaling tools for reflection and personal development. We tried journaling as a reflective tool.


• Firo-B (Fundamental Interpersonal Relations Orientation- Behaviour) - We used this tool to assess how our individual needs for inclusion, control, and affection can shape our interactions with others


• Mind Mapping - This is a creative problem-solving technique that we also used to "check-in" with how we were feeling on that day. It can be used by individuals to map out their nonlinear thinking paths, or by groups, for problem-solving or as a planning aid.


• Peter Greider - Author of the book "Following Through: Finishing whatever you start"


• Peter Block - Author of the book "Flawless Consulting: A guide to getting your expertise used"

These are some of the resources that the group brought to the "party". Does anyone have anything else to add?

No Hiding Behind Our Desks: Exploring Group Process Consultation

At the moment, I am at an NTL (National Training Laboratory) course on Group Process Consultation. We are learning about how to use this technique to help groups guide themselves to be more effective in their group processes.

It is different than pure "facilitation" in that the Group Process Consultant (GPC) doesn't do any of the up front work for the group (no standing at the flipchart, no developing ground rules, no notetaking). Instead the GPC's work is focused helping the group perform those tasks itself. The Group Process Consultant will observe the group's work and intervene periodically to notice and mirror back to the group some information and ideas about how the group is going about its task and what kind of group "maintenance" is needed for the participants to feel engaged and satisfied with the process. This particular technique is designed to reduce the group's dependence over time on external help (like a facilitator) to achieve its goals. To me, it seems a little like being a group "psychologist."

In our opening day yesterday we spoke about how the course would be multi-leveled all the time. We would be working at the cognitive level by talking about theoretical models, methodologies, etc. We would be exploring the behavioural level through noticing what we are learning and practicing as a GPC. And we would be talking about the personal level and trying to understand as a Group Process Consultant "what I bring to the table". So how can I be aware of myself in a process, how can I manage my assumptions, and notice how I react to things and how that might affect the group. Chuck Phillips, the course's trainer, explained that in Group Process Consultation, "The delivery of the process is the delivery of ourselves. We are the process intervention." So we are also trying to understand our own mental models and make sure they don't get in the way of our work for a group.

We also don't want anything to get in the way of learning this week; even our learning environment is set up to help this. We are in a room with 20 soft chairs on wheels (which we use to scoot around into different discussion groups), but no tables. The trainer noted that when there are tables, people tend to hide behind them, or use them as a barrier between themselves and what is going on in the room. We can't have that, so no tables.

That might be an interesting feature of one of the rooms in the Learnscape we would like to develop at work. It would be nice to have a space to use where nothing is a barrier to process. A small exception might be made, however, for ... footstools.

The Secret Life of Teams

At the GAN-Net workshop in any one conversation we manage to go from the personal level (even cellular sometimes) to the global level. Yesterday in our group we had a thought-provoking discussion about teams which did just that.

Overall we are looking at how to improve the impacts of these Global Action Networks in the world, and an optimal way of organizing them to achieve greater social change. One question we were exploring was: How do individual team member limits, limit the team’s impact? How do these limitations affect the quality of the team’s work and “product” movement in their institutions and beyond? Using a more appreciative frame perhaps the question could be: What are the links between personal development issues and the development and work of the team?

We have written quite a bit in this blog about change processes and our theories of change. This takes that one step further by adding the micro-application of change processes into the scope of the discussion. We have our own theories of change within our institutions (explicit or not) and we also have our own theories of change for us as individuals. What’s possible when we put these together for experimentation purposes and learning?

How can we deepen our team’s discussions about this? One participant spoke of the “objectification” of the interior life of a team – just getting this stuff out there to be noticed and discussed. That is not always so easy. How can we articulate and make explicit our own intentions and how they relate to our intentions as a team, and how can we talk about our own fears and how these relate to our fears as a team? (and then link the team to our institution and our institution in the world?) If we think there is a mirror effect, how can we get that out there to look at and discuss?

In our team we try to talk about our strengths and our individual goals and how we can help each other achieve them (we just had our Performance Evaluations, so this is a fresh conversation). However, these things cover mostly the way we wish things to be, rather than the way things are now. It would be interesting to have these conversations together and see how our process for achieving our individual goals link to the process for achieving our team’s goals, and how we can potentially harness those two sources of energy and movement to speed both processes up.

What's a Woozle? Special Features of Global Action Networks

For the next few days I am attending a meeting of GAN-Net outside of Boston. A GAN is a Global Action Network and the people attending the workshop come from organizational development, knowledge management, human development and related fields.

These few days we are discussing the structure, strategy and governance systems of Global Action Networks including how these features could change to make them much more effective in reaching their global missions for social good. Sometimes it seems odd to be discussing fundamental changes in the governance structure or global strategy of a complex organization that has been around for 60 years or has developed a membership base of 10 million people. Surely that organization's structure must be chiseled in stone? However, as one participant reminded the group on the first night, institutions are created in our imaginations, and they can be recreated there too.

For those who are not reading Winnie the Pooh (like I am at my house), a Woozle is an imaginary creature that Pooh is afraid of meeting one dark night while trying to find his way home with Piglet. He eventually discovers that the Woozle footprints he finds are just his and his friend's as they have been walking in circles. These Global Action Networks are a little like that; they might seem large, complex and scary, but in fact they are just us. So changing them should be completely within our realm of possiblity (though of course as we are seeing it is not always so easy).

So off we go to explore how to create a new organizing paradigm for the world with this question: How does the world, how do we, and how do I, discuss and address strategy, structure and governance of complex, global multi-stakeholder issues with the precision and scale required to bring about deep societal change? We need to keep reminding ourselves that those huge footprints we are finding are merely our own.

No Trees Were Harmed Setting Up This Office

We are just about to move our Learning Team into a new office space in the building and are determined not to keep any (or the absolute minimum) of paper files and documents. If we really believe that information is a flow then how can we focus our energies on building our capacities finding just-in-time/up-to-date information and knowledge, rather than keeping hard copy "reference material" stacked up all around us? (See our 3 December 2006 blog post "How is information like electricity or water?")

This is not just a problem of paper data storage, but also refers to electronic files. I read some interesting figures in the Financial Times Digital Business supplement today, "Once data are 90 days old, the chance that you will ever look at them again is less than 20 percent. When the data are a year old, that chance falls to less than 2 per cent. In most organizations, 60 per cent of corporate data could be deleted tomorrow and nobody would notice." The result of keeping so much information around us, which is growing exponentially, is that the IT world is now talking about storage in terms of yottabytes (a one follow by 24 zeros - and I was excited about my gigabyte memory stick!)

In our team's office space we have already tried to stop keeping paper files; however, the shift to electronic saving does not change the fact that the amount of information we are keeping is getting increasingly and unmanageably large. We really need to make that paradigm shift in the way we see information - not as a stock (paper or electronic) but as a flow. If we can, that should make for a nice, clean new office space. People might come in, look around, see our big round table, comfy chairs, workstations, empty bookcase and wonder, "What do these people do?" and that's ok -- we're learning...

Facilitator's Notebook: Bingo!

I have not lost total faith in formal training or workshops as learning delivery tools; Jay Cross' comments to the last blog post have also confirmed that every tool has its appropriate use (and every learner his/her own learning preference). I would also say that training has become less and less "formal" over the years. Good workshops now regularly have interactivity built in, with discussion techniques and games used to help participants find their own meaning through guided experiential learning.

This thought reminded me of an excellent resource for facilitators and trainers: the Thiagi Group's website on "Improving Performance Playfully". If you look under Free Resources there are many activities that can help take the formal out of training. Even lectures (if you have to have them) can be interactive; there is a list of 36 things you can do with lectures to make them more fun in the Interactive Lectures section. One of them is called "Bingo" - have a look!

Applying the 80/20 Principles - What Does It Mean for Formal Learning?

The blog has been a little slow lately as we have entered an intense period of travel. The upside to this is that long flights are great places to read and think (and a much more pleasant environment for this than the emergency room...)

On my flight yesterday I began reading Howard Gardner's book Changing Minds: The Art and Science of Changing Our Own and Other People's Minds. This book was first published in 2004, and probabaly most people read it then. However, it is interesting to connect it with Jay Cross' new book Informal Learning (2007). One connection jumped out to me immediately - that is the application of 80/20 principles. In Gardner's book, he talks about the Pareto Principle (that 80% of the results come from 20% of the effort). He states that this is a counterintuitive concept because people have an embedded 50/50 mentality (that we should spread our effort equally across all parts of an activity until we get to 100%). So if we want to optimise we should just focus on getting to 80% and not worry too much about the last 20%(unless we are brain surgeons or pilots), which actually takes the most effort to achieve.

Jay Cross talks about the 80/20 principle in informal learning - that 80% of our learning is informal and 20% is formal. My dangerous question as a learning practitioner is, if you put the two together, should we be skipping formal workplace learning altogether?

As a trainer and facilitator by experience, my first response would be "no"; somehow that does not feel quite right. However, it is a powerful question to consider if you are trying for increased efficiency. Also, I notice that professional development budgets in HR departments, no matter how small, are often linked to providing formal learning opportunities. Perhaps at least we could open those funds up to informal learning opportunities - like can HR help pay for Free Coffee Mornings?

Seeing Social Capital Work

A few days ago I received a thought provoking and relevant article from one of my colleagues who is in a very different department than I am. She is in such a different part of our organization’s work, in fact, that I probably would not have been on her radar screen normally, except that we have spent a few hours together recently co-designing a road-mapping workshop for an important external partner.

Last week she read this article, thought of my interests and sent it along to me. I had not seen it myself and probably would never have found it. Not only did it make my day, I also felt our institutional social capital at work. Among members of our own teams, we know many of the same people and read many of the same sources, newsletters, books etc. So our ability to bring radically different thinking into our team discussions is based mostly on our own efforts to connect with other audiences.

However, we can also spend a lot of time seeking this novel input, and we could still miss many useful things. What we have noticed is that when people from radically different “communities” start to understand our interests and learning goals, then they can also help bring us into contact with these new ideas and practices, cross-fertilize our learning, and make it an ongoing, continual process and much more refined than our own google-like searches. What does it take to encourage other people to help you with your work?

Many organizations talk about “silos” within them, to the extent that the lack of experience in collaboration, the lack of knowledge about what the other silos are doing and learning, and even the lack of relationships among people in those silos makes it ever harder to collaborate. When interconnections, collaboration and cross-fertisilation is the goal, even a little experience in successful collaboration, and a good relationship, can do a lot to help you share information and knowledge, and even find further opportunities to work together. This ultimately creates that flow of knowledge and information that is an important part of workplace learning and institutional knowledge management. Is this the body of work for a living, breathing learning organization?

Learn Something New About...Sustainability

Which is more sustainable?

* A cotton diaper (nappy) OR a disposable nappy?
* A diesel compact car OR a Prius?

* A compact fluorescent light bulb OR a regular light bulb?

The answer is...we don't know - it depends on what you do with them.

Nothing is intrinsically sustainable or not. You can easily leave an energy-saving bulb on 24 hours a day every day and have to change it all the time, or you can turn off a regular bulb when you are not using it and make it last much longer. You can drive your Prius to the corner shop 10 times a day, or you can drive your diesel rarely and car pool and take the bus most of the time. You can use cotton diapers, but if you throw them away as soon as they get soiled and buy new ones, you are not too much better off.

This thought exercise was introduced to me by Dennis Meadows, co-author of Limits to Growth, who spoke at our institution on Friday. His candor about the state of the world, the imminent impacts of climate change, and the consequences of the global oil peak tended towards the terrifying. Coupled with this is the notion that within our current political structures politicians cannot make the kinds of decisions that they need to for radical change.

Then this simple thought experiment. We talk about the need for behaviour change. We hope for new technologies. And actually what we need is both. We need people to use their Prius for car pooling, and to turn off their energy efficient bulbs when they are not in the room. We might say that anyone who cares enough to buy that Compact Fluorescent Light Bulb, would probably be good enough not to leave it on all the time. But do they? Do you?

Since we already have lots of nifty technology (improvements could always be made) we probably could use a lot more understanding of the behaviour change side of this equation. Technology takes a long time to develop and embed in current processes/systems, but behaviour change can in theory happen over night. Eveyone knows someone who has quit smoking, lost lots of weight, became passionate about a new hobby, or quit a good job and moved to a new city to start a new life. We are capable of radical change. (Of course there is a lot of psychology in here, and it is not so easy - see the previous post on What Do Change and Strip Poker Have in Common.)

Then we need to bring these things together. Learning sits at the heart of this dynamic process. We could usefully strengthen the knowledge to action links for all of us; even for (or even especially for) those of us working in the sustainable development field. Dennis Meadows ended his presentation with a game called the "Sound of one hand clapping" which made the powerful (and even a little painful) point that actions speak louder than words.

Design Your Perfect Learnscape

If you could design your perfect Learnscape, what would it look like?

We are in the process of putting together plans for a new building for our institution. We would love to have a purpose-built learnscape included in these plans. This would be a flexible learning space that would represent our institution's learning and sustainability goals and be a physical representation of the way people will learn and work together in the future. We would be delighted to have your ideas on this.

Here are some of the principles and features we are suggesting:

Principle 1: Bringing people closer to nature – the Learning Lab would include indoor and outdoor learning. Glass doors on the main rooms would not only bring the external environment into the room visually, it would also allow learners to move their formal and informal discussions outdoors onto a patio area. There would also be an outdoor learning space for 10 people, and a green space for outdoor experiential learning activities.

Principle 2: Supporting diversity – Adult learners have diverse learning preferences that are built upon culture, past educational experience, and their degree of openness to new ways of working and learning. The Learning Lab would include two main training rooms that could be merged for large group work. It would also feature a small informal room (Sandbox) with comfortable arm chairs and wall workspace for more intimate discussions. It would also have individual areas for more personalized work and reflection in the Blog Spot (IT space).

Principle 3: Encouraging multiculturalism – The Learning Lab would draw on educational traditions from different cultures, linked with its goals to support diversity. It would include in its outdoor space, a Yurt (10 persons) for more intimate (fireside-type) discussions, a Stamptisch in the open meeting space for debate and sharing, and some flexible spaces that could either reflect more traditional learning environments, or be spaces for circles and storytelling.

Principle 4: Convening, creativity and co-creation – Features of the Learning Lab would be designed to encourage convening, innovation, dialogue and co-creation of new ideas and actions. Here are a few of the ways that design would encourage these practices:

* All the tables in the Lab would be round tables,
* All rooms would be painted different warm, bright colours,
* The chairs in the main training rooms would be different colours,
* One entire wall of each room would be a white board,
* No wall clocks would put pressure on participants or facilitators,
* Learning spaces would be personalized with art from around the world,
* More intimate spaces would have soft furnishing and carpets,
* Different communication media would be available for participants to use – from the Blog spot IT space, to the equipment in the main learning rooms.

Our goal for the Learning Lab is to create a learning space that promotes our goals in the world, that supports a diversity of learning styles and preferences, and is consistent with the needs of a learning organization devoted to sustainability. It would integrally link the internal world of the learner, to her/his colleagues, workplace, and to the wider world.

What do you think? What can we add? What would you add/change to make your perfect Learnscape?

Reframing Falling Flipcharts

I had a powerful reframing opportunity today as I sat for 7 hours in the Emergency Room waiting to see the doctor that would eventually give me 6 injections and as many stitches in my big toe due to a freak flipchart accident in my home today.

Trying to put a new flipchart together, with meager instructions, for my home office this morning created the situation which put me in the ER all day. A serial optimist, what could I do to reframe that? How could I go in to see the Doctor positive instead of p.o.'ed that I had to wait 7 hours for treatment of a squashed toe? Well, let me tell you...

For the last 8 months or more I have carried around Peter Senge's "Presence: Exploring Profound Change in People, Organizations and Society". It is a book about systems, living organizations, reactive versus deeper learning, stories and more. All of which sound very relevant to my work, so, I have taken it back and forth on trips to the States twice, to Madrid, even to Bangkok, and I have never gotten past the Introduction (which I have read many times now).

Today, I grabbed it again, and in the no mobile/no laptop zone of the hospital waiting room devoured half of it. With the complete concentration you can only get when you have absolutely nothing else to do (or anyone to interrupt you), I dove into that book and am really enjoying it. It is dense at times, and some of the points are very subtle and need to be applied (put the book down and think "how does this resonate with my experience?") before going on to read the next part, and therefore takes the kind of time commitment that I cannot easily find these days. But I am in it now; I can even say (almost) that I am glad to have had that flipchart create the time for me to read this book properly...

This is the sentence from the book that is tickling around in my mind at the moment (and keeping it off the incredible throbbing pain in my toe):

The next great opening of an ecological worldview will have to be an internal one.

I agree - I would love to discuss this with anyone - have you read it? I still have half of it to read and am a bit worried about what has to happen to give me the quality time I need to read the rest of it...

What is My Personal Knowledge Management System?

After some Skype chat earlier in the week, it was great to hear the voice of Harold Jarche this evening. The Skype call service wasn’t up to scratch - clipping one in every few of Harold’s words - but no worries. Within minutes Harold had guided me through setting up a Google Talk account and ‘hey presto!’ - now we’re talking (or should I say Unworkshop-ing).

What did I learn? That the first question I need to address is: What is my personal knowledge management system (PKM)?

There is a wealth of interesting stuff out there and a wealth of great information sharing, knowledge generation and learning taking place. Yet, we are often faced with information overload and an overwhelming diversity of channels. How do we sort and filter that to which we give our time and attention? And how do we move from “this is interesting stuff” to “I think that…”?

"Learning – The Link Between Knowledge and Change" is the tag-line Gillian and I will be using in a communication piece within our organization about the work the Learning Team will be doing in the coming years. At the organizational level, we are look at how we need to manage knowledge in ways that facilitate the learning necessary to bring about change. At the personal level, how are we doing this?

I don’t expect to figure out my personal knowledge management system overnight, but I will start thinking about it. And then I’ll start thinking about how I can improve it, and how the use of software such as bloglines, del.icio.us and others can help – at least with the web-based component.

Thankfully Harold’s already shared some great, evolving ideas about his PKM system on his blog, and others have shared their ideas through comments too. It’s a good place to start.

How Do You Like Your Information - Rare or Well Done?

When you coordinate a network, or a community of practice, it is always hard to know how much information to send through to people, be it on a listserve or an e-newsletter, or a number of other tools. Should it be just a little bit, or maybe none, with everything going on a portal that members can search for themselves? Or can more be sent if the quality is high?

People are overloaded with information these days, they create rules that file their emails before they even read them, and they are notorious for forgetting their log-in details (I speak from personal experience), so it would seem that the more you can add value, sort, synthesize, bring together disparate threads of information, the more useful it can be to the various network members. But is that true? We are planning to launch a survey of our network members in the next month or two to see for ourselves how our network members like their information. In the meantime - what about you?

(Apologies to our vegetarian friends, I could not find a photo of grilled tofu.)

Confidence in Learning

I recently heard a wonderful story retold from a book called "Landmarks" by Margaret Silf. In this story a woman is hiking late one afternon in the Welsh hill country when a storm blows in upon her. As she nears a barren peak, the wind starts to gale and storm clouds begin to boil in the dark sky. She continues to climb higher and at the very top she finds a solitary triangulation stone, a landmark that marks the highest point of her walk. As the wind gains intensity, she finds it hard to stand upright in the increasing gale, and she ducks behind the tall flat stone for shelter. The wind whips around it, gathers strength, and gusts furiously. There on the top of that rocky point, pushed dangerously from all directions by the gale force wind, she finds it hard to keep her balance, crouched down behind the stone.

Then it occurs to her, that her position behind the stone is not the best place to weather that storm. So she moves in front of the stone and lies on it, with her back against its flat, smooth surface. As the wind blows harder and harder into her face, it only blows her more firmly onto that stable stone, and she can watch the storm come in and pass with the confidence that she will not be swept off that peak by the wind and not be harmed by it.

Margaret Silf asks 'what is that stone?' For some people it might be faith, or truth, or maybe it could be learning. What gives us confidence when things are unpredictable around us? What do we use as our triangulation stone? And is it something that we hide behind or that we lean against as we face whatever our environment blows towards us? When it comes to our learning, we are the experts; that can only give confidence when we know how to apply it in many different and sometimes unpredictable situations.

I have the pleasure to work and interact with a group of young professionals in our organization, and sometimes they want for support from other levels of management, and they are curious about how they can weather the changes they see all around them (aren't we all?) Yet, we are learning so much about how to manage our environments (both natural and institutional). Can we notice this more, value it more, apply it more? Can this be our triangulation stone - can we find confidence in learning?