Condensing Learning into 4 Minutes or Less? Making a Simple Animated Video for a Complex Project

I am enjoying being the Learning Expert for a very innovative programme (Learning and Knowledge Development Facility) that aims to promote, capture and share learning from a series of international public private development projects (PPDPs). The objective is to create a platform and a process for sharing learning among all the project stakeholders and with other interested parties for continuous improvement in the existing projects and to create efficiencies in future project development and implementation.

For this project, among other things, I recently wrote a series of How-To Manuals (see the blog post: How to Write a “How To” Guide: Two Approaches to Creating Reusable Learning) based on individual learning gathered through interviews and collective learning from facilitated workshops and meetings. These detailed documents are all available for practitioners in the project to use as well as anyone else interested.

But, they range from 20 – 30 pages, with some shorter executive summaries that aim to distill further key points. With piles of reading already on their desks, the project managers challenged us to create some new, shorter learning products, not just for them but for their colleagues and others who were interested in the project, who wanted to learn more, but were just starting to dip their toes into it. 

The project is about developing Public Private Development Partnerships (I'm not going to describe them here, you have to watch the video!) It's quite a nuanced concept. And because of the complexity of writing about and describing the PPDP approach itself (one of my long How-To Guides was about PPDPs – How to Develop and Implement a Vocational Training Public Private Development Partnership – even the name was long!) that was where we decided to start.

So we made an animated video – a 3 minute 23 second explanation of what PPDPs were, how they worked (and of course the benefits!)



All in all, it took us four weeks from the telephone interview that produced the narrative, to receiving the link to the final video. We chose an aggressive time frame as we wanted to show the video at an upcoming meeting. For this project we worked with Simpleshow.

This was my first experience working with a creative team to create an "explainer" video. There were a number of lessons that I learned along the way that I want to capture, for my own future reference, and also for sharing with anyone who is tempted toward the process of condensing and sharing learning in 4 minutes or less.

Lesson 1: What's the message?

As I mentioned above, the idea started with a 33-page "How-to Manual" which structured a rich multitude of lessons learned by many different actors. How on earth could that be condensed into 4 minutes or less? Four minutes was the upper limit given to us by Simpleshow, with a suggestion that even this could be too long. (Note: There is plenty of interesting research done on video length and viewer attention span - like this article by Powtoon Explainer Video: How Long Should Your Explainer Be? We went plenty over, relatively speaking, what seems to be a generally suggested time limit of 1-2 minutes.)

It was obvious that this amount of content was far too ambitious for a 2-4 minute video. So we needed to think again. When we considered the questions that come in about the project, the first ones and perhaps the most fundamental are really the basics - What is a Public Private Development Partnership? Who is involved, how does it work and what are the benefits? In answering those questions, our message is really basic: This is a very cool approach which you should know about and might want to get involved in. So we started there.  You really need to be crystal clear about the central message you are trying to convey. Too many messages make for a messy animated video.


Lesson 2: What's the story?

For a video to be good, there needs to be some kind of clean and simple story or narrative with some characters, a challenge that people are trying to solve together, a barrier to surmount. Our story had all of those components. To get to the essence of the story for our video, Simpleshow sent a questionnaire with some very good questions along these lines. We answered it and sent it back and then set up a call with a project manager and a story writer that lasted about an hour. I discussed with them the answers to the questions - What is a PPDP? Who's involved? What makes it special? What problem is it trying to solve?  And they asked more questions, and I gave more answers. After a while it formed into a simple but compelling story.

Lesson 3: Whose voices? Which characters?

If you watch many explainer-type animated videos, you will notice that there is almost always one voice that is the narrator. This voice introduces the characters, and effectively tells the story for them while they move around and animate the story.  (More on this narrator voice later.) As such there are a lot of decisions around characters and voice in a video. First, you need to identify your characters. Our first list was very long as there are a lot of important actors in PPDPs. But you really can't have too many characters as it can be hard to keep track of them and in some cases hard to tell (animated) people apart. Remember that they are not distinguished by their voice, as they do not speak - one central voice tells the story, so they need to be differentiated in other ways.

In our case, the main actors involved were actually organizations, as we were describing an approach or a process. So we had to decide which organizations were the most central to our story, and what characters would represent them. We ended up with four main characters with actual names (Peter, etc.), and with some minor characters without names (e.g. teacher, government official, other student).

You do need to be thoughtful about names - selecting those that are not too similar.  For names we tried to use known names from where our characters originated; the most important name choice was our central character, a woman graduate in Zambia. For that I researched the most popular female names in Zambia and decided on Thandi, which is near the top of the charts of popular names for women in Zambia, For next time, I would suggest even more diverse names for the other organizational characters as the project is international. We changed a couple of them from those suggested by Simpleshow, which was perfectly fine with them, but could have changed them a little more to capture the true diversity of the project.

Lesson 4: Getting the story crystal clear

The next step was to write up the narrative - the story as told by the narrator. This was the script and was written from the perspective of a storyteller which was not one of the characters. The script was drafted based on our telephone conversation. Simpleshow wrote out the script. word for word, exactly as the narrator would read it, and sent it for review along with some ideas of visuals (in words) and potential images that could accompany them (characters, icons, etc.) I checked the accuracy of statements, changed terminology, answered some questions, and looked for points of emphasis.

It was important here to remember that some words can be very politically charged, how some characters are described can be consistent with their own terminology or quite incorrect. You need to remember that you are the expert at the topic, the video maker works on a myriad of different themes and although they do their best,  it is your responsibility to catch things at this stage. I shared my comments with colleagues to make sure that I was not missing anything, and indeed I had! At this important script stage we needed to sign off on the narrative as written, because it is not efficient or practical to change the text after the images are drawn.

Lesson 4: Sketch stage - Choosing the right images and icons

I considered what was being suggested in terms of images and iconography and made some tweaks. Sometimes the initially proposed icons might not be quite right to represent the actor - for example, a technical assistance donor will not resonate with an image of a bag of money, but with a growing plant instead.  Other images benefit from changing to increase accuracy or authenticity. For example, I changed an image that was represented on a chalkboard to make it more consistent with the reality of the project (from a flow chart to an engine diagram as the project works with heavy machinery), or changing what one of the characters was wearing to be more like that we see in the vocational training centre workshops in the project.

For this, I used photos from our project, and also googled factories in Zambia, and sent links to the animators, and generally tried to help make the story and images as accurate as possible with the reality of the project. It was at this point also that I received a first sketched of the characters. For Thandi, our Zambian main character, I commented on her dress and hair, and googled lots of Zambian universities and factories for photos to see what students were wearing. Although I have been to Zambia on more than one occasion, I wasn't in a heavy vehicle vocational training workshop! So I passed this by colleagues who had been working in Zambia, and had been to the vocational school until we all agreed. All the images need to be checked carefully for accuracy and authenticity as again, it is practically impossible to change them (or very costly to do so) once the voice actor is engaged and the animation completed. You definitely don't want someone watching the video a month after production saying, "That's not how you pronounce 'Thandi' in Zambia"!

Lesson 5: Voice actors - What voice best matches the content?

Speaking of pronunciation...the video narrative will be read by a professional voice actor (I enjoyed googling that fascinating field of work). The company has a pool of voice actors and sent me some audio clips to listen to, and from which to select the one that seemed to fit the content best. I found out from the company we worked with that most animated videos they made were narrated by men, and often with American accents (at the request of clients).

We decided early on that we wanted a women's voice, so the Simpleshow sent through some female voice clips for me to listen to, with some different accents. It was interesting to hear all the varieties of voices, and their different qualities, intonation, brightness, etc. We decided that we wanted a British female voice. I listened to a few more audio clips and chose one. The voice in the original clip I found a little too bright and chirpy, which didn't fit as well for our content, so I made some suggestions along those lines. When the actor recorded it she matched our request and instructions.

Lesson 6: Signing off final stages - no going back

At this point I had signed off on the text to be narrated, and I needed to sign off on the images and icons, and what would happen to them which was described in words (wondering, searching, happy, 'wiped away'). I was asked about how to pronounce 'Thandi' ( with "h" or without - I double checked with a Zambian friend to be sure!)  Also how to pronounce 'UNIDO' ( spell it out or read it.) It was great that they asked, I am sure the voice actor needed to know. Again this is something you might anticipate and give some instructions before the voice actor does her work.

At this point, the text and images go out of your hands and the company puts together the animation and the voice actor records her text. You can listen to the final results in the video above!

We would ideally have liked another review step or a quote for how much that might cost (it might be significant if the voice actor needs to re-record something to emphasize a word more or less, or a sequence in the middle of the video needs to be re-shot). I understand that is why there are so many opportunities for iteration and sign off steps. It is however still challenging to try to imagine how the voice will work with the images, and how the images will move. There can be unconscious messages communicated when some images stay longer on the screen or have a more central place in the viewing pane. In the future I will try to pay more careful attention and try to anticipate this, and thus give some additional instructions to the artist and voice actor on this aspect if needed.

What might happen next?

The video launch received a very enthusiastic response and good feedback. People are thinking actively about how to use it. The team recently translated it into French  as one of the new PPDPs is in a Francophone country. That took only 2.5 weeks, from request to final French-version of the video, and provided another broad set of possible accents and specialised terminology to select from (with no changes made to the animation except the last 'thanks' page).

The video has been put on the webpage and shared widely with partners. It will feature in an upcoming training course on PPDPs in the introduction, and is being sent to potential partners through email and in workshops and meetings. It is such a short and easy introduction to PPDPs, and is much more engaging than any PPT slide set or oral introduction, both of which would take longer than 3 minutes 23 seconds.

Overall, it was a very exciting and fast paced process, and it's fascinating to see ideas move from a conversation, through written words, to images and then jump off the page into an animated video. And it is not as mysterious as you might imagine. I enjoyed writing down my learning and things I want to remember, not least because I might want to reuse my learning in the next set of animated videos that are already in planning!

Can Humiliation Boost Brain Function? (Yes, When You’re Learning Something New…)

There I was, prone, my nose the requisite hand-width from the logo on the waxed board. Then, on command, execute sequence: paddle the air like crazy, then up on one knee, then two knees, stand up, body turn, arms out and ride that imaginary wave.

Surfing seemed pretty straight forward there on the sand. Side-by-side on the beach we had 10 surfboards, and 10 wannabe surfers, being put through our paces by the surfing instructor before we ran into the water with our boards. Cool! Well…

I spent the first half hour of my 90-minute lesson just trying to get on the darn board without falling off the other side. That was already rather humiliating, but I had the water to hide in (frequently and head first). Once I could actually get on the board, turning it around so it was facing in the right direction was my next challenge, and doing so without getting caught broadsided by the waves that were coming in with frustrating regularity, as waves do I guess.

Then I found myself miraculously on my board, facing the beach (at frighteningly close range) and hearing the surf instructor shouting “PADDLE!” at me. I paddled, and rode my wave onto the beach -  on my stomach. It was surprisingly comfortable but, I was assured by my sons, not the way to do it.

There were several thousand witnesses on the beach that day, watching me fall off my board, belly surf onto the beach and twice get up onto my knees but no closer to the standing cool of the little kids and my sons dude surfing around me. All in all, I spent at least an hour humiliating myself and the rest of the time underwater.

Benefits, you ask?

That was a sunny day in Rhode Island, let’s go to the other side of the Atlantic Ocean now, to Newcastle University in the UK.

Thirty volunteers were recruited recently for an experiment that began by subjecting them to a barrage of problem-solving, memory and reaction time tests to set a baseline. Then they were randomly assigned one of three activities to do for eight weeks and went home.

Members of one group had to walk briskly for three hours a week, a vigorous exercise that kept their hearts pumping and their brains deliciously filled with oxygen-laden blood.

A second group played Sudoku and did puzzles like crosswords for their three hours a week. Comfy in their lounge chairs, their brains were constantly being challenged and titillated solving these brain teasers.

The third group spent their three hours each of the eight weeks staring at a naked man named Steve. This was actually in the form of a life drawing class, where Steve was the model.

And eight weeks later, where were our volunteers now?

As expected, the walkers made great strides in their general health and fitness. The puzzlers became addicted to Sudoku and presumably proudly got their solving times down from double to single digits and competitively went on to harder and harder puzzles.   And the life drawing group? They enjoyed it! But when the scientists re-ran their cognitive tests, which group do you think made the most brain progress? What’s your guess?

If you guessed Sudoku, you would be WRONG.

The life drawing class made the most progress in cognitive skills of memory, reaction time and problem solving –  why?

BBC news, who reported the experiment, quoted clinical psychologist Daniel Collerton as saying “Learning something new engages the brain in ways that seem to be key. Your brain changes in response, no matter how many years you have behind you.” Learning something new improves your brain function and memory! Yes!

Now, let’s go back to my surfing lesson, as embarrassing as it was. That was (obviously) completely new for me. Trying to do all those coordinated moves, that the instructor was telling me, in the right sequence, for the first time, definitely engaged my brain as well as my body. The life drawers in the study saw brain benefits from developing their psychomotor skills by thinking about moving their hands to draw.

The life drawers also derived more health benefits and calorie burn from standing three hours a week for their drawing class (better than sitting – unlike our puzzlers, you can’t do Sudoku standing up). Although I was not standing, ever, I also was not sitting on my surf board (I was falling off it most of the time).

And finally the life drawers in the class were the most socially active of the three groups in the study, talking to each other and learning together, this social side also reportedly contributes to keeping your brain sharp.  My surf class camaraderie also produced opportunities for social interaction that did not always involve collisions, but lots of tips, cheers of support and peals of laughter (including my own saltwater chuckles.)

The Newcastle study concluded that “any group activity which involves being active and learning a new skill will boost your brain” and its cognitive function.

So the next time you’re laying on the beach and see someone learning something new, like surfing for instance, remember that they are improving their brain function and you are just getting a sunburn!

Encouraging and Evaluating Impacts from MEGA-Conferences

They cost millions to put on and convene the best and brightest of a community - how can you channel that collective strength for collective impact and, in the end, how can you tell?

I just returned from 7th World Water Forum in Korea, where numbers of attendees were reported at 41,000 people. I also worked at the 6th World Water Forum in 2012, with 35,000 people. That’s a lot of talent in one place.

Is there an Expectation of Learning and Impact?

It is interesting to think about the cost-benefit for individuals and organizations for participation in such an event. If you were on the Learning Team for such an event (do these events have learning teams – maybe that is Suggestion #1!), what might be some of the ways to first, identify desired learning (organizational and individual level), foster that learning through design and format, help record outcomes for monitoring and sharing, and see what changes people are making based on their learning and participation?

I’ve seen and worked with some different approaches and, taken together, they make for an interesting thought exercise and potentially an opportunity. Here are a few ideas for consideration.

1) Use a Facilitation Team to ensure interactive learning in Conference Sessions

Conference don’t have to be panel after panel of 9 speakers giving their ideas from a podium of behind a table and a short Q&A (IF the speakers don’t go over their time) for those bold enough to stand up in front of hundreds, or lucky enough to get the attention of the person with the roving microphone.

Interactive learning is possible even for very large groups, and even in theatre set up (although round tables are MUCH better – this can work for 400-600 people in a ballroom, at least it has for us in the preparatory meetings for the 6th and 7th World Water Forum.) I have written a blog post about facilitating large groups (When Numbers Soar: Facilitating Large Groups) and it is certainly possible with good design and professional and confident execution. It might take a moment to flip your audience from passive half-listening/texting observers to active contributors, but once you have their attention the opportunity engage and crowdsource ideas, suggestions, solutions, etc. from such a large group is incredible.

A good facilitation team can also help create consistency and support reflective practice throughout the event, when these questions and practices are built consistently into the agenda of events. With the whole facilitation team introducing this in all parallel events.

2) Introduce a Conference Activity Handbook

At another large conference I facilitated recently, we created an Activity Handbook that was put into each conference pack, and had a couple of different purposes. First, it guided participants through the conference, each session had an entry that engaged the participant in some way, from a place to write their goals for the event (Session 1), to places to record answers to specific technical questions, a self-assessment that started one session, a quiz to warm up on another, an action planning template for the final Session (to record follow-up to the conference of people, ideas) etc.

The resulting Handbook once completed, was a take-home artifact from the conference that reminded the participant of his or her learning, thoughts, ideas, and actions. It also included other key information – contact information, URLs of resources, etc. all in one place. But unlike any Conference brochure, this participants interacted with daily and became a living record of THEIR event.

Even in a larger event where people are moving around to different activities all the time, such an Activity Handbook could be helpful to guide people through their experience and structure reflection. If there are facilitators, they could start and end their sessions with a reflection question recorded in the workbook (“Open your Activity Handbook to page 16 and take a minute to reflect on what you want to learn today – make a few notes for yourself and I will give you a couple of minutes to share this with the person sitting next to you”,or “What was the most important key message from the sessions you attended today”, “What is one thing you might do to follow up on something you learned today?” etc.)

If people need an added incentive to complete their Activity Handbook, offer a completion gift to those who complete their book, such as a mug or water bottle with the conference logo, available in the exhibition area at Stand X – ask people to come towards the end and show their completed booklet for this gift. (There was such a gift at the recent World Water Forum, although you only needed to answer a few questions to get it, but almost all people I spoke to found their way to the exhibition hall stand with their voucher to collect it). As people get these items in their conference bags anyways, why not give them a little homework to get it?

3) Ask Organizers to Develop and Participants to Contribute to Next Action Plans

One of the features of the World Water Forum process was the expected output of an Implementation Roadmap (IR) from the different thematic streams of the conference (every conference seems to have an organizing principle of some sort – often thematic). The organizers’ reporting templates from the different thematic sessions were made consistent with this and individual session organizers were asked to collect ideas from participants in their sessions that could be integrated into a thematic IR.
The idea of this Implementation Roadmap was to capture in one place all the ideas and actions that stakeholders attending identified and felt are helping achieve some desired change in their subject area, so that they can be executed after the conference and this execution monitored. Each IR had one or more coordinating organizations who volunteered for this role (because it is central to their work), and participants in their sessions could indicate how these Implementation Roadmaps could improve, if they wanted to be involved in follow up, and what they could contribute.

Of course this only works if there is engagement and good coordination prior to the conference, real interactivity in the sessions (see Facilitation above) and if there are resources made available (time, energy and potentially funds) for this follow-up. The organizers must take this seriously and support it. More information on the IR process can be found on the 7th World Water Forum website. As this event is each 3 years, Coordinating organizations can be asked to report on progress and results from their Implementation Roadmap work. Central coordination over the interim period to keep momentum is an important additional role for the main organizer. Without this, probably only a small percentage of these would produce results, based on the sheer will and investment of the thematic coordinators.

4) Follow Selected Individuals for a Conference Impact Study

We did a Curriculum Impact Study at LEAD International when I was the Director of Capacity Development there and this was a really interesting and effective way to see how a learning experience impacted individuals participating in the programme. This could be an interesting addition to a large conference M&E and learning process, and help answer the questions – what changed? and was it worth it?

In the LEAD process, we identified a select cross-section of participants (different countries and different sectors – we had 18 in total), and invited them to participate in our study. This process took some time, so they had to be aware of that and committed (in the case of a conference, could they get a reduction on their conference fee by participating?) We started prior to the formal learning events, and went on for a designated period afterwards.

The study started and ended with an interview that we administered. The initial Orientation Interview included key questions that established a base-line of the individual and their organization, and identified an issue or issues that they and their organization would be dealing with over the next two years where they might apply their learning, etc. After the initial interview (also to explain the process), the exercise was journal-based (there were three Journals) with key reflection questions at periodic points that were triggered by dates, reminders, and email. The journals were collected and analysed (and returned) and case studies following the learning and learning application process of the individuals were written (not using the original names and organizational names).

This impact study provided a more detailed way to understand the impact of the programme on their professional and personal lives. Based on your overall goal of a conference (such as more conservation impact on the ground), such a study could help understand what participants do to prepare, engage during and integrate into their practice afterwards. It also helps identify places where the organizers can support participants more – maybe the preparation needs to be more directed and different, maybe the sessions need to be more interactive and engaging – as people spent most of their time in the exhibition hall (or maybe more needs to be programmed there), or more support in identifying or using the learning, etc. This kind of impact study of individual’s experience with your mega event can give insight into this.

5) Design a More Deliberate Learning Programme

All of the above need good design, preparation, coordination, guidance, consistency across a complex event with many moving parts. Lessons? This needs coordination, guidance, and consistency, and a central team with an overview of the learning goals and enough advance time to prepare the different elements so that the experience is reinforced throughout the conference.

Of course, this also costs money, but then you just invested millions to get everyone there. Doesn’t it make sense to invest a little more to make sure you get as much impact out of the conference as possible?

Must See for Learning Practitioners and Educators: Remembering Rita Pierson

If you love everything about learning, whether formal or informal, and you haven't already seen it, you really need to take 7 minutes and 48 seconds right now and watch Rita Pierson's TED Talks Education talk called  "Every kid needs a champion" (recently broadcast on PBS 7 May 2013).

I learned about this video only a few days ago on NPR's TED Radio Hour - this is a curated, thematic one-hour programme that mashes up a number of TED talks, compares and contrasts their messages and goes a bit further with their authors.

This particular episode was called Unstoppable Learning, and Dr. Pierson's NPR conversation explored what role relationships play in learning. As you can imagine I pricked up my ears at this. How people learn best is one of my enduring sources of deep curiosity. And developing good relationships and "being nice" are values that our Bright Green Learning team hold dearly. And of course you can't just appear to be nice, you have to really be nice, caring and interested in the people who are doing the learning (because after all, we are learning too). I was just trying to explain this to a potential new collaborator a week ago. Dr. Pierson put her finger on it in one of the most memorable quotes of her talk, "Kids don't learn from people they don't like."  This is a profound observation from a career educator (and in my experience it also holds true for adult learners).

Rita Pierson also argued for teachers to take a more positive and appreciative approach with their students, even those - or in particular those -  who are not excelling in their work. She gave an example of a time that she gave a student a +2 and a smiley face, instead of minus -18 on his test. She said that's because -18 "sucks all the life out of you" and +2 says "I ain't all bad".

I love this reframing, which is so motivating and still somehow such a rare approach for educators and learning practitioners to take. There is a reflex in many educational contexts to focus on what learners missed or need to improve, rather than on what they are doing right (and as they say in Appreciative Inquiry, in every organization or situation, something is working, even if it is only +2 out of 20).

Rita's short talk brought tears to my eyes. I also grew up the daughter of two educators and see how students were touched by their work. Her words sounded absolutely right to me and I realised that she had articulately described my values around learning and education and those I would hope all teachers would take (including those teaching my own children).

I wanted to write this blog post to remind myself of where I could go for inspiration in my own learning work, and to connect to Rita's talk so I could listen to it again. I didn't know when I started this research that I would also be writing it in memorium, as Dr. Rita F. Pierson died unexpectedly last Thursday, on the day I discovered her on the NPR TED Radio Hour. Her death has left a gaping hole in the progressive educational community. She was a real thinker, shaper and feeler in the field of education and someone that everyone working in learning should listen to...have YOU listened to her amazing  7 minute 48 second TEDTalk yet?

You can read more about this remarkable woman and her impact in Remembering Educator Rita F. Pierson on the TEDBlog.

Fishing it Up from the Depths: Relearning Childhood Learning

Years ago I regularly went fishing with my father, who was and continues to be a real outdoorsman - someone who seems to know how to do and catch anything in the woods, lakes, fields and streams.

I followed along, doing my best, and apparently listening (although that is not what children normally do in my experience) and learned how to cast, toss my bait into the little space between the bank and the shady dock, bait my own hooks and neatly clean my catch.

Now fast forward 30ish years - through university, several international moves, 70+ countries of work-related travel, and not much fishing to speak of - I am begged to go fishing by my own two sons. What do I recall from my childhood learning?

My first observation is that if you don't use it, you actually don't lose (at least completely). I can remember how to string a rod, tie on the hooks, sinkers and bobbers. I know that fish hide in shady areas, or swim very deep when the water is too warm. I know that you can't fish at midday when the sun is at its hottest, and that early morning or dusk is better to catch feeding fish. I also know that if you don't catch anything in one spot after a while, you need to move your fishing location, and keep moving, until you find the fish.

But, we are still not catching any fish over here, four thousand miles from my father, the resident expert.

I think there are a few things impeding us. First, I think that I am struggling with a new application of this long ago learning  - a brand new context. I am no longer walking through high grass to Ohio farm ponds. In this Swiss lake, unlike the Great Lakes and ponds where I fished as a kid, I don't know much about this lake, its bottom topography, temperatures or depths. I don't know all the species of fish, I don't know what they eat (salmon eggs, worms, doughballs?) and when they eat it (not so much the time of day, but the time of year - are they spawning?) This latter would never cross my mind, but when I described to my father that we had seen big carp and couldn't get them interested in our bait, the first thing he said was "they might be spawning". I googled it and indeed carp spawn here in late May and early June depending on the temperature of the water. I didn't know that. Clearly some of it a good fisherman who had fished all over would figure out - like a lifetime practitioner of any field would intuit some things in a new context.

So there's another thing - I built up some good experience of fishing long ago, but I don't have decades of watching this water, understanding the fish and their behaviour, and knowing the broad range of tools (baits, spinners, lines) that a veteran fisherman would have (nor the graduate degree in freshwater fishery biology that my father has.) These things come from much more experience, and a lot of trial and error. My father no doubt took all the trial and error out of my early fishing experiences (kids get bored so easily), so some of this I will have to repete myself. And I will have to be curious, instead of irritated, when things do not come out the same as they did those long ago years. I will have to test a few of my own hypotheses, and remember what works when it does. It would also be good to make friends with a local fisherman who might be able to give me some clues to fishing in this particular ecosystem at 46.2 degrees north and 6.15 degrees east.

So what does this tell me about learning? Well, even when learned at an early age you can remember some things and even develop muscle memory for physical activities, like casting and reeling in my case. So you will not start out again as an absolute beginner. As you use this memory, more things will come back, although they might not be exact memories. And early experiences and memories that are good will no doubt drive you to keep trying, even when the new context is different, and potentially produces different results than the past.

For me, when I am experiencing this, I will try to:

• Acknowledge that, although everything seems familiar, I am out of my original context for learning so will pay particular attention to what I am doing and challenge any old assumptions;
• Seek local expertise - get a local "guide" who can help me, and help translate my knowledge into something more appropriate for the current context;
• Try things - which is fun, if I look at it from a that perspective - because I have a learning curve again (even if I didn't 30 years ago).

Ultimately I guess it's about relearning. I found this interesting quote by futurist Alvin Toffler, "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn."

So keep on learning (and relearning), and let's go fishing!

Writing Good Instructions for Workshop Games

I have just finished reviewing a set of instructions for a series of games that a big group will be undertaking as a part of a team development exercise. There will be 70 people in teams of 12,  8 different game stations, and a very ambitious time schedule (about 20 minutes per activity), so the set up and instructions for each game needs to be very, very good.

Teams will be moving from station to station. As each team reaches their new game station, players they will receive the instructions for the game at that location. At that moment, they need to have all the necessary information, in an easy to read format and be able to understand it very quickly.

Here are some of the things I am checking for in the game descriptions and instructions for the games, and where needed, modifying:

• Is the game text too long, too wordy or too dense? Make it shorter with only essential information, put game steps into numbered points, lists into bullet points instead of narrative text, and numbers for scoring into a table; 
• Are there any vocabulary words or idioms in the descriptions that might be misconstrued or misunderstood? Make the language as simple as possible;
• Is there any ambiguity in the description text or rules? Make it crystal clear so no time lost in doubt or disagreement on interpretation among team members; 
• Is there consistency in format and layout of the games' instructions? Reduce any inconsistencies in the way the rules are written in terms of level of detail, the order that information is given, the font, etc. so no time is wasted and teams will learn and read faster as they do through the games sequence;
• Is the goal of each game clear? (e.g. How do you win - what do you have to do to win?) Rewrite as needed and put that up front in the instructions, so the rest of the instructions are read with that goal in mind;
• Is the scoring clear and consistent within each game and overall across the series of games? Make sure it is clear how you get points and how many points for different aspects of the game (as applicable), make sure the points levels are the same for the different games so if a team doesn't do well at one game they are not overly penalised.
• Is there anything subjective in the scoring (like points for quality or how things look)? If so decide in advance the criteria to award points and who will award them. This can potentially cause lots of disgruntled players. 
• Are the materials needed/provided to play the game listed in checklist format? Create a checklist so the team can quickly assess if they have all needed materials.
• Are the rules or steps numbered? Number these so team members can discuss them/refer to them by using their number as shorthand.

Some other considerations for good game instructions:

Consistency: Make sure the delivery of the rules to each team is consistent. For example, we are providing rules printed on an A5 card and putting that in a sealed envelope that the teams get when they reach the spot where the game will take place.
Testing: We are having someone test each activity first by following our instructions, to make sure steps are clear as well as feasible in the amount of time allocated. If it takes twice as long to complete as allocated, that obviously won't work. Things sometimes look feasible on paper, but when you are in situ, there may be features of the game environment that cause slow downs.
Game Aids: I am also making up job aids, like a score card for each team, so they can keep their own scores. We are also making a larger game score card on a flipchart, posted at each game station, so teams can see how other teams scored.

Teams love to play games, and the design and make up of a good game takes much care and consideration. Good instructions are crucial to make sure that playing the game actually meets its goals and results in both learning and fun.  

"Howtoons" - Tinkering, Making and Mashing

I've had the word "Howtoons" written on my bulletin board for several years.

For me, the word has become emblematic for mashing things (anything) - combining, mixing, using them in ways you might not have thought about before - to make something new and even more useful. And there are blissfully no rules to this.

In the case of Howtoons it is using cartoons and comics to help people learn how to do things (versus pure storytelling and entertainment alone).

I love the word "Howtoons" for what it reminds me to do. It's almost a one-word checklist for:

• Is there something completely different I can do with this thingy?
• Can I put something from another field, sector, industry, country, department, etc. with this to get something fresh and new that I can use? (I wrote a little about this in 2008 in a post called "Keeping it Fresh" after my 5th circus performance as a spectator in a month, and again in 2011 in 10 Different Ways to Do Anything: Get Inspiration Anywhere)

And when I googled "Howtoons" just now, I was even more delighted with some of the sites that use this moniker.

At the Instructables website, they call Howtoons "weapons of mass construction" and show in comic strip format how to make everything from a Marshmallow Shooter to a Turkey Baster Flute. They say they use OpenKidsWare much like MIT uses OpenCourseWare for wider distribution.

The Howtoons website itself is more of a one-pane cartoon, very sophisticated and embedded with what makes great comics, where they manage with this format to explain how to make their alka-seltzer powered rocket and spring loaded chopsticks. They also explain that Howtoons are what you get when you take a comic book artist, an inventor and a toy designer and put them together. Another successful mash-up!

Ever in search of innovative ways to help people learn, I have been delighted with what I have heard in the last year about the "Maker" movement (not as in True Blood) and tinkering, as ways to bring innovation and creativity to learning. These were both featured at the DML (Digital Media and Learning) Conference earlier this year - they even had on their Conference Committee a "Making, Tinkering and Remixing Chair" - Mitch Resnick.

DML sessions included Tinkering with Tangibles (digital textiles), Making Makeshop (on designing making experiences with families), Literacies of Making, Mobile Quests (that remix public events for social change), Design Tinkering  - that was a breakout - very fun!

In the Design Tinkering workshop, each table had the same pack of materials and some instructions. Two tables each had the same instructions -e.g. there were two sets of instructions - one was prescriptive about what to do with the materials, the other said (as below) "build and explore as much as you can about the materials provided". We tinkered, and it was great fun re-purposing familiar materials into new things (the "thing" we made below lights up, not sure how useful it is otherwise, but we enjoyed our work)!

At TEDGlobal this year, we were also treated to talks on tinkering and making, with an interesting one by the co-founder of Arduino, Massimo Banzi. Arduino makes the cheap open-source microcontroller, a small programmable computer that has launched a thousand projects (like the DIY kit that sends a Tweet when your beloved houseplant needs watering.)

Another TEDGlobal speaker, Ellen Jorgensen, talked about her do-it-yourself biotechnology lab where you can walk-in and do biotech research in a community lab like GenSpace (where you can "hang out, do science and eat pizza.") TEDGlobal itself even had its own MakerSpace where you could do your own DNA extractions, among other things. I wrote about my bio-molecular self-assembly experience in TEDGlobal2012: What's Going On Right Now?

I will keep that word "Howtoons" right in front of me on my white board. For inspiration, and to prompt me to combine, recombine, mix and mash my learning tools with each other or even very different things - whether its cartoons and how-to advice or others (and I'm sure I can think of a way to use that Turkey Baster Flute in my work...some how...)

Building Peer Learning Into Mega-Events and Conferences

When Conferences focus on plenary speakers and traditional panel sessions these days, some of us might feel that our experience could be better if we wait until they are available on YouTube. Any ticks or flubs are edited out, and the video camera inevitably has a better seat and vantage point than we do in the audience. And you know exactly how long each intervention will be -and we can pause, repeat or even skip those that are not quite what we're looking for (of course we need to be open to surprises too).

But when Conferences have exciting peer learning and interactivity built in, then no longer are you are just one person watching a string of speeches from a relatively uncomfortable chair, knowing that you are shoulder to shoulder with probably some of the most interesting people in the world in your field - although due to this format there's no way to know it. What if you were a part of the Conference? Or even, you were the Conference!

Running World Cafe's, Open Space Technology Sessions, Peer Assists and Carousel Discussions, and Fishbowls are some of the activities we recently ran at a large conference of some 16,000 people. Those took facilitation. However, there are lots of things you can do that don't take that kind of support and still build up the peer-learning opportunities at a large-scale event.

So, what are some of the ways that big events help feature and build its participants into the Conference?

What if you ask people to pick a button that somehow illustrates how they are feeling at the moment?

Not only is that a conversation starter amongst participants wearing them, but imagine that the button dispensers are tubes that create a physical bar graph of how the whole body of participants (or at least those taking the cool buttons, which seemed to be everyone) feels?

What if there is a tablet built into the wall where particpiants can take a photo of themselves and write on a message about a commitment they will make?

and then use the images to make a wall of these...

What about a simple graffiti wall and lots of coloured chalk?

Or if there are a number of different thematic streams to the conference, what about producing different colour ribbons for each and letting people choose and wear them around their wrists or bags, so that in the thousands of participants, you might more easily bump into and recognize someone who is interested in the same theme as you are?

And then how can you know if you can actually speak that person's language at a large international event? What about language buttons that people can choose and display on their lanyards (we wrote about doing this at a conference of 8000 people - very popular initiative to support communication, and be surprised at what languages people speak - How to Start Conversations Among 8,000 people.)

What interesting interactive elements have you seen at Conferences that use their fascinating participants as a part of the overall learning experience?

Badging: The Future of Learning?

Our team (LEAD and Project Wet) just competed as Finalists in the DML Badges for Lifelong Learning Competition which was sponsored by Mozilla Foundation, MacArthur Foundation and HASTAC. And while we ended up unfunded winners this time, we greatly enjoyed the opportunity to create a badging project together that we intend to pursue.

But what is badging? And what gives it potential for enhancing learning in the future?

As a part of the Open Badges Project, an open source infrastructure is being created on the web that will serve as the ecosystem for a wide range of electronic badges that many organisations can issue and display.

Now how much jargon did I just use to try to describe this? Let me try again...

Imagine that you take a course, online or in person, that gives you some skills in systems thinking. At the end of it you have the choice of a certificate in paper, or an electronic badge. You choose the badge. What do you get?

The organisation that ran the course is the "Badge Issuer", and they have a set of criteria that you have to meet to get the badge. These might be that you 1) showed up, 2) engaged actively in the conversations, and 3) passed a little assessment test or did a project that showed that you understood and could use the new tools and skills (or maybe just that you showed up).

So now you qualify for a badge. The Badge Issuer sends through a message to the Open Badge Infrastructure (OBI) run by Mozilla, and a badge comes back directly to you (the learner) in a "Badge Backpack" which is a personal online space where you can collect your badges. At this point you might only have 1 badge for this systems thinking course in your backpack. But the backpack is there now, and you can take other courses and get other badges that will start to fill up your online backpack.

Now what can you do with your badge? There will be a number of "Badge Displayers" who will let you post your badge on their site. These are sites like Facebook, LinkedIn, your website, Wordpress, and job and recruitment sites. As the learner you have complete control over where you post your badges. They don't show up automatically anywhere, and you can manage them, delete them, or put some here and there.

So what does the badge do? Some badges that you might already be getting on FourSquare or other sites are mainly icons, or pictures of your achievements (like being the first of your Friends to go 4 times in a row to the same coffee shop). The OBI badges would have more data in them, so that when you clicked on the badge you (and anyone who sees them displayed) would find out more about what you had to do to get the badge, who issued the badge, and potentially what your "score" was on the assessment.

This all a part of the "Metadata" that is "baked" into the badge. Metadata means that when you click on the badge you would get a small screen that would give you and anyone who views it this information - it is effectively a gateway to evidence about your learning. There would be a "Criteria URL"  which would give people the criteria that you had to achieve to get awarded that badge. It might be that you just needed to show up (but maybe you flew 10 hours to get there, so that was a real achievement), or that you had to pass a test by 75% to get the badge. All of these things would be the same for anyone who had that badge.

The second URL that would be baked into the badge could be an "Evidence URL" which would be different for each person who got the badge. This would be the evidence that you produced during your learning process - such as the title of your systems thinking project, or your individual grade (you only needed 75% but you got 95%).

All of this would be embedded, or baked, into the icon of the badge. It would also remind you of what you did to get it.  All of this would be a part of the badge that would come flying into your badge backpack. The badge issuer would have built the criteria into the badge before you came into the systems thinking course, and then added your evidence once you were done. Voila you have a badge!

Why badges?

We are learning all the time. We learn on the job, we take additional courses, we learn through mentoring and coaching. There are so many valuable ways that we augment our capacities, many of which go completely undetected by our peers, teachers and employers (current and future). Children learn important life lessons through extra curricular activities, but these do not show up on their grade cards. College students learn about collaboration, project management and negotiation through their courses, but these do not show up on their transcripts (although they might be the most important qualities for a new employer). As adults, we might include on our CVs that we are good managers, or have good people skills, or are are excellent communicators, but potential employers have no effective way to check this and we have often have no opportunity to prove this to them - no real evidence to show.

And these skills, through our badges, can travel with us whereever we go - our personal Backpack will stay with us. And while we might have started it during our school years, we can keep and add to our badges throughout life as an electronic portfolio of achievements that we can keep to ourselves or share.

In the future, employers might seek certain badges for specific positions. A certain mix of badges might qualify you for an internship. You might want to change your career path without going back to university; and launching a concerted effort to work on and achieve a number of badges in relevant competency areas might be what it takes to prove that you are qualified to make that shift.

Badging inspires some heated debate - detractors talk about the comodification of learning, and about the impact of moving from intrinsic and extrinsic motivations for learning. Proponents point to the empowerment factors - that badging allows for self-regulation and more democratic learning and it provides a cost-effective way for people to get an education. All interesting indeed.

This is an experiment, and from the sounds and efforts that the Open Badges community is making around it, one that will get a good run while people tinker around with the concept, build the ecosystem, and start issuing their badges. By this time next year, you might have your first one...

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  

1) What's the Purpose?

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

Post: Are We Having Conversations that Matter?

  

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

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

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

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

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

-To maintain transparency and an open environment for sharing

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

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

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


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

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

2. Can Meetings be Used for Positioning?

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

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

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

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

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

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

3) How Effective is our Meeting Process?

a) Design and preparation

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

Post: How Old is Your Knowledge?

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

Post: What Kind of a Discussion do You Want?

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

Post: A Courtroom or a Concert?

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

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

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

Post: Leveraging the Wisdom of Crowds in our Organization

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

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

  

b) Implementation

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

Happened? (Reprise)

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

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

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

Post: Ballroom Learning and Large Groups: Using Socratic Questioning

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

Post: What Exactly Are You Facilitating?

c) Reflection and follow-up

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

Post: Helping Other People Do Great Work

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

Post: Dialoging about Dialogue

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

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

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

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

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

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

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

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

Learning with the Business Model Generation’s Canvas

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

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

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

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

Using the Business Model Canvas in Workshops

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

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

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

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

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

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

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

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

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