Insights in Design: Team Retreats

Earlier this week we ran a two day team retreat for one of our largest distributed teams. Attending the retreat was both the technical and admin staff, as well as HQ and outposted staff. That was objective 1 - giving people a sense of interconnectedness in a non-intact team, and at the same time explore the team's diversity.

The retreat also needed to bring up and sensitively deal with issues of growth and managing a larger team. In the last few years, due to their successes, the size of the group has more than doubled, with little turnover. As a result, some of the team practices (communication, decisionmaking, trust building, everyone doing everything him/herself) that worked before with a small, tightly knit team, are no longer as effective with a larger, more functionally diversified group. That was objective 2 - air some growth and management challenges in a way that everyone can feel heard and then make some decisions about how to change them.

Finally, the group needed to think together about what's next. So they needed to tap back into their goals, and also explore together what they needed to add or significantly strengthen in their current practice. This was more programmatic, however, they needed to bring the admin side of the team along so that any decisions made were completely operational. That was objective 3 - consider how to add some functionality to the group, but do so in a way that was realistic and feasible, and fit within the operational system they had and were building (or change it to fit).

With a mandate like that, and two days to work with, we had our work cut out for us. However, we did it, and the team was very happy with the results. Here are a few things we learned that worked:

• We used systems thinking tools to help to guide and structure the discussions. People were delighted to use these new tools, which when applied to the operational aspects of the team's work, were able to integrate and value the inputs of everyone there, from both the technical and administrative parts of the team.
• The systems tools created a safe space. The diagrams helped to externalise the conversations, so that people were able to focus on an object, diagram, that depersonalised issues. People discussed trends and cause and effect: pointing their finger at the flipchart diagram and not each other.
• The tools are iterative, so they break down what seems like a process about everything into a set of logical steps and bitesize pieces. Also because of this structure, there was no anxiety from what might otherwise be a messy process. The tools gave clear boundaries to the discussion.
• Finally, the format of working in parallel on a number of different operational issues allowed people to focus on the ones for which they had the most passion, yet still contribute through the summaries and sharing to the work of other groups.

The report that resulted from the event included the diagrams and captured the creativity of the process for next steps. It was actually a good read, a quality that all workshop reports should have. And it has spawned a number of processes around the outcomes that is making this team one of the leaders of change in our institution.

Learning Lessons from Systems Thinking

I see this pattern over and over and over again. What can one do about it? One potential intervention point is to set a standard/policy on the "attention per project" so that when there is not enough time to do it properly, you do not accept it, thus maintaining quality work and therefore reputation (so in theory the project pipeline never dries up). GTD gives us more time to squeeze more in. Zero-in box helps us comfortably manage our email blizzard. Systems helps us identify problematic patterns and potential leverage points for change. Where can one go to learn "How to Say NO" ?

Appreciating Heroism For the Future

"The new Al Gore presentation on climate change at Ted’s talk is an inspirational, bright and optimistic approach worth a look at" wrote Nicole Thonnard Voillat - and so I did online at World Changing.

I really appreciated his comments on optismism being not about belief but behaviour which goes beyond our choice of lightbulbs to active citizenship in our demoncracy, mobilizing political will and resources. Stimulating a hero generation with a sense of generational mission is an exciting challenge that I would like to hear more from him on - in terms of what he thinks it will take to do this. Reframing the 'terrible burden' on our generation as a fabulous opportunity which we should respond to with profound joy and gratitude is an interesting start...

I wonder how we might use appreciative inquiry to explore examples of past hero generations and learn about how best to leverage another for the future? Thought provoking. What do you think?

Can a Leopard Change Its Spots?

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

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

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

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

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

(Preparing) The Greatest Show on Earth

What do you see when you go to the circus? You see the amazing daredevil acrobatic teams, the perilously high tight rope walkers, the perfectly synchronized performing ducks... What you don't necessarily see is the lifetime of concentrated training the acrobats have undergone, the many hours a day the jugglers practice, and the fact that the lion tamer is actually missing a thumb.

The incredible amount of preparation that it takes to pull off a thrilling, memorable and meaningful performance is what my organization is experiencing right now in the preparation of its quadrennial global Congress. Expectations of 8,000-10,000 attendees have raised the stakes for putting on a really exceptional event. What that means for us is not only getting the logistics right, but also engaging the audience - our colleagues, partners and visitors - in many different, exciting ways.

Some people might be born with the ability to juggle flaming torches while standing bareback on a cantering horse (in sequins no less.) For others, it takes some practice, preparation and a good deal of help. The same is true for our events. So, for the first time at a Congress, we have engaged an international team of professional facilitators as advisors, who will work with 54 of our colleagues leading on different Secretariat sessions. This facilitation team will help the leads to think through their events and make suggestions as to interactive tools and techniques that they might use to get their messages across and novel ways to engage the audience. Whether it is Open Space Technology, Conversation Cafes, or newly designed large group games, the goal is to see how we can break through the fourth wall between those on stage and those in the bleachers, to reach them, touch them, challenge them, learn from them, and engage them in our work.

Because this is rather experimental, we are going to capture our learning throughout the preparation as a part of the M&E process. So more will appear on this blog on the Congress Facilitation Advisory Team and its work to help us prepare our Greatest Show on Earth -suddenly I'm craving popcorn.

The Peak of Productivity: GTD

When do you have a burning desire at 9pm on a Sunday to go into your office and sort through your mountan of paperwork for 3 hours? When you feel like you are, for the first time, actually Getting Thing Done.

After a visit and full day seminar from David Allen last week, creator of this popular approach to personal productivity, our office has been hit by the intense need to Collect, Process, Organize, Review and Do. When I started my organizing streak last night, I didn't have to create my own categories of lists, I simply copied my colleague's, who had spent all day Thursday and Friday setting up her own system. We had 54 staff members attend the seminar - I heard that there was a run on folders, and that people were scouring the basement for old in-trays and bits of filing cabinets the rest of the week.

Now I have my own mind sweep nearly complete; that is, getting all of those undone things that David refers to as work on a set of next action lists, from performance assessments to paying my cafeteria tab. And when I can get over the intense sense of urgency of doing all of those things that I had actually forgotten, I hope that my weekly review will free up some physic ram so that I can get on with some of the creative things on my Someday/Maybe list.

Sound like a new language? It might be for some, but it's not a foreign one and not hard to learn. It's based on practices you do regularly, but puts them together in a more effecient, and systemic way. And it seems to really appeal to people. One of my colleagues said that in the first 30 minutes of his seminar she had decided to adopt the GTD approach, because it was simply better than the one she was currently using. Another colleague worried about the extra time investment asked David at the end of his seminar, "Doesn't using GTD take a lot of discipline?" David responded with "Yes, absolutely, but anything takes discipline before it becomes a habit. Brushing your teeth and taking a shower regularly took enormous discipline (or disciplining) when you were a kid. Until it became a habit. Now it feels bad not doing it. You need to get to that stage with this practice as well. "

Feeling on top of things is the peak of work/life balance. I can just about see the top of my paper mountain. It's bright and beautiful up there. When I get there I am going to shout from the top of it, "It works! Labelmaker anyone!?"

Facilitator's Notebook: Were You Listening?

The start of any workshop normally includes a tour-de-table where people introduce themselves and say a few words about their expectations and why they are there. If you are going around in a circle, you can figure out how long it will be until your turn. Then you calculate how many people you can actually listen to before you need to think about what you are going to say. At that point you tune out in order to come up with something that sounds interesting and intelligent, until after your turn. After your turn, you replay your intervention a few times in your head to convince yourself that it was a good contribution and made you look good. Then you tune in again. Out of the 20 or so participants, you ended up hearing about half or less.

As a facilitator what can you do to get people to register the interesting information about each other that will start to connect them at a personal level, allowing you to move the group towards more and more powerful, creative, potentially intense and exciting discussions? People need to feel comfortable with the other group members for that; it can be a bit risky in the group process sense. How can you catalyze that process?

There are of course many ways to do this. What we did last week, with a small group of people who will be working together for two years on a project at a distance, was to give them a team quiz.

No one said that you had to listen the first time, maybe some of them did not. However, the next morning after their introductions on Day 1, they received a pop quiz about the team to complete titled, "Were You Listening?" Match the person to their musical instrument (who played the bassoon, the piano, the guitar?) Who studied philosophy in university? Which two people do not speak Portuguese (because almost everyone else in this group does)? Who coined a well-known conservation term? Who started their career in the civil service? Ten multiple choice questions captured some of the interesting things about this new team, taken from the things that they had said about themselves in the previous day's introductions.

If they did not pick it up the first time, then this was the second opportunity to absorb the information. And this time, going through the answers of the quiz and discussing them further, everyone was listening.

Help Fight the Curse of Knowledge!

Apparently the biggest impediment to effective communication is knowing too much.

This is according to Chip and Dan Heath, authors of Made to Stick: Why some ideas take hold and others come unstuck (they have a fantastic blog as well). They cite an experiment in their book conducted at Standford in the 90s. The experiment took pairs of people, one designated to be a "tapper" and the other a "listener." The tapper tapped out common songs (like Happy Birthday) on a table and the listener had to guess the song. Success rates were very low, but more significant was the result when the tapper had to guess whether or not the listener would be able to guess the song. It turned out that the tapper got the message across 1 out of 40 times, but they thought they were geting it across 1 in 2. They had the song going through their heads so clearly that they could not imagine that the other person could not guess it.

This would make a great communications game, to show why, sometimes, scientists don't get their messages across in presentations; or why technical people don't always make the best trainers.

Last week I attended a workshop on Systems Modelling, a basic course. It tooks us from the basic concepts and diagrams to simple modelling (simple I would say is a bit of a misnomer here). I have been conducting training in systems thinking for over 10 years now and thought it would be useful to actually take it through to the computer modelling part. I realise that my past success as a system thinking trainer could be partly due to the fact that I have been rather unburdened by a lot of in-depth knowledge of mathematical models and systems dynamics. Systems thinking diagramming tools like reference mode diagrams (or Behaviour Over Time graphs), and causal loop diagrams, are wonderfully useful all by themselves.

Well, one day into my course, I had learned a couple of new diagramming conventions and did my best to model ipod purchasing, wolf re-introduction into Scotland, and household budgeting. Not too hard when the instructor gives you the figures and units (like wolf/month) and you just pop them into the programme, I managed to keep my head above water. However, Day 2 was an eye opener in complexity (and a lot of digging around in the far back of your brain for mathematical logic). The instructor explained things as though everyone in the world would intuitively know how to normalise their variables so their units would work out and avoid unit errors. And he would add variables in a minute to make sure this happened and his units would be A.O.K.

The curse of knowledge implies that you can't unlearn something, so you cannot easily put yourself in someone else's uninitiated shoes. However, I think one can work on this - on tapping into the pre-expert knowledge state - through constantly embarking on new learning endeavours. If you think about it, you probably do learn something new every day, (perhaps not as new as modelling the population dynamics of Scottish wolves.) That experience gave me hours to tap into what it feels like to be in a pre-knowledge state.

In some ways, being a constant learner can help you be a better communicator and trainer, because no matter how much knowledge you have in some areas, you have a recent experience being on the other side of that knowledge exchange, and can apply that experience to the delivery of your message. Noticing your learning and what it feels like should be able to help us fight the curse of knowledge.

People Buy Adjectives

We were working on a one-page proposal this week, the kind that is going into a board meeting for a yes/no answer, and tinkering around with the text. Wanting it to be minimal, I remembered a presentation I heard by Interact, a UK-based management training group that uses theatre techniques and real actors for training. They gave a demonstration workshop to the Geneva Learning Community a few weeks ago.

The lead trainer, Ian Jessop, a director and producer himself, spoke to us about linguistic audits, that is analysing the language we use and being mindful of how we use words and what they say to people. Here is what he told the group. Nouns are facts, they are not emotional. They are most appreciated by accountants, doctors and biologists who deal in things - dollars, ulnas and rattlesnakes. Verbs however are action oriented, future oriented and have movement and motivation. Activators like verbs.

Adjectives are about emotions. They help to define, tell stories and paint pictures and help people understand and follow. Adjectives are the things we buy. People don't buy a car, they buy a fast, candy apple red sportscar, or a safe car. They don't buy chocolate, they buy the richest creamiest, darkest chocolate.

So we decided, we were no longer talking about a workshop where participants would talk together and identify solutions. Now we were talking about an interactive, outcomes-oriented workshop that would feature peer-learning and generative dialogue, and build relationships among motivated, committed people working towards long-lasting outcomes. It's all still true. Hopefully that sells.

Applying the Prisoner's Dilemma

I had a tough day today, but since I am a Learner, I am going to see what I can get out of it...

One of the most famous zero-sum games is the Prisoner's Dilemma. It explores cooperation, trust, and negotiation between two parties to a situation (two prisoner's in separate cells decide if they are independently going to confess or not confess to a crime they jointly committed). One of the key messages of the Prisoner's dilemma is that when each prisoner pursues his self-interest, both end up worse off.

I have used a game version of this in many negotiation training courses I have run in the past; interactive versions are called "Win As Much As You Can" or "Get As Much As You Can" (I think the latter is a version from the Consensus Building Institute at MIT in Cambridge, MA.) The game players use Ys and Xs to signal cooperation or defection (respectively), and scores are given to each player based on both what they play and what the other person plays. You think you would have an incentive to cooperate (both parties play a Y card), but if your aim is to "win" (whatever that means to you) actually in the short term non-cooperation can get you more points (as long as the other player is still cooperative or trusting). So you play an X card and the other player plays a Y card; that gets you lots of points and your partner just looks gullible - for a round. Of course as soon as they figure out that you are not to be trusted, they stop trusting you too, and play their X card, then both of you lose, or at least come up with a sub-optimal result (and that is definitely not winning).

Researchers have enjoyed playing this game thousands of times to understand the best strategy. It turns out that the best strategy is called "Tit for Tat", (Anatol Rapoport). Here is what Answers.com says about that strategy, "The strategy is simply to cooperate on the first iteration of the game; after that, the player does what his opponent did on the previous move. Depending on the situation, a slightly better strategy can be "Tit for Tat with forgiveness". When the opponent defects, on the next move, the player sometimes cooperates anyway. This allows for occasional recovery from getting trapped in a cycle of defections. "

So what does this have to do with my day? Well, I found myself yesterday in a discussion in which I felt like I had played a trusting card, a Y card, in a conversation about a dilemma that could be usefully solved. I felt that the other player played a Y card too, an open an trusting response, and we seemed on our way to getting a good score in this game. However, this morning, feeling good about my Y card, I entered quite positively into round 2 of the game where I played another Y card, when all of a sudden my partner played an X card. That put the game into non-cooperation. The other player got loads of points on that round. Here is where games become real life - what did I do on the next round? Did I play a Y card, to reinforce my cooperation? Or did I play my X card, to show that I was not too happy about the other player's X card? Maybe if I had played a Y card here, then in round 3, my partner might have reconsidered, seen my cooperation, and played a Y card back to me, breaking the cycle of non-cooperation.

However, I did not. I was taken a bit by surprise by my partner's move and I played what I think is an uncharacteristic-for-me X card back. Negative points in that round for both of us. Now we have a choice. If Tit-for-Tat with forgiveness really works, then an X card was perhaps the right card to play there, it signalled that there are repercussions for non-cooperation (even though it hurts a bit to play that card.) However, if I play a Y card tomorrow in round 3 (the forgiveness part), then there still might be a way to break the cycle. But that will only happen if my partner plays a Y card back. If another X card is played, then I have to decide - if I play another Y card, the economists would say I am a push-over. If I play an X card, then the downward spiral continues until the other player plays a Y card. Then I can play one back in tit-for-tat. But that might take a long time, and it would probably be by email. Hmmm...

How hard is it to apply this kind of theoretical learning to real life situations? This is frankly the first time I have tried. However, I am still a bit upset by playing my X card today; I think I should be a bit above it. Trying to apply the Prisoner's Dilemma to the situation has helped me think through it a bit. The truth is, these situations are very wonderfully, imperfectly and often irrationally human. It also helps if your partner knows about game theory - but who else is reading and thinking about the Prisoner's Dilemma right now but me?

How Deep Are Your Neural Pathways?

Before you read this post, grab a pencil and piece of paper.

Now without thinking too much about it write down the first thing that comes into your head when you read these words:

Colour
Furniture
Flower

What did you write down? Well, I did this exercise, which is called Mind Grooving (from The Systems Thinking Playbook by Dennis Meadows and Linda Booth-Sweeney) with a group of 21 people in a systems workshop last week. Here is what they came up with, out of 21 responses:

Colour: 10 people wrote "Red", 8 people wrote "Blue". (Only three people wrote a different colour)

Furniture: 12 people wrote "Chair", with 4 people writing "Table", (2 "Beds" and three others)
Flower: We had 6 "Roses", 5 "Daisys", and 5 "Tulips" (5 other flowers turned up on this list of 21)

When I first considered this exercise, I did not imagine that a group would actually display such consistency in answers. Years of associations and experience have created deep neurological pathways for people, shared habitual patterns of thinking. In spite of our individualist culture, socialization might be stronger than we realise. How can we notice and potentially challenge our own mental models? Or find those people whose "grooves" are not as deep as our own for insights and learning.

So when you say "Leader," how many people expect to see someone get up and walk to the front of the room?

Systems Haikus

I am doing a few days of systems thinking training and one creativity exercise we did this morning, on day 2 of the training, was to write a systems haiku (5-8-5 syllables). Here are a few interesting ones: (thanks to the Questions of Difference Team for these!)

If a systems loop
has an impact on our working,
what will we achieve?

Systems tell us that
everything is interlinked-
swings and roundabouts.

A system is not
closed, it is always connected
to the outside.

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

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

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

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

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

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

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

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

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

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

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

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

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

Facilitators' Notebook: Using Powerful Questions

You might remember Gregory Stock's "The Book of Questions" (1985) which was a small book of 200 short, provocative questions that you can think about yourself, or use at dinner parties or other social situations. I have used it in the past to create rather disruptive questions to ask participants in workshops on ethical decision-making, as the questions in this book deal with values, beliefs and life (in most cases they are a bit too strong for the workshop room, so adaptation is needed). But the notion of using purposeful, thoughtful, thought provoking questions to lead into a topic is an alternative to simply presenting the topic, or a statement and asking people to discuss it (where do you start and where does thi go?)

Here is a question sequence adapted from "The Book of Questions" that I have used in the past to get people thinking about ethics and values (today with my more asset-based thinking, I am not sure I would use this, but offer it as an example). First question: If you had a cockroach in your kitchen, would you kill it? Second question: If you had a butterfly in your kitchen would you kill it? Discussion: What is the difference between a butterfly and cockroach? Why does a beautiful creature merit more compassion than an ugly one? What values are we using here to drive our decision-making? Where do these values come from? etc (roughly adapted from Question 25) We could just give a lecture on ethical decision-making. However, people might be more personally involved in the topic when you start with questions like these.

I read recently about a new set of question cards that been produced for dinner parties, that sounds like the questions are a little less controversial but equally engaging. (If I can relocate the URL I will add it in comments.) You can look for other sources of good questions, or good stubs, or kinds of questions. You might never use the question the way it is originally stated, but it might give you ideas to adapt. You are looking for an unusual question, one that makes people stop and think deeply, get some energy out of it, and say, "Now that is a good question!"

Or you can have your group come up with the questions. After lunch energisers each day might be one of their own questions. For example, after the introductions at the beginning of the workshop, once everyone has given their biodata, ask the group to stop for a moment and think about what they heard, about the group, the things people have done, their goals and aspirations. Task them to each think up a thoughtful, thought-provoking question that they would be interested to ask the group that gets a vibrant discussion going. Maybe share a couple of examples. Then have them write them on a card and collect them (they can be anonymous if they want). Each day, or at intervals during your workshop, ask someone to pick a card and give the group 10 minutes to have a wonderful discussion using their own powerful questions.

My Life as a Car (or Cart, depending on where you live)

I sat down this morning to design a workshop agenda for a group that I now work with frequently. Looking at their goals for the afternoon brainstorming session, the same techniques came to mind that I often use for this kind of thing. They are interactive, productive, create great artifacts for recording, and participants love them. Great, right?

But I use those techniques alot and I was not so excited about this first draft of the agenda. It reminded me of a management training workshop I attended last year. The overall design was good, but it seemed to me that the trainer was on autopilot. The delivery was too mechanical, the trainer did not appear to be excited, experimental, learning herself - that affected my experience.

When you are working with a group as a trainer or facilitator, no matter how watertight the session design, you are ultimately the primary vehicle for their experience, optimising their contribution, managing the emotions they go through as they explore new ideas, and potentially challenge old assumptions, and work with them to harness the energy they need to try out the options generated.

At some level you need to model this too, try some new things, experiment and show the excitement you get from new ways of working and thinking. Anyways, I want to be able to look ahead to the workshop and feel excited about it (not bored!)

So I picked up Thiagi's "100 Favorite Games" and have had a good time adapting a few of these activities to this groups' needs. After all, if I am the vehicle for this group's afternoon brainstorming, I might as well give all of us a good ride.

Better Than Sudoku

Sudoku, crossword puzzles, Brain Training, Scrabble, all of these ways to keep your brain exercising and in top form. Here is another one. Try to think about process (how) as well as what you are doing all the time. Every time you do something - a project, proposal, a conversation - consider what you are saying and how you are saying it; who is hearing you and what they are thinking about what you are saying (both implicitly and explicitly). What is the big picture and how does this activity fit into our strategy? What are we talking about and how does this fit into our ground rules for discussions?

Complicated enough to keep your brain in tip top condition!

Teambuilding Without Holding Hands

We had a very productive retreat last week and at the end of it, there was a palpable sense of identity as a team. That was one of our goals, to build this team, along with the imperative of the design task that precipitated the idea of a retreat in the first place. When a retreat was first suggested a few weeks ago, it was met with nervous laughter, and comments which conjured images of a group hug (teambuilding seems to have become a bit of a punchline). So one challenge was to structure the retreat in a way that built the team, but did not have any recognizable "teambuilding" element.

Of course, teams that have worked together for a while are more comfortable with activities that explicitly explore the personal and behavioural side of team members and their inter-relationsips. With teams that are at an early stage, perhaps teams in name only, then a gentler approach seems to be more appropriate while trust is built.

I have read recently some revisionist teambuildng literature by McKinsey which argues against the touchy-feely kind of teambuilding front-loaded onto a retreat or meeting (the Gordian Knot or Squaring the Circle type activity - the titles speak for themselves). Instead they find that the teambuilding effect is greater when the work comes first and then space is opened at the end of the retreat to discuss how the group worked together. Therefore, reflection on how the team works and how it could improve its performance is based on a real work experience, rather than a simulated experience. We used this approach in the retreat and it seemed to work well, aside from the fact that time and attention at the end of any event are scarce resources. I found that people were much more willing to explore the process of working together after having had two days of structured work and some unstructured discussions, rather than having that group maintenance conversation in abstract at the beginning.

We paired this final process discussion with the StrengthsFinder, which people took in the breaks during the retreat (it takes about 30 minutes to take the online questionnaire and the results are instantly delivered). We each shared our top strength and how we felt that this strength had manifested itself in our contributions and behaviour during the retreat. We made a few joint comments to people, appreciating their specific roles in some of the key change moments in the meeting, and then generally discussed how we had worked together to achieve our goals. The discussion from next steps and task passed smoothly through to our process, in spite of having had limited focus in the past on what makes us all tick, separately and together. We even used a ball at the end so the group could self-facilitate the discussion. At that point, this was no issue. I could not have imagined introducing that at the beginning of the meeting when the urgency of the task, the tentativeness of group cohesion, and my reputation as an interactive facilitator were clearly in the "wait and see"category.

I still think there is a place for some of the more game-based teambuilding activities, perhaps with teams who are already formed and have specific issues or new ways of working that they want to explore. But with newly forming teams, and teams that are perhaps allergic to agendas with mysterious activity titles, I think that the get to work, and then talk deeply about how you did it approach is the way to go.

Focus AND Perspective in One Hour or Less?

Some days go by in a blur. Meetings interspersed with small chunks of desk time, interrupted by phone calls, nature breaks, and impromptu visits by interesting colleagues, an SMS from home, the background bing of email dropping into your in-box. Interruptions, as welcome as they might be, unweave the fabric of your day. The focus you had when you walked into your office slowly unravels, as your attention is simultaneously sought all around you. Over the course of this day your task completion rate dips - the trees appear and the forest recedes into a fuzzy background. Presuming you notice this, what can you do to regain your focus and perspective?

Here's an idea...colour in a mandala.

I laughed when the art therapist briefed our group on this activity last Saturday in a workshop I attended. I have mandalas all over the house that my sons have made. They seem to be popular projects in first grade. Now I see why. A mandala is described as an "integrated structure around a unified centre"; they represent wholeness, and the integration of macro and micro perspectives. Although they originally come from Eastern religions, they are now found in many cultures and have come to represent the unity and flow of life. Most of all, creating them (even just colouring them in) can help you relax and improve concentration (no wonder they are popular with teachers of 6 year olds, and harried adults).

When you take on a mandala, your process starts with picking one that you will be happy spending an hour of your life on, out of an infinite variety of designs. Then you need to think for a while and begin to make a series of decisions about colour and pattern. You tap into yourself - how do I feel and what combination of colours will portray the perspective I have or want to have? This is a thoughtful reflective process. There is nothing random about a mandala. Whenever you make a decision, it implicates many other parts of the mandala (sound familiar?) As you make your decisions about colour and intensity, you explore the intricacies of the pattern, you gradually see the impact of these decisions on the whole, unfolding design.

After a while, as you settle into this creative process, you start to bring in other ideas and influences, you might question your earlier choices, you go down another level to see where you are going with this. Everything in your head translates into your design, unspoken; you are completely focused and uninterrupted. I was surprised, in a room of 15 people, with more coming and going, no one could distract me from completing my mandala. There is no intermediate stopping place on this circular design, once you get started, you are compelled to finish. Completion, what a nice feeling.

If you decide to try this, and take it seriously, you will feel the benefits. It lifts the mood, it refreshes you; you can think and connect while using your creativity to make something new. There is a satisfying end to the task. All that in one hour or less... If your day is spinning, take an hour, some felt tip pens and a mandala, and restore your focus and perspective. It really can be that easy.

It's OK to Be Invisible

Blogs are great because they can be used for so many things. This is an exercise in reframing…

There are many professions that have as a feature of their creative work, being rather invisible in the final product. Editors find this, ghost writers certainly, even advisors to high level people have the opportunity to provide discreet guidance, direction and ideas to leaders which might make a major change in the world. Every President and Prime Minister has a team of people who are consulted and once in a while may be the source of their next great idea or provide insight for the solution to a particularly sticky problem.

These people clearly enjoy their influential jobs, and rightly so. Let's explore that enjoyment a little. What might be some of the incentives, in the absence of public recognition, that motivate them? Of course there might still be some public recognition, if they have the title as Advisor to the President, or Editor-in-Chief of the newspaper. But what if they don't actually have that title?

Does it take a specific personality type to be satisfied with the knowledge that you are helping someone else do a great job? Does it take a longer term viewpoint, or the belief in good karma, that what goes around comes around and if you are helpful to someone then eventually someone will be helpful to you? My first professional boss some 18 years ago was a busy man who always had time for people, who would freely give advice, try to be helpful, brainstorm with people for programmatic ideas or even ideas that would help them navigate the incredible bureaucracy that was the UN. He even wrote a major report for the CEO that people still refer to today, and his name did not appear on it anywhere. He was an excellent networker, built strong personal relationships with people, and generally, in spite of the politics and hassles, enjoyed his work. He didn't get to the top of the organization, but he had lots of people at his retirement party. I think eventually he did get a title that spoke of his important advisory role, but I am not even sure about that. I don’t think that bothered him too much, he seemed to have a bigger picture in mind.

Everyone needs some recognition and feedback to keep them motivated. This can come in different forms and forums. It might also be more or less important based on the stage of their career. The public-ness of this recognition might also have a link with how much they want to be included in things (see Firo-B discussions), or how much self-esteem they have. Personally, I struggle a bit with invisibility for many different reasons. At the same time, I do believe in a strong service culture, and value being a part of many "teams" no matter how ephemeral or informal. I need to keep coming back to the big picture idea; how is this process contributing to an overall goal, and what is the best way for me to help achieve it? Then it is also up to me to create the story for myself that captures my role in that change process, and to be able to repeat it to myself and perhaps others from time to time. I think its OK to be invisible, sometimes.

Time, Technology and Tangibility

Last week I had the opportunity to talk to Frits Hesselink, who has recently completed a Toolkit on Communication, Education and Public Awareness (CEPA) for the Convention on Biological Diversity. Toolkits are very much the fashion right now and we were interested hear more about what Frits had learned in his process, which featured over 100 inputs from members of an international, distributed expert Commission linked to my organization (the Commission on Education and Communication, for which I act as the staff Focal Point). From our conversation three things struck me as particularly relevant to further Toolkitting activities: Time, Technology and Tangibility.

Time: For Frits, time was a major issue, and a resource need that had been wholly underestimated by all parties. The deeper the consultation, the better the product, and the more time this takes. For this toolkit, Frits did not simply request a group of editors to prepare set chapters or send out a prepared document for comments. He sent out web-based surveys which needed in many cases follow-up interviews with longer discussons to develop fully. He found that he needed to follow up with people quickly, within 10 days or less, to keep momentum and to keep people from forgetting the nuance of their survey responses. This created bursts of intensive time allocations. In addition, as this is a large network which was queried for the project, to keep his request from falling through the cracks and to attract people's immediate attention, the personal connection was important; so in many cases, Frits used his personal links with experts that he knew were working in the field of CEPA to encourage a concrete and timely response. This involved many individual messages, responses and person-to-person linkages rather than the typical all-network broadcast. Time, time, time.

Technology: For the final toolkit authors/editors group, Frits, and one of our IT colleagues, set up a technology platform for collaboration; a bespoke tool to upload documents, share commentary, etc. However, in the end it simply did not work. Frits was the only one who took the time to learn how to use it (the project started 2 years ago and the tool was a little too clunky), and other authors never had the time or enough incentive/need to get on top of it. Frits learned that technology must be easy, intuitive, and people need a strong incentive to learn a new system, rather than falling back on usual technologies like email. (We spun off here on an interesting tangent on age; perhaps our network needs that injection of young people for whom these new technology tools are second nature. We faced the possibility that our network is "too old" for some of these new tools, and that a little reverse mentoring through a cross-generational "Buddy system" could go a long way).

Tangibility: The final point that we talked about was how to make a Toolkit more than a book. We saw the proofs for the hard copy of the CEPA toolkit last week and indeed it looks like a book. It was first a website, then a CD-ROM, and now it is a book. There are of course good reasons for the hard copy, but these days it could perhaps be more useful for longer as a living social site, where people could upload more tools, experiment with them and share their results and questions. That would make it a real toolkit. But there is still, in some corners, the expectation to have a physical object as a product. Something you can hold in your hands, pass around, send in the mail. It also perhaps gives the sense to the partners that the project is "completed", and that the toolkit is "done". But perhaps it is more interesting these days, to never actually "complete" a toolkit project; not to freeze the knowledge at any point, but let it flow, go on percolating, updating itself, and spinning off into new areas when needed. This Web 2.0 option however demands monitoring and perhaps some facilitation at the onset to keep the quality, which takes not only money, but time - and that takes us right back to where we started from...

The last time you did an interesting project, did you learn something new? How did you share your learning with others?