You're Being Watched...

Here's an observation about human beings speaking in workshop settings: Some people will walk up to the front of the room and quite happily chat away to the group.

Other people, however, will walk up to the front of the room, start to talk, and immediately lock their eyes on you, the Facilitator, and only look at you for the whole of their presentation. Forgetting somehow the other 40 people in the room sitting right in front of them. This is a little bit perplexing for everyone except the speaker, who doesn't seem to notice.

What's interesting is that you can do something about this without saying a word or even (almost) anyone noticing. You simply walk slowly and quietly around the outside edge of the room, while the person is speaking, to the middle of the back of the group. You won't disrupt the flow at all. The speaker's eyes will follow you the whole way. And then you stop and stand there. Viola, the person is now talking directly to the middle of the group. Even if he is still looking directly at you, at least he is not talking sideways, craning his neck or otherwise looking away from the group.

Of course to use this trick, you need to notice that the person has locked onto you. So you need to be attentive to the speaker. Normally I find this happens when someone is not confident in the subject matter, or simply not comfortable speaking in front of a group, period. So a smiling nodding face (yours) is a comfort and a safe place to look. However, once you do notice, it is time to take action - start walking slowly and don't worry, you are being followed. Good for the speaker, good for the group, kind of flattering, and easily and gently corrected.

What's In a Facilitator's Survival Kit?

I have several other blog posts that are queued up, but as I left the office yesterday to come to Zurich to facilitate a 2 day stakeholder dialogue, I noticed the following - A facilitator can run an interactive and exciting event with only the following few items (with flipcharts in the room a given):

• Markers: 1 very thick for making templates (black), 4 regular (different colours for Carousels)
  
• 1 small stack of meta-plan cards (different shapes and colours for note taking, ideas generation, question gathering, time keeping, room signposting...)
  
• 1 Roll of masking tape (the obvious)
  
• 1 deck of playing cards (Pick a card: for dividing groups, selecting speakers, identifying rotation order)
  
• Selection of sticky dots (different colours for voting, prioritisation, designating teams and tables)
  
• 1 whistle (train whistle of preference: to get people's attention, to change rounds, to start action)


• 1 ball (for self-facilitation of reflection, for teambuilding games, for stress relief)

Have facilitators survival kit, will travel. It can take almost any last minute agenda change in style...

“We Gotta Learn to Dance Like Scarecrow”

Remember how you learned to walk? Most of us don’t. For the large part of our lives, we take for granted our bipedal fluency having forgotten the process that first got us there. Observing children learning to walk may remind us. Or watching the scene in the Wizard of Oz where Scarecrow is taken down from his perch. Falling, hobbling, lurching and then learning to step with fluidity, Scarecrow’s bipedal journey begins… and then, as he perfects the flow of out of balance movement between one foot and the other, he even finds himself able to dance!

To address the toughest social challenges of today, Adam Kahane, speaking at the SoL Pegasus Conference, argued that we needed to learn to be bilingual in two “languages” in much the same way as we learned to walk. Drawing on the work of Paul Tillock, he provided two definitions of the essential driving forces behind these languages; 1) The drive of every living thing to realize itself; and 2) The drive towards unity of the separated. Summarizing these into two familiar words, he spoke of our need to be bilingual in the languages of power and love, and be able to dance between them with fluidity. The key, for Kahane, is focusing on the transitions between one and the other.

At this conference, the summaries at the end of sessions are made in different ways – one is with music. Just before the coffee break between conference sessions, two musicians, Tim Merry and Marc Durkee, introduce what some called the universal language of music, distilling the essence of the presentation with spontaneous Brit slam poetry and groovalicious guitar. The chorus of their song for this presentation… Here we go, we gotta learn to dance like scarecrow. Are you and your organization dancing?

The Waiting Game on the Fault Lines

Everyone waits for the other guy to change before changing themselves. You first my dear Gaston! After you my dear Alphonse! – reads the cartoon by Frederick Burr Opper. Not so in the case of Vanessa Kirsch, founder and president of New Profit, Inc., as we learned from her and Diana McLain Smith, partner at the Monitor Group consulting firm. Speaking of how relationships make or break performance, this dynamic duo told of the essential readiness needed for reflection and a relational perspective, as relationships are built not born.

Relationships along organizational fault lines are all too often too fragile to withstand today’s pressures, stated Diana. We don’t have the time to play the waiting game. One step at a time we need to reflect on the anatomy of our relationships and the patterns of behaviour, and the quick step may well be what is needed. Whilst we’re not talking Strictly Come Dancing, videoing our performance (our oral and body language) as we go may be the key…

Asking Great Questions

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

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

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

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

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

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

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

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

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

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

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

Seeking a little Conference (En)Courage(ment)

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

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

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

My answer to the concluding question came to this –

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

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

Facilitate and/or Participate?

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

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

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

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

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

Tight Parameters = Opportunities for Innovation

We found out rather late in the preparation for our major Congress that we could not stick anything on the walls during any of our workshops. There was much wailing and gnashing of teeth at this announcement as many had planned terrific interactive sessions needing many sheets of flipchart paper that they wanted to paper the walls with during their 90 minute sessions. However, a crafty workshop designer can work with anything, even the tightest of parameters. Here is one innovation that hatched as a result of this rule - the human flipchart.



Well, everyone was wearing lanyards with their nametags anyways. Take a few volunteers, clip on some blank paper, and some tape, give participants their cards and viola - your interactive activity works, gets even more people involved, and not a sticky blue mark on any wall.

Not optimal you might say, but you never know when you are working in a space with apparently precious walls, the famous carpeted walls, or even no walls for that matter (how nice would it be to do your session under a big tree?) Give a good workshop designer a parameter in advance and with a little creative thinking they'll design for it. Everything is possible...

How to Start Conversations Among 8,000 People

Imagine you are at a huge international conference. How can you get over 8,000 people from 178 countries who have so much in common, but don't know anyone, to engage in conversations and meet each other? At mega-events like this, people pass by each other in droves in the hallways of the conference centre, pack into elevators or escalators on their way to the next event, and stand in long slow queues to buy their coffee. But with the exciting diversity of languages represented at a conference like this comes the inevitable and rather awkward entry question of "Do you speak English"? (or "Parlez-vous Francais?", or dozens of other possible language variations). To deal with this quandry, our Learning and Leadership unit, partnering with the Commission on Education and Communication, introduced an innovation at our organization's recent World Conservation Congress: language buttons.

Well, we decided that one way to get people to appoach each other was to advertise the languages they speak, so that the Do-you-speak-X question would not be a barrier to engagement. We made thousands of buttons with 20 major languages printed on them in their own alphabets AND we made a blank button. On the blank button, people wrote other languages (such as Nepali and Afrikaans), and dialects (like Kreol and Bavarian) and even in one case a rather key coordinating person coyly wrote, "Don't even think of talking to me" (but I don't think he ever wore it).

In this process, we learned new things about colleagues - our Australian Director spoke Nepali (he had worked in a field office there), a Canadian colleague spoke Chinese for the same reason, our American Chief Scientist was fluent in Thai. These buttons were conversation starters even among people who knew each other. That was a huge benefit, not to mention sharing the incredible pride that people felt when they put them on (like my colleague Nicole in the photo above who sported 7!)

The buttons were a hit! The Information Booth workers had them, the Registration people had them, the Commission on Education and Communication members had them, and many, many more. These big conferences can be so impersonal, yet are attended by people who have the most to gain, exchange and learn from great conversations with each other. The question we asked was," What can we do to get people talking together?" One small answer, only 30mm across, turned out to be a big success.

What's Winning? Check Your Assumptions

Did you know that in unicycle races, it is the last person that crosses the finish line that wins? That is because it is much harder, and takes more skill to ride a unicycle slowly.

Sound counter-culture? What is it about our social norms that make us assume that bigger, faster, and more, is better than smaller, slower and less?

The sustainability community asks a similar question - why are high growth rates and GNP standard indicators of success? How can we help society see growing more skillfully, and possibly even more slowly, as akin to winning?

Even at work, winning sometimes seems to be about having the largest team, largest project portfolio and the most money - this can set up unhelpful competition among people with shared overall goals. Maybe we could flip "winning" to the team that collaborates most and generates more work and resources for other teams. Let's follow those unicyclists. Let's change the rules.

Pulling Yourself Together

We spent the last 20 minutes of our organizational development retreat yesterday coming up with words that describe our organizational culture in 4 years at the "end" of our formal organizational development and change process. The words were wonderful, and we were able to go around our circle three times before we ran out of them. We came up with adjectives that we wanted to be true about the institution and all of us at that time, and that we would be working towards now. We noticed that many of them we would also use today, and perhaps we simply wished to be more prevalent, or more consistently a descriptor. These were words like: optimistic, trusting, creative, accountable, reliable, and even fizzy. There were 3 pages of these and they were wonderful.

The retreat was over in a hail of applause 10 minutes later, and I walked across the hallway into my office and was confronted with a situation where my first reaction was surprisingly not optimistic, not trusting, and not particularly creative. It was like I had left that part of me in the conference room momentarily (and it took about 10 hours for it to catch up with me and remind me that that half of myself should wait until the other half gets there to speak.)

I guess we all have this duplicity (the charm of our species), and luckily we get the opportunity to choose which side acts/talks first. We also get to reflect on how congruence between what we say we do and what we actually do can strengthen our participation in a collective and trust in our contribution, and how the inverse may also true.

This all takes some reflection and a certain deliberateness of action. Today I will join my reflection again.

Overheard

Lizzie to Gillian: OK, I think we have everything we need for the retreat except the rope and the blindfolds...

Don't get too excited, this is Gillian and Lizzie preparing for a 2-day organizational development retreat. We are going to play a communication game called "Islands" . We spent today finding planks, plywood sheets, beanbags, and bricks - more titilating details on how it went later...

Keeping It Fresh

Today I found myself in the bleachers of, can you believe, the 5th circus performance in under a month. I have serendipitously enjoyed: one national Swiss circus, one regional Swiss circus, one opening of the World Conservation Congress (which involved four perilous circus performers - I am going to count that), the none-other-than Cirque du Soleil, and a final circus performance of my 7 year old, who takes circus classes after school. That is a lot of circus (circi?) for one person.

Today in the 3-hour perfomance of the regional Swiss circus, I thought to myself, how can these performers distinguish themselves from all the other jugglers, acrobats, and unicyclists? Audiences today, with so much access and exposure, must be the toughest crowds. (Even for those who do not go five times in a just over a fortnight.) How do they keep it fresh and new?

I thought this as I watched the young man on the unicycle. What was so interesting about his performance was what he did NOT do. He did not actually sit on the seat and ride his unicycle around the ring (at least not for more than the first 5 seconds). After that he hopped on it, he threw it up in the air, he rode it sideways without the seat or pedals, and other equally inexplicable things, none of which involved him riding that unicycle. It was a prop, a foil, a bouncing agent, a propulsion unit, something to hold his hat.

Cirque de Soleil was the same - incredibly innovative with what might seem standard circus fare. The juggler was there, with red balls, but he never threw them up in the air. He bounced them off a briefcase, up and down an umbrella, over his head and in and out of his hat. Those juggling balls never touched his hands, but they juggled none-the-less.

WARNING: HUGE SEGUE-WAY TO WORK-RELATED REFLECTION

Lizzie and I spent 3 hours Friday afternoon working through the design of an upcoming offsite workshop, an important one, involving senior management and a critically important issue. This 2-day workshop would effectively launch a 4-year process. The workshop had exciting things in it, but by the time we got to the afternoon of Day 2 in our design, we were yawning. We still had a few items to cover, but the way they were currently designed was too much of the same good thing. No more groups, no more cards, no more creative carousels, or flipchart template work. We had put in our visualisation, we had light role play to show different perspectives, people had worked alone, in pairs, trios, quads and in plenary. We moved the room set-up around four times. We needed some inspiration, so we stopped.

What would those circus people do with some flipchart paper, markers, meta-plan cards, and balls? Would they have people write their aspirations for the future on flipchart paper, make huge paper airplanes with them and then shoot them out the second floor to see which goals get us the furthest? Would they take those cards and draw items on them that they would put in a time capsule to be opened at the end of the 4-year process that we are planning? Seal them in a box for those amongst us to open at the end to see what life was like in our institution in November 2008? Maybe no agenda item at all, and no materials (some of the most interesting Cirque de Soleil performances were just 2 people and nothing else), maybe a walk outside and an Open Space session to simply deal person to person with any outstanding items.

Inspiration. Who better to get it from than performers who can eternally come up with new things to do with the human body (or briefcases, stools, or trained poodles for that matter.)

The Sound of One Hand Clapping

At the end of a team building module, one of several in a leadership training course I used to give, we would often play a quick game called, "The Sound of One Hand Clapping". You tell people that you will count to three and say "GO" and then they all should clap at the same time, in unison, so that everyone clapping together sounds like one hand clapping. You remind them that you will say "1, 2, 3, GO" and then they should clap. Then you proceed to say "1, 2, 3" and then you clap yourself. Then you say "GO". Inevitably, people will clap when you clap, and not when you say "GO". A couple of people always manage to wait for the GO word, but for the most part, people will follow your actions rather than your words. The message is that actions speak louder than words. They do and we all know it.

We use that game at the end of workshops because we want people to go home and, rather than tell everyone what they did, demostrate it through their actions. If it is leadership, then let's see it. Talking about leadership is not enough. Great leaders can make great speeches, but great speeches don't necessarily mean great leaders. When leadership is demonstrated, then we all clap!

Innovation: How Do You Think Up a Treetop Barbie?

What kind of creative process produces ideas like a Treetop Barbie, a doll that models adventurousness, being outside and active for children? Or a programme like Canopy Confluence that mixes artists with scientists and takes them to the forest canopy to create art (even rap music) that touches people with more than data and diagrams? Or starts a Moss in Prisons project to explore different ways to sustainably grow moss for horticultural use (apparently moss grows very slowly). Or takes policy makers up into the trees with ropes and harnesses to get conservation messages directly to decision-makers in a Legislators Aloft project?

These are all Outreach Projects of the Research Ambassador Programme at Evergreen State College (Olympia, Washington, USA). At our World Conservation Congress, we heard Dr. Nalini Nadkarni, from Evergreen, speak about all these ideas in our "Beyond Jargon" workshop. All incredibly creative, what I really wanted to know was - what kind of a creative process produced these ideas?

It is easy to gather explicit knowledge on the internet - a quick google gave me a good description of all these activities and told me more about their goals and outcomes. Tacit knowledge (know how as opposed to know what or know why)- can be an even more valuable source of learning, especially for innovation processes. I was able to ask Nalini Nadkarni about her creative process - what confluence of events, steps or practices produces these incredibly innovative projects? She shared some thoughts on what is working for her and the team at Evergreen, which I synthesized into these three headings:

1. Accept no boundaries (or at least question them relentlessly): This condition may be part DNA and part deliberate. For Nalini growing up in a dual culture home gave her simultaneous insight to two worlds and an innate breadth of perspective. Her choice to be both a dancer and a professor of environmental science again provided multiple reference points and opportunities for bringing together diverse traditions and communities, such as the arts and sciences. Evergreen State College itself is a unique learning environment where professors of different subjects have offices in the same hallway, not departments in different buildings, and this maps over into the interdisciplinary and team-taught nature of its interest-based curriculum. For innovation, breadth of view and perspective seems to foster new ideas. Multi-everything is the word that comes to mind.

2. Find time to listen to the smallest inner voices: In the confluence of stimuli, how do you notice, sort, select and develop the ideas that will become the next great one? Time outdoors alone seems to work for Nalimi, who takes long runs and hikes to tap into what's happening around her, to make connections and meaning from it. It strikes me that there are many ways to undertake this kind of reflective practice, it could be the long run, or 20 minutes on the eliptical trainer, or an off-peak-hour bus ride, or a cat nap in the sunshine, or any other opportunity to quiet your mind and ask yourself to think deeply on some interesting questions.

3. Braving the creative collision space: Once you have the ideas can you let them go so they be developed further by others, formally or informally? In this case, Nalimi has Monday lunches with students and other faculty which provide great opportunities to throw a new notion out and get people's feedback. Ideas build on ideas and quickly you have a better prototype, richer with the inputs of people you trust and respect. This might take a little courage, and a willingness to let go of some of your earlier conceptions in the creative jam around your idea.

These three things seem to be a part of the creative process at Evergreen State University's Forest Canopy Lab - it's definitely working for them. Maybe some sequence like this could or does work for you. Think about your own great ideas. What kind of conditions have been present when you had them? Are there any patterns you can identify? Why not note them down and share them. Learning can happen anywhere, not just from what you accomplished, but how you accomplished it - think about tapping into your own creative process, it's probably quite replicable.

Lesson #4: Put Yourself in Other People's Seats

OK, so you are running your event and you have an audience in front of you - what are they doing? Are they: leaving, sleeping, doing their email, sitting in rapt attention, talking, laughing, voting, writing, singing (well, so far I have not seen any audience singing, but I have seen all the other ones).

So now go and sit in those seats (figuratively at least) and stay there for more than 10 minutes. How does that feel? At the end of your 10 minutes (and remember that ours were 90 min) were you: excited, bored, energised, frustrated, motivated, moved, or a million miles away?

Now make the connection - If you want your audience to feel X (e.g. like running up after the event and asking for your card, or engaging their brains and giving you some excellent ideas on how you could improve your approach, or getting motivated to go home and do something differently, or getting excited and telling other people about what you are doing), then you need to deliberately structure your event to help them get there.

It's a great exercise for a communicator (and if you have an event you are in this role) to put yourself in other people's seats. If you do this upfront "sitting" (and thinking), both you and your audience will get more of what you want.

Lesson #3: Be Memorable

At the World Conservation Congress this week, there were 7,900 registered participants from 178 countries, and 972 events - from knowledge cafes to skills building workshops to conservation cinema. In this veritable souk of activity, how could you and your event avoid getting lost? People had a lot of great ideas about how to get attention and be memorable.

An innovation at this Congress was the creation of 12 thematic "Journeys", which helped to organize some of the hundreds of offerings. These provided direction to the Congress traveller who might choose to follow the Islands Journey (In the Mood for an Island Get-Away?) or Marine Journey (Protecting Planet Ocean), or that of Protected Areas (Protected Areas for Life's Sake!), Energy (The Nature of Energy) or Markets and Business among others. By following a Journey people had signposts to events that dealt with key issues and related social networking gatherings that put them in the pathway of other people interested in the same issue. All information on each Journey was collected into a short Journey guidebook, which in itself provided a useful synthetic resource of key words, related issues, institutions and experts working in each Journey field.

Even within the Journeys there were many overlapping events, from which people chose their favorites based on titles and short abstracts. How provocatively people worded their titles and abstracts and for some the promise for audience engagement helped people pick where they spent their precious time. The "Beyond Jargon" workshop title and short description promised and delivered the many innovative ways conservationists are getting their messages across through ideas and campaigns as unusual as a crocheting a coral reef , through developing a horticultural moss growing programme in prisons to prevent moss gathering in forests. A Learning Opportunity workshop with the provocative title of 3D Virtual Worlds: The possibilities of promoting global environmental awareness was held at which the Save Our Seas Foundation took participants to their Second Life Island and talked about how they use Second Life to educate youth about marine issues, as well as how YouTube has impacted their communication media choices and design, as exemplified in this powerful 1 minute Rethink the Shark Campaign video.

And every event had many speakers (it seemed). Who won the competition for attention and space in people's long term memories? In the thousands of presentations that were made, many speakers used combined techniques to capture and keep people's attention. By far the most effective combined great imagery with storytelling. The ones that touched us most were personal accounts and provided places to go for more resources and ways to follow up. For example, a speaker from Virunga National Park in the DR Congo set up the Gorilla.cd blog for the park rangers to share stories of their often perilous work to protect mountain gorillas, and invite other bloggers to be campaigners for their in-park team. Other speakers used video imagery embedded within their presentations to get a diversity of voices into their presentation, to take the audience out of the room to other parts of the world; they used music as a audio sub-titles to their presentations to make the participants' experience fuller, or included other language translations of their text. Presentations that had images, stories, new ideas, and ways to act were by far the most memorable. Speakers who challenged the audience, asked them questions and pitched it above introductory level added to the appeal.

With such choice, we needed some help to see the trees for the forest - thanks to those who helped make themselves and their messages most memorable.

(I have written about this before, see this January 2007 post, written as I sat in my first planning meeting for this Congress: "Bottoms on Seats: How do you make that memorable?")

Lesson #2: Sign Up for the Programme

Our second lesson as facilitators working the World Conservation Congress had to do with the benefits of continuity. For some workshop leaders, they had one facilitator help them with design, then another one work with them on the actual sequencing and delivery. For other workshop leaders they did their own design and then enlisted the help of one of our facilitators just prior to the event. For others, they made their request for facilitation help during the event.

In most of the cases what we learned was that overall the events where the same facilitator helped with the design, the delivery programme, and then did the actual facilitation for the group, the result was much better. The continuity, the relationship building, the iterative conversation that could slowly educate both on the topic and the process, and the clear "contracting" piece (the social contract of who is doing what), all meant for a more powerful, streamlined final product.

Next time, we will do more to get these matches, between workshop leaders and their facilitators, set up earlier and keep the partners together throughout. Each facilitator has their own preferred tools, their own style and approach they feel most comfortable with - so it makes sense to ask people not to pop in and out of the process, but to sign up for the whole "programme".

Lesson #1: There's (Almost) Nothing Like Being There

We are here at the World Conservation Congress Forum, which started officially yesterday, One of our activities is coordinating a facilitation team of six who are working on 38 different sessions with session organizers. As this is the first time that we have done this, I thought we would capture some lessons along the way.

The first lesson came through loud and clear in our pre-conference meeting of the Facilitation Team: Design work, education (about different facilitation styles and interactivity tools), and trust building (to try those tools) is a challenge to do virtually.

Our facilitation team and their session leads were all over the world with very little if no chance to meet. So we needed to work differently. We didn't take as a lesson not to do the prep work virtually, but the fact is that no one had ever done that before -on either side. Normally when you bring in external facilitation help you meet first and do the creation work jointly and use that process to build rapport (at least at the beginning of any partnership).

We found that email was creating long time lags between question and response, it was too either too sparse (missing the info that one side or the other needed) or too long. Many started to pick up the phone or skype and found that a time saver and voice2voice helped with some of the trust-building. I guess video conferencing would have helped even more although we did not try that. As would have a small video library of facilitation techniques that people could see first so not everything would be left to their imagination. If I would have thought ahead about this I would have brought a video to record those activities at this Congress and had them on hand for the next one!

We were onsite early, so have set up F2F meetings with everyone here prior to the events. That is helping, although in a few cases it is coming late for this important interpersonal side. For facilitation collaboration, we need to think about how to use a virtual preparation stage most powerfully. As our teams become more and more distributed, actively seek the intercultural benefits of working with colleagues in other places, we work more from our homes, and try to limit our travel carbon footprint, all these things provide an opportunity to think more in-depth about what it means to take facilitation (at least the prep stage) virtual.

The 100% User Experience-Generated Super Consultant

At the moment I am working with six fantastic consultants who operate in some of the same areas as we do including facilitation and training in sustainable development. This is a wildly international bunch, they are from Ghana, UK, Mexico, Switzerland and Mauritius, and have all kinds of different sector experiences, from government to private. We have been working together now for a couple of months, each one is linked to 6 or 7 of my colleagues in different parts of the world, supporting the development of workshops and sessions they will run at our upcoming Congress.

And it is fascinating to reflect on their practice and see what kinds of things they are each doing that gives me the best user experience. Companies refine their products based on user experience reports. What if I pulled out all the things that I like best and created the super consultant? What would that consultant do?

1. Be responsive: My Zero-Inbox propensity means I am not usually a fan of little emails, but somehow working in a distributed team, with people around the world, in different time zones, and with variable internet access, I delight with the short email saying "Thanks I got it" or "I am working on this tomorrow". Rather this than no news and then wondering if the three emails sent are stacked up in an in-box or have been routed accidentally into a spam folder. I love getting voicemail from these consultant, a skype chat message, or an inpromptu call, just to know that things are ticking away. Responsiveness includes attention to deadlines of course, and even when they need to slide, advance notice, and a new proposed firm deadline makes this easier to work with.

2. Have a system: When you give over a project you would love to do yourself to someone sles, you are happy when you know it is in good hands. Evidence of a system builds confidence. I am happy to get an email back with a summary of the six work items in progress and their status, or great follow-up on a query I had last month that was not yet ready to be answered (and had not been forgotten). I am comforted when I know that things are not getting lost, that as the coordinator my overviews, matrices, job aids, and tables are being used as they guides they were meant to be, and not buried or forgotten in the email blur.

3. Add value: Maybe those matrices I'm sending aren't perfect - how wonderful it is when the consultant changes them around so they are more user friendly. Or sends through tips to everyone else, or asks that great aggregator question that prompts me to put together a better job aid or solve a general problem for the whole group, all this on top of the work at hand. I love it when people input ideas and questions that help everyone do a better job...

4. Give feedback: ...including me. What feedback can be offered on the overall process, what are we noticing about how things are running more generally, and what would make this smoother and easier to implement and manage for everyone? What do people need from me as a coordinator to help them do great work, and can this input be provided mid-process and not afterwards when my ability to act is limited.

5. Be nice: This goes without saying and in stressful situations, this goes a long way. Its easy, its free, and it shows others that their user experience is important. I wrote another blog post on this one (The Golden Rule).

This last one is just a nice to have - for the amazing consultant, I want to spread the word:

6. Have excellent communication materials: A terrific simple website, a folder with a short brochure, an excellent 100 word bio, a neat short CV, a couple of good photos. All ready to go by reply button. That helps me spread the word.

Overall quality of work of course is a given, these other things help to make sure that the word-of-mouth works, and ensures repeat business based on a great user experience. We can all learn something here - from time to time our Unit also works in a consulting-type frame when we are doing projects with other programmes and units in house. Also, these lessons might be useful for people working in distributed teams, technology-mediated or mobile work situations (e.g. working from home). Finally, if I know what I like, I can ask for it (just like those I-Phone users)- I see a radical revision to TORs coming...