10 Different Ways to Do Anything? Get Inspiration Everywhere

Every town should have a local circus school, if only to remind us that there are at least 10 ways to do anything. It's not just because I am a proud parent to two jugglers that I enjoy the regular circus shows. It's because creativity literally oozes out from under the doors of the place.

Today's show featured some 50 young circus students; and one of the challenges they clearly set themselves was how many different ways they could get them on and off the stage. Sure, they could have just walked on and performed their acts. But they didn't. They hopped on in burlap sacks, they somersaulted on in pairs (not easy, but possible), they walked on using colourful plastic cups as "binoculars" to peer at the audience, they rolled in on giant balls, they stepped in whispering mischievously to each other, they walked in on ropes that they were laying down in front of themselves as they went. And on and on.

They also used those methods to leave the stage, walking back on their rope, picking it up behind them as they went, always cleverly tying in the juggling, acrobacy, or high bar that they performed into their means of "transport" on and off the stage. 

I asked one of the teachers how they came up with all their ideas. She said simply that they get together and ask themselves the question - what are all the different ways we can do this? Then they have a lot of laughs and come up with the most amazing stuff, always keeping it very simple. Those plastic drinking cups were "binoculars", they were lined up as a colourful border at the back, then a border at the front of the stage between us and them, they were piled up into the most perilous tower (several times) in the middle of the stage, and then knocked unceremoniously over by a giant ball, and at the end the young performers toasted each other with them. 

Sometimes it's as easy as that, get some people together and ask the question - what are 10 different ways we can do this (get people on stage - or do our brainstorming, design this project, run this meeting, celebrate this achievement)?  For inspiration look anywhere, find some friends, and don't forget to ask the question.

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

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

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

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

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

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

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

Tweeting from TEDActive2011: Rediscovery of Wonder

If you'd like to keep up with my highlights from TEDActive 2011, I'm tweeting @lizzie_BGL. Blog posts to follow once the dust settles!

If You Give a Productivity Fan an Invoice to Write, She'll... (A Cautionary Tale of Productivity)

(With apologies, or perhaps thanks to "If You Give a Moose a Muffin")

This is a cautionary tale about why you need to take extra steps to stay productive and focused in a home office.

If you give a Gillian an invoice to write, she'll write the invoice and then she'll want to complete the project properly so she'll sit down with her GTD manila file and notebook and separate out things that need to be kept and tossed;

Then she'll remember while she's taking apart the notebook, that she wanted to write a blog post about how the notebook was put together so that she could remember how she did it for next time.

So she'll sit down and write the blog post. After the blog post she will want to tell people about it so she will go to Tiny URL and shrink the url so that she can Tweet about it.

Once she has tinied the URL, she'll log on to Twitter and send out a Tweet telling people about the blog post, and then she'll want to glance at the recent Tweets, and check any messages or @mentions (because we all do don't we). She doesn't do this too often to avoid too much distraction.

When she looks at the @mentions she'll notice that another facilitator, LynnWalsh, has recently highlighted  some tempting articles on her site, The Facilitation Daily, which is a cool paper.li site.

While scanning the interesting articles and marveling at Lynn's site, she'll notice the live Twitter stream, and one particular Tweet pops up from @Nicatnight saying he had discovered the joys of Moleskine hacking (?). She'll notice that he uses a #GTD hashtag for his post, which she also used.

When she sees the #GTD hashtag, she will curiously google "Moleskine hacking" and get a 43Folders wiki article about how to hack a moleskine notebook in many helpful GTD-complementary ways. Seeing that was written by Merlin Mann of Zero-Inbox fame (which she has written alot about on this blog), she will decide to go to the 43 folders website to see what's going on.

While reading through the 43Folders website ("Time, Attention and Creative Work"), she'll notice that her pomodoro for preparing the invoice, and follow-up GTD filing, went off 2 hours ago.

And when she notices that, she will want to go back to her invoices and filing...
(I am literally afraid to post this on Twitter)

Complex Event? Anatomy of a Facilitator's Notebook

I recently facilitated an enormously complex 2-day event, with over 100 people (numbers shifted hourly), multiple process owners, and a continuously evolving agenda. The more exciting things got, the more interventions were sought (e.g. seat on a panel, announcement, chair role, changing speakers, changing titles, etc.) The nature of the event meant that each request needed to be accommodated if possible without jeopardizing the overall coherence.

AND this was an incredibly important international environmental governance event, and I needed to be able to turn down the volume on the pulsating process enough so that I could listen, and be most effective in helping guide the discussions.

I knew it would be like this, this was a preparatory event for a much larger week-long political conference (600+ participants), with high stakes and even more moving parts. So in going into this exhilarating environment as the main process holder, I needed to make sure that I had a hand on everything possible and could find it quickly. Being awake, well rested, and centred in my appreciative frame, was necessary but not sufficient. I had a stack of paper, emails, and last minutes instructions and changes that made up the body of input materials.

What I am about to write might seem totally basic, and still I wanted to record this, as often I go into events with my pink labelled GTD manila folder with papers loose inside. Once at the event, I just use my Facilitator's Agenda and my loose process notes, prepared session-by-session. I write them on a rectangular coloured Facilitation card, one per session. I use it to prepare notes for three fields: Preparation, Materials, and Script.

This time there was just too much stuff and it was still coming in fast and furious. It took me about 3 hours - I put together a Facilitator's Notebook for myself to help me avoid shuffling through papers or worse, forgetting something critical while standing in front of a hundred people.

Facilitator's Notebook

Hardware:
Two ring notebook
12 Dividers

Additional Materials: 
Hole punch (which I took with me so I could add things on the spot)
Label machine (mine is a Brother P-touch 65)
Day-glow post-its
Facilitators rectangular cards (different colours)

Steps:
1. I labelled the folder and then all the tabs, so they would be easy to read and look good to me and others (thanks to David Allen for my addiction to labelling things);
2. For tabs I used the following fields:

• Agenda: This was first as it was my main guide. This included my Facilitation agenda, and also the Participants agenda so I could see how things were framed for participants (and how much info they had on each session) I also made for myself a one page snapshot agenda - which was essentially a matrix overview of the 2 days with the timing, and session titles, so I could see the overall logic and flow and communicate that to participants (hard to do from a 13-page Facilitators Agenda). I also included it in a blank page for notes, to include any last minute changes to the agenda.
• Session-by-Session tabs: I had one called "Open", then Sessions 1-5, then "Close". Behind each of these I extracted that appropriate section of the Facilitators Agenda and reprinted it, so I could see the coherence of that particular session to introduce it. After that I had the bios of the speakers (if there were any, and there almost always were from 1 to 7!) After that I included the background papers that were being used and referred to in that session. I printed them 2 pages per sheet recto-verso so they wouldn't take up so much space. I used this on the plane to prepare myself, so the papers were marked up with my own notes and highlighted with essential points pulled out again for briefing purposes. I also included copies of any templates or job aids that we would be using in that session.
• Participants: Here I had the composition of the participants groups in numbers, as well as the Participants List.
• Notes: Under this section I had 5 pages of blank lined paper and I used it to take process notes under headings like: "For next time" and "overall", as I needed to write a short report afterwards with suggestions on what worked and what could be different. I didn't want to have to sift through everything to find those, and there were plenty of free moments during the event when I could jot down ideas here.
• Logistics: This section had filed all the logistics information I had been given, everything from my own flight and hotel details, participants logistics information note, to the layout of the room. Again more was added to this section once I arrived.
• TOR: In this section I included my own TOR and a copy of the contract, for reference.

3. On site, I used the rectangular Facilitators cards to write my script for each session. I actually used different colours for each session so I could grab them and not mix them up as there were so many of them. I also had a blank one of that colour to keep in my hand to write notes, such as the speakers list and announcements etc. I used the hole punch to put them in the right section before using them, and then put them back in the book when I was done so they were not flying around in my bag.

Finally, the post-it notes came in handy for last minute notes and reminders, which I could stick anywhere and make sure they stuck out of the edges of the book so I could find them again quickly.

The whole idea was to minimise the "noise" of extraneous paper, notes etc. by organizing it in a logical way so that I can listen and help the group most effectively. It also helps me to have a system that can grow organically (thus the hole punch in my bag),  and helps me not lose important information and changes (e.g. writing them on a slip of paper and forgetting it in my pocket). I simply had the book open on my designated desk and could walk back and get anything I needed or add things as they came up.

So simple, and perhaps you do something this already and have some learning to share? I have been making these Facilitator's Notebooks too for some time, I dissect them (sorry, perhaps pushing this metaphor a bit too far there) after the event which is what I was doing just now, when I thought I would pause and look again at the anatomy of my notebook...

Learning with the Business Model Generation’s Canvas

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

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

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

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

Using the Business Model Canvas in Workshops

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

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

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

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

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

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

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

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

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

Make your business cards “Moo”

As learning practitioners, we are always looking for new ways of engaging people and helping people learn. When it comes to helping people learn about what we do, we have a handful of cards up our sleeve. Moo cards. We love them - and we think that you will too.

Moo cards = business cards with a difference. Ours are mini; only half the width of a normal card. We have 50 different designs in full colour on both sides. We created them ourselves on the Moo site. And they are printed on paper that is sustainably sourced, as well as acid and lignin free.

Each of the 50 designs features one of our photos. Each highlights a diverse aspect of our work - so if someone is beckoned by our blog they can have a business card with our blog on it; if they are seeking systems thinking and crazy about causal loop diagrams - hey presto, a card to match; or maybe they want to get their fingers on some of our favourite books... a card featuring our bookshelf!

Of course, we also enjoy saying “here, take a look and take your pick”. They get a photographic tour of what we are all about. We see some great conversations sparked and engage in great two-way learning. And of course, they get a great card they chose (and chatted about) which means they are much more likely to remember us and keep in touch.

Go a step further and we can design our business cards into our learning and facilitation processes. For example, if we want to divide a group into teams for group work, we could hand out a selection of our business cards (ensuring that there is the appropriate number of duplicated or themed cards) and use them as the means by which the group organizes itself into teams. They pay attention to our card - which has a valid purpose in the process - and they get to keep it afterwards, which means less work networking after!

These are just some reasons why we love our Moo cards. Visit the Moo site and subscribe to their creative newsletter for stacks of ideas helping you to help others learn about you.

What to Do With the Stack of "Reading"? Creating A Personal Knowledge Management System

Confronting Your Reading Pile

I have been writing about my spring office cleaning exercise, and that has included much frustration about what to do with an enormous stack of great articles in a "Reading" pile. Do you have one of those?

I pawed through it; it is really excellent stuff, titles from David Stroh's "Leveraging Change: The Power of Systems Thinking in Action" to  "5 Insightful TED Talks on Social Media" from the Mashable blog- all great information that I want, but I just don't want it right now (and especially don't want it taking up prime real estate in my tiny office).

Information is a Flow

Of course when I do need it, realistically, the last thing I will do is paw through that stack to find the most appropriate articles. Even putting them in topical files (like in the old days) seems like dooming them to the dark corners of my filing cabinet - and so many of them would have multiple filing locations, so I would have to go through many files anyways. Enough to put me off of that.

There is a limit, and a kind of perverse unintended consequence in this type of system in that the larger the pile grows the more good information that is there, true, but the more time it would take to go through it and therefore lessening the likelihood that I will spend the time to "query" the pile for information. Plus, let's be super realistic, in the face of that I would probably just Google anyways. Information is now a flow and not a stock.

The Search Revolution

However, Google has its limits too. Some work has been done to filter out good stuff, say, from the 8.7 million results that you get when you put "informal learning" into Google. We are now using our Friends as filters, whether real friends or the mavens  in the topics we care about. To use this new Search system cleverly we just need to  know who knows what and who is doing what. So I follow the leaders, and they throw up good tidbits of information that are useful and interesting, but again too much and often not what I need at the moment when I find it.

So I do need some type of personal knowledge management system that I can query, that is between "I'm Feeling Lucky" of Google, and my former OCD response of printing and carefully "filing" by placing on top of the stack of reading under the table in my office.

Personal Knowledge Management System - Building for Scale

Please do not do the math (as in how long would it have taken me to just read that stack), I just spent some hours (still in the single digits) putting every single still-interesting article in my stack into Evernote (as in "Remember Everything").

I will admit that this whole process of converting paper to online links took me longer than needed as I first linked the sources through my Delicious account (thinking it would be great to share this good work with others - still a good attitude I think). Only to be informed by my husband, a tech news devotee and generally up on all this stuff, that the talk on the street is that Yahoo (owner) will soon close Delicious. So, I went to Evernote. After I got the hang of it, it was pretty easy to just open the Delicious links in new tabs and copy the content of the article with the URL into Evernote, adding a tag called "Articles". Although it took time, the system now is built to scale  -as in, it can get as big as needed and is still as useful as it would be if it was a small resource - unlike that pile of papers, which can only get as big as the table top, or the ceiling if I wanted to live like that. It's useful because it is searchable by content, not just tags (like Delicious) or titles (like in a paper file I would skim).

Filtered Resources On Demand

It is also more useful as the content of the articles will be stored locally in Evernote on my devices (laptop, iPad) as well as on the cloud, so I can read them on the plane (yes, I could also read paper, but I would have to carry that around, and still have to do something with it afterwards to be able to refer to it later - choke up my GTD files, or back to fire hazard under table).

Now I can recycle those papers, and still query them electronically by any word I want through my Evernote interface. And I can add more as interesting things come in from the people who know. This is just one part of a greater Personal Knowledge Management system, as there are lots of other go-to places for knowledge. However, I am feeling good now about managing those articles and other resources that really stand out. And I rest easier knowing that this was an initial set up investment of time, and that upkeep will be faster.

Did you hear that? That was the sound of an enormous pile of reading hitting the recycling bin!

The Connected Facilitator: What's in the Online Toolbox?

Full disclosure: I ran a workshop at the  International Association of Facilitators Europe Conference a little while ago on Facilitation and Web-based Tools. It went well, and the participating facilitators were enthusiastic users and happy to share. We did a quick mass collection of what and how people were using different tools - I diligently took down the flipcharts and promised to send out the results.

Well, in an office clean today I found those flipcharts, buried in a stack of papers. Hmmm, to keep my promise, I thought I would share the results. If any of you who attended read this post - I will apologize profusely and sincerely hope that "Better Late Than Never" is actually true. A sheep seemed to be the best picture I could use for this blog post.

So here they are, a list of tools that this group of facilitators reported using (I have checked, added some notes, and updated them where necessary). Some of these are obvious and some a little less so, in any case it is an interesting snapshot of what web-based tools are in a facilitator's online toolkit:

YouTube

• Creating and posting video clips to be played in face-to-face events or a WebEx event when participants/speakers cannot attend live, or to save costs or carbon, or just for additional time-restricted content (e.g. you need an on target 5 min clip and not a speaker who will go over by 10 min);
• Using video clips as an information and learning source for facilitation ("Facilitation" has 2,970 YouTube video clips available today);
• Uploading videos of you in action for promotion of your facilitation work (and to answer the "What is Faciliation?" question as you would answer it);
• Uploading videos of your work for funders as a part of evaluation or reporting process;
• Uploading video for participants of projects and events in addition to or replacement of a written document (as in a final "video report").

Blogs (e.g. Wordpress or Blogger)

• Sharing written blog updates relating to facilitation work and linking them to your company or institutional website as information about your work;
• Blogging for knowledge sharing on facilitation;
• Setting up a new blog to support a particular training or facilitated event (I also like http://www.posterous.com/ for this, as it is very easy to use it in sessions to share group work and keep real time track of products created, mainly because posting is done by email);
• Creating an internal blog for a group of facilitators- for in-team learning, requests for help and challenging management decisions (sic);
• As a place to connect to and share web-based facilitation resources (e.g. you could set up a blog to aggregate other blogs and online resources on facilitation, or you could simply connect up to relevant blogs through a dashboard, a reader, or using something like Delicious (one of a number of social bookmarking sites - Note: Delicious is owned by Yahoo and might be closing, so do some research if you want a good social bookmarking site - I personally just switched my Delicious links to Evernote). 

Ning

• Setting up one to support specific training or facilitated events, for posting updates for a distributed community during an event, and community development more generally before and after a facilitated event;
• A place to facilitate or join topical discussions related to any theme (there are 65 nings that are tagged with Facilitation);
• As a support platform for building new organizations or networks (Note: This used to be free, and is now a pay platform).

Wikis

• Creating an internal wiki in an organization to collect and record learning (such as pbworks);
• Using other wikis as an information source and for sharing on things like games - such as the gaming wiki  WoWWiki to understand everything from "chat" to "bloodcurse" about how the game works (you might wonder about using World of Warcraft for learning - try a 30-day trial and see what you think - I enjoyed exploring it for examples of negotiation, teamwork, collaboration etc.) (Anyways, another facilitator put this down as being useful for him, so you don't have to take my word for it :-)

LinkedIn

• Useful for promotion and business for facilitators (I have now had a number of requests come through LinkedIn and not email initially);
• Helping to manage professional links - especially people who work with many different teams and organizations;
• There are many functions for networking (e.g. slideshare, events, etc.);
• As a place to tap into ongoing discussions through LinkedIn Groups - today in the Groups Directory there are 219 Groups that deal somehow with Facilitation and 8,280 with Learning. 

Twitter and Twitter-like tools

• Can be used to generate energy around a project (keep people posted, update on activities, achievements, learning etc.);
• A place to talk facilitation business with other facilitators ("Follow" other Facilitators - and see who they are following to find others);
• To identify communities through hashtags (such as #Facilitation, #AppreciativeInquiry and #Learning and anything else you care to find);
• Useful as a way to gather customer appreciation (what are people tweeting about your facilitation work?)
• Using Yammer  (a private Twitter-like tool) internally in an organization to keep track of people and their work, ideas, etc.;
• Using Backnoise in events for more audience participation.

Facebook

• Maintaining "social" work contacts;
• Using the Events (+CreateAnEvent) function for announcements and promotion of your facilitation work;
• Starting a business page for your facilitation work (to inter alia "Invite your friends", "Tell your fans", "Post status updates" etc.)

Second Life (This dates us a little)

• Useful for dialogue and storytelling practice;
• Keeping in touch with the virtual world technologies;
• Useful as an alternative to conference calls, to make them more interactive.

Others

• http://www.doodle.com/ for meeting time planning and invitations (MeetingWizard is another);
• Basecamp for project management and as a collaborative tool for teams of facilitators or facilitators and their partners;
• Personal Brain (http://www.thebrain.com/) - Useful to develop self-managed learning applications or even as support for group mind mapping, brainstorming, and more;
• WebEx and DimDim- video conferencing for facilitation and training;
• Campaign monitor - for email marketing campaigns;
• Zoomerang and Surveymonkey - free places to create and run surveys and questionnaires - useful for both demand articulation/needs assessment as well as post-workshop evaluation/feedback.
• To this list I would add Evernote to keep track of the photos of flipcharts that I take, and I attach any other job aids I produce, I also have an image of all the visual facilitation icones that are standards that I might want to include on a flipchart, this is in addition to all my online links which have become a valuable on-demand resource for me (as mentioned above)

I think this list is interesting as a snapshot of what and how Facilitators are using web-based tools in their facilitation work, as well as a way to acknowledge that we all are using new media today in so many different ways. (Please feel free to add to the above!) I'll bet you are using something in each category above - before you read through this list did you realise how many online instruments were on your facilitator's dashboard?

Oh, and next time I hold a workshop at an IAF conference, I won't wait so long to report back (she said sheepishly).

Good Learning Design Discussions: Where to Start?

Sometimes as a learning practitioner you are working with a third party process holder, and not (at least not in the most initial stages) with the learners themselves.

For example, you might be designing a lessons learned workshop to collect experience that informs planning for a large conference, you might be designing a capacity development programme for farmers around rainwater harvesting, you might be helping high-level decision-makers develop better policy frameworks for climate change adaptation, you might be helping a whole staff strengthen their facilitation skills, etc.

How do you structure a discussion that gets you the design of a learning programme, process or event? Where do you start?

Of course, there are plenty of ways to go about this. Here are a set of questions that I often use to inform an initial design that I might offer, providing the basis on which the design conversation continues:

Question: What change do you want to see after your programme/process/event?

This is a great question as it gets to the purpose of the event, it helps the process holder be clear about the outcome they want, and lets you, the designer, gently probe some of their assumptions about what and how things change in their context. It also signals that learning, in this case, is not an end in itself. A next question might be:

Question: Who needs to make these changes so that the practice or context changes in the desired direction?

This question explores the learner group - to see if it includes all the people that are needed to make the change.  It might also open up some discussion of segmentation, perhaps the programme needs to have different components for different groups - for practice, policy, support etc. If you want to probe the audience question a little further in terms of readiness, and to get some good material for the rationale for the learning initiative, you could ask:

Question: If I would ask some members of this group if they needed or wanted to make this change, what would they say? (and why?)

Further questioning might give you some information on what this group needs to learn, according to the process holder (this can be tested through some useful demand articulation with the learner group later - but not too late!) The following question also expands the notion that learning is just about information (knowledge acquisition), towards the behaviour change aspect (e.g. practicing using knowledge and know-how):

Question: What kind of information, tools, practice does this group need in order to make this change?

You could explore learning preferences and good practice further by asking for some stories of successful past behaviour change and learning:

Question: When this group has changed its behaviour in the past and learned something new, how did that work? What conditions were present?  How long did it take? What helped make it stick?

You could find out what kind of methodologies for learning are preferred- no doubt they will be mixed and individualised - but there might be some interesting patterns in the answer to this question:

Question: How do group members like to learn, and in what format do they like to engage in learning?

Through the above question you can explore how the group might react to innovation or new methodologies and techniques. This might also give you some idea about how "safe" the environment is for learning.

These are just a few starters of the many questions that can help guide an initial learning design discussion - what other questions might you add? Where would you start?

So You've Been Asked to Give an Ignite or Pecha Kucha? Scott Berkun on "Why and How to Give an Ignite Talk"

As we frequently use Pecha Kucha's and other presentation techniques, I thought I would share this great video of Scott Berkun giving an Ignite (5 min presentation - 20 slides autotimed at 15 seconds each), on the topic "How to Give an Ignite". His lessons are terrific and his engaging modelling of the technique itself in giving the tips just makes it even better.

I found this video through Anecdote's blog which featured a post today (or yesterday or tomorrow - I am never sure which since they are based in Australia) titled Scott Berkun encourages storytelling. Have a look at this interesting musing on the storytelling aspects of Scott's presentation.

We have written a few blog posts with tips from our own learning too: Taking the Long Elevator: 13 Tips for Good Pecha Kuchas and The End of Boring: Borrowing, Adapting, Mashing for Facilitators. The video is highly recommended for anyone giving a Pecha Kucha or Ignite presentation, and the basic messages are transferable to anyone looking for punch in broader speaking and presentation contexts.

In the Absence of Metaphor: Games and New Groups

As Facilitators and Trainers working with new groups and organizations, we occasionally get strong reactions to descriptors like "interactive", "games-based", "experiential" when explaining our work. When you dig a bit deeper into those responses, you hear stories of team-building sessions gone awry, icebreakers that were too "silly", or activity choices that were "pointless", in someone's estimation.

The gap in meaning, I might guess, is due to the absence of metaphor.

Metaphor is the concept of understanding one thing in terms of another - or constructing an analogy between two things, ideas or actions.

Picking the right team building game for example, is not just a question of what the facilitator likes or feels competent delivering; it is selecting a game that provides a platform to explore some of the key issues that the team has, and creating a metaphor in a game that lets team members identify them, work through them, test options, discuss them based on the behaviour in the game, and then draw lessons or ideas that can be useful in their daily work. 

Even a quick activity, like an icebreaker or introductions, can be linked to a useful metaphor too. For example, I recently used Thiagi's Hello game to both have people collect information about their experience, expectations, etc., which was good insight in itself, and then in the debriefing asked the group to think about how the exercise might be a metaphor for their work. This game features a number of small groups concurrently collecting information from the whole group in very short segments for planning, collecting, analysing, and reporting of around 3 minutes each! This particular group had some issues that team members wanted to explore about dealing with time pressure, with cooperation and information sharing, and this game was perfect for both introductions and to begin to lightly focus and reflect on these things, even in the first 15 minutes of the day.

Think about where you can find or create metaphor in  facilitation and training work. Any extra design element, no matter how small, that makes the link between the activity or game and the work that people are doing (or hoping to do better) can deepen the connection and the learning. And of course, it is important to bring attention to the metaphor, through debriefing, questioning, noticing. Your role as a facilitator is to help people see and make those connections. When done with skill, this helps makes both the meaning of the activity as well as your choice in introducing it much more obvious to participants. Finally, it optimises the time and refreshingly gives people permission to play again ("serious play" of course).

Some groups might need some extra work to help regain credibility for experiential learning. By strengthening the metaphor and meaning of games and activities, you are both investing in a group's future success learning together through interactive techniques, and also hopefully softening resistance, making your life easier on the day and afterwards.

Bringing Behaviour into 360-degree Performance Conversations

As learning practitioners, we are always interested in reflecting and learning for improved performance. Here's a little summary of some recent research in performance development trends.

Approaches to performance development in organizations are shifting significantly. A clear trend is emerging, moving from ‘evaluation’ or ‘assessment’ - which has historically focused greatly on the achievement (or not) of quantifiable goals and contribution to the organizations strategic objectives - towards performance ‘conversations’ - which explore also the behaviours that account for specific business outcomes: the ‘how’ in achieving and contributing. Exploring this ‘how’ requires paying greater attention to professional ethics and inter-professional relationships. Hand-in-hand with this behavioural element of performance conversations is the trend towards a more ‘positive psychology’ - and a more ‘appreciative inquiry' - cognizant that performance conversations have great potential to incentivize and result in improved performance when designed and managed with a future-orientation, implying future success when positive traits are cultivated, key strengths encouraged and individuals’ motivational needs addressed.

Well aligned with these trends is the emerging and growing use of 360 degree performance conversations which are proving a powerful performance development approach. As conversations related to behaviours are subjective and difficult to quantify, these benefit from a 360 degree approach allowing much greater differentiation than any ‘assessment’ by one person alone. The 360 degree approach allows each member of the team to understand how his/her effectiveness is viewed by a wider variety of others (colleagues and potentially also customers) based on the behaviours they may variously see, generating a more accurate, balanced conversation. In the process, team members become more accountable to each other - an accountability intrinsic to the success of teams with interconnected, interdependent members - as they share the knowledge that they provide input and have the opportunity for positive influence on each member’s performance. Another great advantage to the 360 degree approach is encouraged communication, exchange of information and learning.

If you'd like to read more, try the following:

1. “360 Degree Feedback: The Good, the Bad, and the Ugly” by Susan M.
Heathfield, 2010.

2. “Positive Words for Key Strength Performance Reviews” by Erick
Kristian, 25 July 2010.

3. “Can a positive approach to performance evaluation help accomplish
your goals?” by Karen S. Cravens, Elizabeth Goad Oliver, Jeanine S.
Stewart, in Harvard Business Review, 15 May 2010.

4. “Embedding sustainability/ethics into performance reviews” by
Miriam and Marc, Harvard Business Review blog, May 24, 2010

5. “360 Degree Feedback” by Alan Chapman, http://www.businessballs.com/ , 2009.

6. “Performance Conversation Tips: Effective Performance Coaching” by
Joni Rose, 30 April 2006.

7. “Motivating Positive Performance; Understanding Motivational Needs”
by Joni Rose, 15 April 2006.

8. “Appreciate Performance Communication Process - a Manual” by Unity,
2006, in the Appreciative Inquiry Commons.

Thought for the Day: On Balance and Learning

Two things I heard today just converged for me. The first one was a report from a meeting where a senior government official, considering a learning proposal, exclaimed:

"More results, less process!"

The other is a quote sent to me by a wise colleague from the Balaton Group, a cherished network, which is simply attributed as being a Japanese Proverb:

"Vision without action is just a dream, but action without vision is a nightmare."

As learning practitioners, I guess our challenge is to find this delicate balance.

Half! A Simple Way to Make Life Better

My good friend Alan AtKisson, sustainability author, speaker and ideas engineer extraordinaire has written with his partner Kristina AtKisson this lovely little book called Half! A Simple Way to Make Life Better. You can "watch" the book on YouTube as Alan reads through it with you. It's hand-drawn immediacy and the easy pacing make it light and yet thoughtful as you imagine all the ways you can half-size your life and double your benefits.

The website associated can be found at: http://www.choosehalf.net/ .

"Conference Organizers Providing Everything" ? Packing List for Team Facilitation: Just in Case...

Next week, I'm coordinating a Facilitation team working at a 2-day conference of some 400 people. We are 5 Facilitators working for the event, sometimes together in a large plenary hall, and at times in parallel in breakout rooms spread over the vast conference venue.

The organizers will provide all the materials we need for the conference work planned, and in my experience there are still some things that you want to have for yourself, in your back pocket, just in case...

This is the message I sent out today to the team, coming in from Switzerland, the UK and the USA, about this:

Dear all,

I'm packing for the Conference today and am bringing the following for myself (the organizers will be providing overall conference materials for participants), you might want also to consider this:

• Markers (small set for myself in different colours – that work - including extra thick for making templates); 
• Pack of office materials: scissors, tape, white out (for covering up mistakes on charts), stapler, paper clips (for loose things people give you - when you need them, you really need them);
• Pack of facilitation materials: ball, deck of cards, bell, set of sticky dots – you probably have favorite materials you might draw on in case of a last minute/impromptu exercises, prioritisation, group dividing, calling time etc. and to liven things up/personalize activities to your style;
• Water bottle (in case we work through breaks);
• Business cards (who knows?)
• (Also don’t forget your chargers – phone etc, and converters for UK/USA/Swiss gadgets. I am bringing my IPAD and Iphone – we will share numbers/skype contacts in another message for those who have phones that will work there (e.g. for texting or skype chat).

You of course we welcome to borrow any of my materials (if you can find me!) This is a big venue and we will be working individually for some sessions. I have asked the organizers already if we have wifi in the venue and will let you know. If you can think of anything else to add to this list, please share it with the rest of us!

I am sure there will be a big box of materials waiting for us when we arrive. And it is still comforting to know that the basics will be in your own bag in case you need them (or need to share them), or if a few of you need to work in parallel with the one pair of scissors in the box provided. Plus, you never know until you get there what will actually be in that box that the organizers are providing...

More Efficiencies For Techie Facilitators and Trainers: Evernote and Irisnotes

When I am preparing a workshop, in the day(s) before, I go carefully through the Facilitator's Agenda (which has more process detail than the Participant's Agenda) and make detailed notes for myself. For each numbered session (without session numbers the workshop blocks are impossible to keep track of), I write down: 1) what needs to be done for preparation; 2) what materials I need, and 3)  an outline of my "script" - what I am saying to the participants to brief, run and debrief each session.

(A "session" for me, is a thematic block, normally an hour or two in length - the time it takes to introduce something, work through it, and come up with an intended output.)

I normally go one step further with this session preparation, and prepare any Job Aids, handouts, or design the flipcharts that I need to make on site to use in each session (for briefing, debriefing, a group work template, whatever.)

I do this because I need to have thought through as much as possible BEFORE I get into the workshop room, because once I am there anything can happen.

When I'm preparing my flipcharts or whatever needs to be done on the spot in the precious moments just prior to the workshop's start each day, I really cannot be thinking deeply about what I am doing (as strange as that sounds). I can't be designing things, wordsmithing, or wondering about the best way to phrase a group work question, as I can be interrupted at any moment, repeatedly, by practically anyone for practically anything - calls for directions to the venue, catering staff with questions, lost luggage, changing name tags, taking feedback, new ideas and opinions, greetings and more greetings - and you want to be available for all of these very important pre-meeting tasks.

Of course, I could write up my flipcharts in my home office before I go, I do have my own dangerous flipchart (see: Reframing Falling Flipcharts - hmm, there seems to be a recurring theme here.) But then you might have a last minute change, they might get mangled, you might forget them at home or on the bus. So I usually write up the flipcharts as a draft on cards and then recreate them on site using those as a guide.

This is all well and good, but what happens to those cards? If I keep them, they sit in my files, they get misplaced or out of sequence; rarely do I go digging into my files to find and reuse them. What if I could draw each flipchart model once quickly by hand, use it as a model to prepare the real thing in the room, and at the same time keep it electronically? Wouldn't that save me time and from recreating the wheel?

I do now take photos with my iPhone of all my "best" or most useful flipcharts after the workshop and save them in Evernote where I can search for and find them again. I have been doing this for about a year now, and have some 500+ notes which are entirely workshop templates, flipcharts, activities, game descriptions, systems diagrams, good results of group work etc. Why I like Evernote is that its text recognition feature lets me go into my Evernote database and search for a word that is embedded in an image (rather than for a tag or a title). I take so many photos after a workshop that I don't always have time to tag them, and the tags are rather generic anyways, so I can simply search for a word written in the photo of the flipchart and find the image.

I am interested in the possibility now, with my new Irisnotes (a digital pen) (thanks to my friend Lorenzo for this Christmas gift and tutorial!), to actually write up my flipchart "draft" in advance and keep it electronically for use again. I drew the above image with my Irisnotes pen on an A4 paper in 1 minute and when I connected to my PC simply saved it as a jpeg and then uploaded it to this blog, and also saved it on my PC.

This can also be helpful for collaboration. With Irisnotes I can also send the flipchart picture I have just hand drawn as an email. For example, if I was working with Lizzie as my co-facilitator, I could send her all the flipchart drafts in advance for her comments before we get to our venue,without having to type them all up and nicely format them (not one of my strengths).  We could even co-develop them in real time through a process that I used today for another discussion.

This was for a client telephone call focused on agenda development for an upcoming facilitated event. For this call I used Irisnotes while connected to my PC (by a small USB cable), which meant I could see my writing on the screen as I wrote my notes. As I was on a Skype call, I shared my screen  (cool new Skype feature), as we discussed a draft agenda and a set of group exercises (make sure you don't have other files open or Hello Kitty "wallpaper" that you don't want shared as well).

While we were talking, I drew examples of the group work matrices that I was proposing for the meeting in real time. I also captured the steps that we would take as we worked through the flipchart template I was proposing. Because he could see me drawing as I spoke, he could easily follow the logic, question it, help me improve it so the final drawing was more or less agreed. At the end of the conversation I immediately emailed him the file. And with Irisnotes, I could either send the file in my handwriting or convert it to text (accurate, if you write in straight lines, but still expect some minutes of work tidying things up. Lined paper to start with would help this.) Because I was drawing matrices I just sent him the file in handwriting as an aide memoire of our discussion, which I then typed up into a more formal proposal later.

Stick all that into Evernote, so I could find the above notes by searching for "Introductions" or "Group work templates" for example, and the next time I wanted an example or exercise for a workshop, I could find my flipcharts already "made". With the help of some handy technology, I can make my preparation time more efficient, and be prepared for even more of anything.

Creating Temporary Learnscapes: Can Visual Interest Help Us Learn?

I think all of us would instinctively answer this question with a "Yes", but how often do we actually take steps to create an interesting visual "learnscape" around us, particularly in our temporary learning venues.

At least 99% of the time, the spaces that we use for our workshops, whether for strategic planning, team development, training or other, are square rooms with white or beige walls. All the chairs are the same. The tables might be rectangular, square or round, and probably all the same. The windows are uniform, the walls are blank. The latter is often a good thing, particularly if you want to hang up flipcharts and the products of your work. At the end of the workshop the walls may be covered and the "journey" of the workshop evident for all to see.

But what about the first morning, when people first walk in? What do they see and how does it set them up for the exciting, creative and productive experience that you will help them co-create with your terrific interactive agenda and fast paced repartee?

It is interesting to notice when workshop or conference organizers do take the external environment and the challenge to create visual interest into consideration. I think that conference organizers perhaps try a little harder as they assume that the participant experience is more passive, so they add a plant or a sofa. Actually, TED Conferences are really brilliant at this, the stages that you see in the videos, or as a participant from the floor are intricate, rich and interesting.  Watch a minute of this Tim Jackson TED video for an example of the eclectic mix of background articles they use. Or take a look at the photo I took of a panel discussion at the TEDGlobal Conference I attended last summer. The TEDXChange Geneva event that Lizzie organized also featured a whole task list on procuring props for the stage, shipped in from Zurich, to make the background for the speakers and the conversations look interesting, including a vintage coke machine, a wagon wheel and more (see photo here), which all tied in some way with the talks being given.

When you can't truck in props, you can still create visual interest in other ways. The recent Membership Meeting of a standard setting textile product group that I facilitated featured a sample from their first harvest on each table - there to admire, feel and connect people with their process. In the room as people entered were also maps of their strategic regions, with photos of the value chain stakeholders, and posters created to show the value chain. We used these for one of the first exercises, and put them up before we started for the visuals and to get people in the theme of the meeting from the onset.

It you want to leave the walls free, what about the ceiling? I was mesmerised by the big room at the Hub in Brussels, where we had a recent LEAD Europe (Leadership for Environment and Development) training course gathering, where a local artist had hung a cardboard sculpture. How visually stimulating it would be to have a workshop in that space! I remember during past IUCN Commission on Education and Communication workshops, there would be bouquets of fresh flowers, and bowl of bright fruit and chocolate on all the tables. I remember a facilitator from Disney telling me that at some of their planning workshops, each participant would have their own placemat and setting with drawing paper, coloured markers, playdough, lego or other small items to "play with" while the meeting was going on. What can you bring in that will be different and interesting to look at/interact with during your learning exercise?

Creating stimulating visual environments for learning, even in our temporary workshops spaces, can enhance creativity and spark ideas and engagement. It can signal that something different is coming, something that will connect people will both their left and right brains. You can do this by moving people around, by using different rooms, by going inside and outside, and also by looking differently at your main workshop room and setting and thinking more about how you can make it visually stimulating. Even you are a canvas - people will look at you, the facilitator, trainer or organizer for HOURS, what colours are you wearing???

Mirror Mirror: End of Year Reflection Perfect Opportunity for Individual (or Better Yet Peer) Learning

It's the end of another year, and whether a leg cast, or just office closings give you some extra time to think, it is undeniably a great opportunity to go back over your year and see what worked in 2010, and what you would like to do more of, or differently, in 2011. When are you having that conversation with yourself?

The last 2 years have seen major changes for many knowledge workers in terms of work mode and even flow in some cases. Knock-on effects from financial contractions in most organizations have brought changes in staff composition, mandates, activity budgets, work modalities (from decentralisation of team members to outsourcing workstreams entirely), and more. With all of this movement and activity, now in its second year, how is it going? And what are we learning?

I can explore that question for myself, as I sit in my office with my coffee.  I have also been interested in a different, more collective, approach that some other professionals are taking to answer that question for themselves.

I recently received an email invitation from another working facilitator/trainer in my area asking me to have a coffee and discussion with her around some informal research she is doing to better understand organizational motivations in this new financial climate. She sent me a nice, short email giving me some information about her work, what she was learning about her offer (which has some similarities to mine) and her hypothesis about what is changing in organizations around learning and training (and what that means for her offer). She set up an interesting debate!

She asked if I would be happy to explore this with her, and then told me why she wanted to speak to me about that (she knew or renewed her understanding of my background and personalised her request.) Finally she said she would write up her findings from this series of interviews and share it with everyone who contributed.

This collaborative approach to reflection and learning appeals to me, and I also think it is very clever, for a number of reasons. First, just in her email she told me more about what she is doing and wants to do. I do know this fellow facilitator, but it has been quite a while since I have spoken to her substantively about her work, and I wouldn't have known that she is shifting her focus, expanding her offer, and how she wants to engage with organizations. And now I do. She also gave me all of her new contact information in this message. As an independent worker, I frequently have requests that I cannot fill (for content or availability reasons); she is much more on my radar screen now, even if I don't or am not able meet her (although I probably will because I enjoy her company and also for the next few reasons). After the meeting, this will be even more true, for both of us actually.

Second, her line of questioning and framing intrigued me. These are also questions that I have. I may or many not entirely agree with her hypothesis, and by giving me questions she wants to explore, rather than just topic headings to discuss, she is already getting me thinking, and more eager to engage in this discussion with her. By using this approach I see that we will be doing some peer learning here, not just a straight brain picking, as she shares her own ideas about what is happening in the kinds of organizations with which we are working. Again interesting for independent workers who don't always have the opportunity to do this.

Finally, she intends to give something synthetic back, to report on her learning across these conversations, and to help me answer some of my shared questions through her informal research. I might even be able to blog about it, so multiple benefits (sharing it with all of you!) Of course, she will really have to do this final step of the process as promised, and I assume that she will and look forward to her results (especially if I have been able to contribute to them too). Overall it sounds like a useful learning project that I would like to do, but probably won't, and I am happy that she will do it and share her findings.

I hear from a number of independent workers that their traditional stomping grounds are shifting with the changing times, with new financial parameters in institutions, with new technology sources of information and expertise (and marketing), with new types of constellations of internal and external workers. It is an interesting time to reflect on what you are doing, how you are doing it, and how it is working. And either you can do that yourself or you can find a way to do that with others. Either way, ....... (add in tag line from international sports shoe company here - sorry, couldn't resist.)  Happy Learning!

The Big Slow Down: Facilitation Design Considerations When Partially Abled

Last week in an insanely busy airport of holiday travellers, an extremely tight connection found me jumping up and down, wildly waving at the large window beside the closed gate trying to get the pilots' attention - I could see them in the cockpit fiddling with their papers, the plane on the tarmac, the gate still connected, so I thought no hurt in trying.

I was getting nowhere when a passing security guard with some holiday spirit took pity on me and called down; they miraculously opened the door and I flew down that ramp - focused on that little open plane door at the bottom, the two anxious flight attendants holding it open, and not the big seam in the ramp floor in front of me.  My magnificent trip over that seam produced a lateral movement that only ninjas and some desert snakes can make safely, not being either of those I managed to tear the anterior cruciate ligament in my right knee.

Now in a leg cast for 6 weeks, I can walk but that snake and most people would leave me in the dust. And I am thinking about what I need to do to modify my facilitation work to take into consideration the fact that I am incredibly slow and only partially able. I cannot run up and down steps, or from room to room, in 2-minute intervals.   And I cannot be carrying around 50 kilos of workshop materials, can't bring that extra flip chart, or move the tables and chairs in the rooms from a U-shape to cabaret style in the 30 minutes before we start (because we asked but for some reason the venue didn't do it). Even getting back and forth to events must obligatorily be done on public transport or with the private chauffeur, also known as a full-time working husband.

My first event in the New Year is mid-January and we are working on the interactivity and activity design now. We will have around 400 people in Paris at a planning event for an international water forum happening next year. What do I need to do differently now, so that when I get there, cast and all, I will still be able to do a great job? This is a good thought experiment in its own right - this might be a temporary condition for me (hopefully!) but for others it might be status quo, both for facilitators and potentially for some of the participants.

Here is a list of what I think I need to know and do to facilitate with my leg in a cast (and probably should know anyways!):

Transport: Slow and Virtually Hands Free

• Can I get there by public transport? How long will that take? What changes do I need to make (train to tram to bus)? Where are there steps or lifts or long walks? I am usually in the venue at least 60-90 minutes in advance for set up, can I get there in time? Can the day start a little later, and go later - what is the flexibility with the start and stop time if needed?
• If I need to be driven, can we park close enough so that I can carry the materials to the venue? Can I offer someone else from the team a lift to help carry?

Venue: Steps and Who Can Help

• Occasionally I look at the floor plan for the venue if it is large (and available) but normally I don't. Now I would like to know - how far is the room from the entrance, how far apart are the breakout rooms, how far is coffee and lunch from the workspace?
• If I am working in a plenary auditorium space, is there a stage area with steps? Can I either start and stop up there, or can I do all the talking from the floor (better)? Is there a wireless mike I can use?
• I won't be able to fix or move things myself, or run for more this or that. Who is in charge in the partner organization just in case, do I have her/his mobile phone number? Who is in charge for the venue, do I have that contact information? 

Agenda: A Little More Leisurely Than Usual

• Is the agenda perhaps a little too tight, are breaks and transitions short? Can the pacing in the design be a little slower and less choppy in terms of rooms changes - more gastropod and less hummingbird? (This reminded me of one of my own blog posts recently about not overdoing interaction: Too Much of a Good Thing.)
• Where do I need to be when? Can I minimize my own running around by putting other people in charge of certain rooms and spaces? (For the mid-January event, I will be working with 4 other Facilitators, can I assign them the furthest rooms? Are they happy with these extra "fitness" benefits?) 

Workshop Rooms: Where Can I Sit? 

• How is the room set up? Do I need to reserve a seat in the auditorium for myself at the front by the microphone so I don't have to walk up and down the steps to speak?
• In the workshop rooms, can single chairs be put here and there to sit on while I am not facilitating? This is a funny one, I noticed at a recent workshop there were exactly enough chairs for the participants and not one extra, so I spent the whole day standing (until the participants were standing -then I was sitting in their seats!) Make sure to have more than one extra chair around the walls, as late comers (both at the start, but also after each break and lunch) will always take the single chairs in the back/side rather than moving people to sit in the middle.  

Communicate: Tell People

• I need to tell people, especially the other facilitators asap about the fact that I will be wandering around, slowly, in a full leg cast. They will have good ideas how to be as efficient as possible with a partially able team member.
• Communicating about how it is going during the event will also help people understand why I might opt out of the group dinner, dragging a leg and cast up and down the steps all day will probably be incredibly tiring.
•  At the same time I need to be as self-sufficient as possible, believe me I will be wearing something with as many pockets as possible, stuffed with pens, markers, etc. things I normally have to continually walk around to find when I need them!

I'm sure in the end it will be fine. And this situation will give me the opportunity to think even more creatively about many aspects of my event. It will get me to put in the advance preparation time that is needed, the thinking through of choreography, materials, and movement, now even more crucial than ever. And it will certainly give "team" an additional dimension.  It is good to be mindful of these things anyways, and will be a good real life reminder of what it's like to work with and pay attention to mobility and other very human conditions in a workshop setting.