Preaching to the Choir - Learning for Environmentalists

I work with many environment and development groups working together in meeting/conference settings which often match content experts as speakers for audiences of members from their own community (e.g. sustainability experts talking to other sustainability practitioners). Depending on the level of intervention, this reflection often gets labelled as "preaching to the choir".  I'm sure this is a familiar occurrence.  I just heard  an interesting quote about this phenomenon:

"I'm preaching to the choir, which is challenging, because they are busy singing and can't hear you."

This quote made me smile and I found it particularly thought provoking because we might think that our "choir" (sustainability colleagues) doesn't listen because they already know the content, but perhaps they are not listening because they are mega-multi-tasking trying to get the message out themselves (if you see how many people are on their email etc. during these events, it must be that :-)

Domesticating Learning: Helping Trainers Appropriate New Materials Quickly in ToT Environments

If you're like me, you have a drawer somewhere of gadgets that just didn't quite make it into your daily routine. Or you have some apps on your iPhone that you tried but never got into the habit of using and now you are not exactly sure what to do with them.

I wrote a blog post a while ago about "Domesticating Your Facilitator" which used the theory of domestication (how innovations are tamed or appropriated by their users) to think about how to onboard a facilitator in an organisation which has not used one before. (I also had to laugh because in that blog I mentioned a  previous post I wrote in 2006 called "New Technology: It's Not Just for Christmas" where I talk again about domesticating a new video ipod (sic) that I received for Christmas and unfortunately I am pretty sure that this toy has indeed ended up in that drawer.)

I am very curious about the process of appropriating new things, so that they become useful to us and not just paper weights or pretty icons or interesting titles on our e-bookshelves, and this includes new learning.

This is on my mind in particular this week because I'm in Bangkok running a Training-of-Trainers (ToT) workshop where a group of smart trainers from around the region are being introduced to a new set of training modules on ecosystems for business that includes hundreds of slides, dozens of pages of facilitation notes, and a new sequence of presentations and activities, quizzes, case studies, icebreakers, discussions, group work etc.

All in 3 days.

And the last day of this three is a demonstration of one module that they will run themselves with a new group of interested and eager learners from outside our ToT group. So my role is to set them up for success and to help them appropriate this information so that they can use it immediately on Friday, and especially thereafter.

For me that is a part of the domestication process. Like my video ipod, receiving it and letting it get dusty in my desk after an initial burst of enthusiasm makes it much harder to use. For trainers, participating in a ToT, where you hear and work through some of the material and then go home and put that enormous binder on a shelf in your office until weeks or months later when you deliver the training (the likelihood diminishing as each week passes) is akin to putting that gadget in a drawer for "future use".

When you have an opportunity to deliver that material on your own, you will take it off the shelf, open it up and probably in the middle of the night the evening before your training (but let's hope not) and at least on your own without the ToT trainers and your peers in the room, you will have to learn it all again by yourself. At that point, unsupported except by strong coffee and Google, you will try to domesticate the material out of sheer necessity.

So how can a ToT programme change that pattern and help trainers move that process up to during the ToT (and not afterwards)?  How can you precipitate that moment when someone moves beyond passively accepting the material to making it their own?  Turning it into a tool that actually works for them, and domesticates it so it is a part of their life.

Here are a couple of things that we have built into the design of our ToT to help do this:

1) Let people read the materials
This might sound glaringly obvious, but it's not. We often try all kinds of things to get our learners into that big manual. We send it electronically in advance, or portions of it. We hand it out in hard copy the night before and ask people to leaf through it (after the opening dinner and reception and on top of their jet lag). We page through the manual with them in plenary and tell them what's in it. We do an exercise from it on page 13 etc. All these things are good of course, but it is actually amazing what happens when you block out a half hour or an hour in the ToT agenda early on (like the first morning after introductions and context setting inputs) and just give people time in the workshop room to read through the materials- to see how they are organised, the logic of presentation, and the content itself.

2) Have learners identify for themselves areas where they want more inputs
I combine this reading exercise with a job aid (a worksheet) that asks the trainers to note down the topics on which they feel they would need more support and information, and where they have specific questions (e.g. Day 1, Session 3 of the training, I have question X.) Their questions are organised on my worksheet into content questions and process questions so they think about the materials from both of these points of view.

This action gets them even closer to the materials because it asks them to imagine using it and identifying aspects where they have a level of comfort already and where they don't at the moment. Thus narrowing down where they want more (as opposed to me deciding this for them and probably getting it totally wrong). Testing the content against their existing competencies shows them that actually they know some of this already, and that there are spots where they could usefully learn more in order to use it effectively.

3) Have learners share their "learning edges" with peers
Once people have identified the areas where they want to learn more, their "learning edges" (because not everyone wants to admit where they don't know something), I send them on a "Pairs Walk"outside the room. On this walk, they use their worksheet and materials to share the questions they have with one other person in the safe environment of a comfy chair in another part of the venue or outside in the grass. It is often at this point that your partner can answer some of your questions - point to a place in the manual with the answer, or share an experience they have had that speaks to your question. This peer learning exercise has many merits in addition to getting some answers to your questions; it demonstrates the value of the peer network for support (so even months down the road, you might shoot an email to one of the other trainers to answer your questions), it shows you even more about what resources are in the material, and gives you and your peer the opportunity to "display ownership and competence of the materials" (which is a part of the "conversion" stage of domestication.)

4) Aggregate the remaining questions and answer them together in Open Space
Now that some of the questions are answered, what remains are the trickier or less obvious ones. Now back in our ToT room, I collect the remaining questions from the Pairs on cards and we cluster them to see what categories of questions trainers have left. The categories that emerge lend themselves beautifully to Open Space Technology (OST) sessions which can now be scheduled and run to discuss and answer these questions. (I have written a lot on this blog about applications of OST: Opening Space for Conversation (and Eating Croissants), and Training Camp: An Un-ToT Design as it remains for me an incredibly useful framework for learner-centred workshops.)

Anyone can host one of the OST discussion sessions. It can be one of the ToT "master" trainers, or can be one of the participants if they feel comfortable to do that. Running three or so in parallel means that the learners can choose which to attend and customise their learning to exactly what they need. They can stay with one group or move around, giving them complete control over how to use their learning time.

5) Follow up with group and individual learning capture
For each of the Open Space conversations I create an RLO (reusable learning objects) template - which is flipchart template that invites the group or conversation host to record resusable learning. This is not a running record of the discussion, the aims is to pull out things for people to remember and (as in the name) reuse. It also means that people who were not in the discussion, because there are several in parallel, can benefit from the useful nuggets that come out of the discussion. You can post these templates for a Gallery Walk which can be done in pairs again, or use them for a very brief highlights report back the next morning.

I usually run the above sequence, or something similar, about three times in a ToT, because as one question is answered others crop up, as people really dig deeply into the materials. And of course as the demonstration course with the outside participants starts to loom on the horizon (offering another important "conversion" opportunity to participants.)

Participants at our ToT yesterday were delighted with this sequence. It feels different. It feels like they are coming to the materials, rather than the materials coming to them when they get to decide what they want to learn rather than a ToT trainer deciding what people should learn. Even if the two match up pretty well, the level of engagement and active appropriation of the materials is completely different. Participants are given, and take, responsibility for their learning in this kind of process. 

We still have 2 days to go on our ToT, and will have another two OST sessions today. By Friday when our 25 new external participants walk into the room and the trainers deliver Module 1 of our series to them, we should have made good progress in helping the trainers domesticate this new material for themselves - making it more familiar, more useful and personal, so that it doesn't get stuck in that drawer (like that ipod) forever.

Flu Season! Facilitators, Prepare to Step In

It's 05:30 in the morning and a loud "bing!" wakes you. It's a text message from your colleague. She has come down with the flu and has been up with it all night. And there is simply no way, in 2 and a half hours she is going to be able to stand up in front of 20 people who have flown in from all over the world, for the second day of their strategic planning workshop. Can you please take over?

What do you do?

Well, if humanly possible, you say "Yes!".

Many facilitators and trainers work independently or in very small groups. As such we are all a little vulnerable at this time of the year (and in general I would say, see my blog post on "Facilitators: To Your Health!")

So what can you do to help make sure that this emergency hand over goes as smoothly as possible? Here are a few things you can do both in advance to prepare for this possibility and on the day itself:

1) Prepare a Facilitation Agenda, Always

I think this is just good practice, but in situations like these it's a life saver. We always prepare two versions of the same agenda for any event - a Facilitation Agenda and a Participant Agenda. The participant version has the information that is most important for their participation - the start time, location, break times, session titles, and some details on what will be the focus and task of each session. That is to give confidence that their time will be well spent, the issues covered are the right ones and that if they need to take a call etc, they know when it is safe to do so. It turns out to be one or two pages and easy to read at a glance.

A Facilitation Agenda however will be 3-5 times longer depending on the complexity of your process. It has all that the participant agenda has and much more detail on the dynamic and process of each activity. It includes part of the script or key words you will say to transition from one exercise to another, the materials you will need and what you will do with them for the activities, and all the timings (how long does that speaker have, how long is that group work, etc.) It provides complete process picture and all the decisions made by the facilitator of how that workshop will run.

With that in place, handing it over to another facilitator is much much easier. They might still tweak the agenda to their own style, but at least you can hand over a water tight design for them to follow (not to mention the important fact that the client had a role in developing it, so it matches their expectations and needs already).

2) Cultivate Some Colleagues 

Do you have a few facilitators who know what you do and how you do it (and vice versa)? We all have our favourite techniques and methods. Can you take the opportunity in network meetings to share these so that other facilitators are familiar with them too? Or can you write a blog post describing these in detail so that you can refer to that on your hand over?

There might be other facilitators with whom you co-facilitate from time to time, or you have seen them in action and they have seen you. Have a discussion at some point when you are both healthy and see if you want to agree in principle that in case one or the other falls ill or is incapacitated for whatever reason there is willingness to act as stand in if possible.

So those two things are things you can do in advance to help make any last minute handover go more smoothly. Having someone who understands your style, combined with a good facilitation agenda, some forwarded critical correspondence and a short chat from your sick bed, can go a long way to ensuring that your stand in can do a great job. Then what might you do, as either the sick facilitator, or the stand in, on the day itself?

3. Help Prepare Materials for Your Stand In (or Do It Yourself if That's You)

This might sound odd, but we did this recently and it really worked. Part of the very time consuming set up each morning for a very interactive workshop is preparing all the job aids, flipchart templates, etc. However, for a stand-in facilitator, that precious pre-workshop hour when you should be flying around the workshop room making and putting up those groupwork templates, will probably be spent trying to calm down a nervous workshop host who just went from the comfort of a known quantity to a new facilitator mid-process. So anything that can be done to help get the materials prep time reduced is extremely helpful.

Instead of writing directly on flipcharts which you have to do in situ, smaller cards can be prepared in advance that can be stuck on blank flipcharts with the instructions. Those coloured facilitation cards in different shapes work well, and if you have a self-stick pack then they can just be whacked up on a blank flipchart and help guide the group's work. If the ill facilitator can manage it and get them dropped off (or picked up) that is great (that's what we did recently.) If the ill facilitator can't do this, then you can do this at home, so that when you are at the venue you can have more time to work with the organizer. Do this at least for the first session or two.

Also on materials, if you are the stand-in facilitator, look at the agenda and plan in when you will make the remaining materials. Write into your Facilitation Agenda in the breaks or during quiet times when the group is working on something else, exactly what you will be doing to prepare for the sessions that will follow (e.g. make flipcharts for Session 4, count out cards, cut sticky dots for prioritisation, etc). That way you don't have to do every thing in advance (because you still have to take a shower, dress properly, eat breakfast and get there in one piece, all looking very calm and in control, in a very short period of time. ) This takes me to the next point...

4) Take Your Own Food

This is important because you will never, ever be able to make the coffee break or lunch. You will be using this time to prepare materials or talk to the organizer, who will no doubt decide that the next session needs to be slightly different (even though perhaps there was a 2 hour conversation with the other facilitator about that session already.) So you need to pack a healthy lunch, some snacks, and a thermos of tea if you can do it.

Along these lines, I also take my own materials, even if I have been told that everything is there. You just never know, a conscientious custodian could have cleared that messy materials table, or a participant took home something to work on over night and then forgot to bring it back. You don't want to have to spend precious time running around the venue looking for a pair of scissors.

This is indeed flu season; it hit us hard in Europe this year reaching epidemic proportions in Switzerland, and apparently it's not over yet. And there is no reason why, if it can hit our workshop participants, it can't also hit us. Think in advance about what might make it easier for someone to replace you, and if there is any possible way, say "yes" to that sick colleague, even at 05:30 in a morning when you were dreaming about finally catching up on your billing and administration that day.

We all know that what goes around comes around - that works for both good deeds, and the flu!

When Numbers Soar: Facilitating Large Groups

I was delighted to be invited by MAFN - the Mid-Atlantic Facilitators Network tonight to present a webinar on facilitating large groups which is one of my favorite facilitation topics. (and yes, it can be done, if you were asking!)

It has been one of my missions over the years to bring more facilitation and interactivity into large conference and workshop settings, whether there are hundreds of participants or thousands. And to challenge traditional conference design assumptions about long panels and short Q&As (where only a few people get to talk, if any). All with the goal of avoiding this...

It was a wonderful group of facilitators who joined the webinar conversation tonight and added to and elaborated further, from their own experience, the tips and tricks for working with very large groups that I presented. I promised to pull together and link a few favourite blog posts that I've written over the years, many of which I used as the basis for my presentation.

I organised my talk into four areas:

1. Design Opportunities

• Why We're Using Ignites in Our Conference Workshop (also links to using Pecha Kuchas)
• Building Peer Learning Into Mega-Events and Conferences 
• How to Start Conversations Among 8000 People
• What do Change and Strip Poker Have In Common? (This might seem a strange blog post to link, but I mentioned playing this game with 500+ women at a large conference - the "rules" of the game are in this post. They did it standing up at their seats, and picking a neighbour as a partner, and I walked them through the sequence from the stage, and I observed and use that in the debriefing, which I did myself after asking them a few questions about their own observations - worked beautifully!)  

2. Preparing Yourself (including your Facilitators Toolkit)

• Taking care of yourself: Training for the Ironman: A Conference Worker's Guide
• Having the right equipment:  "Conference Organizers Providing Everything"? Packing List for Team Facilitation (Just in Case)
• Venue Checklist: What You Want to Know Before You Go (I mentioned using checklists, this is one I find particularly useful for large conferences)

3. Leading Facilitation Teams

• Going Large: Tips for Running Big Conference Facilitation Teams

4. Once on Stage 

• Lights, Camera, Action! Tips for Speaking and Facilitating on Big Stages (this includes a link to a video that shows an interactive large group facilitation - 900+)

I was happy to present my own learning and definitely took away a lot of great new ideas from the webinar! If you'd like to watch the webinar recording, MAFN has kindly provided the Adobe Connect link:

MAFN Webinar When Numbers Soar: Facilitating Large Groups

Thanks so much to my fellow Facilitators Michael Randel, to Dana Roberts and Fran Lowe for their help and great hosting!  And a little blurb for MAFN - anyone can join the Mid-Atlantic Facilitator's Network, even if you are far from them geographically. They offer very interesting virtual learning opportunities through their webinar series, as well as a vibrant community of facilitators all happy to share their experiences!

Keep it Short (When Someone is Asking You Questions)

In the last few months I have been an interviewer and an interviewee, I have sat on selection panels for jobs, moderated conference plenary panels, guided a "Fireside Chat" and been asked questions myself by reporters. In every case, the best thing you can do for yourself when you are answering questions, is KEEP IT SHORT.

The recruitment panel has a long list of questions to ask, always longer than the time available, but they really really want to know the answers. If you go on and on and on they will not get the data they need in order to consider your candidacy most effectively. Keep it short and content rich, and let them ask further probing questions if they want more.

That TV, or radio interviewer, journalist or panel moderator also has a list of questions, and like the recruiter they want to ask them all. The question sequence has been designed to get somewhere, to tell a story or make some essential points in a way that aims to generate a dialogue that is also interesting to listeners than a straight Q&A. If you get stuck with long responses on the first two questions, that moderator or journalist is not going to get where they want to go, the story won't be unfold and be told, the essential points potentially missed, and again you will not have gotten the best opportunity to share what you think.

Note to self: I guess the same goes for blog posts, let me stop here, enough said!

Workshop Games Everywhere: Even from Proust and Vanity Fair

I was working with an intact team (e.g. working in the same office space) recently on a retreat, the third that I had run with them over the years. Now, working with the same group on a long term basis is wonderful for a facilitator as it absolutely demands creativity and innovation; you cannot fall back on your favourite workshop activities over and over again (like you may be tempted to do when you work with new groups each time).

For this retreat, as for many, further strengthening relationships among team members was one of the soft outcomes desired - getting to know one another better, helping people look behind the office every day and delve a little deeper into what makes people tick.

One of the opening activities for any workshop is some kind of introductions at the onset of the day. Now with an intact team, this might be more of a "check-in" as everyone knows each others name, position in the organisation, etc. For this particular team, which in some cases knew each other from years of co-work, I decided to go a little deeper than usual and still keep it relatively light in the dynamic.

I am a fan of Vanity Fair magazine and one feature of the magazine is an interview, called the Proust Questionnaire (after the French novelist, critic and thinker Marcel Proust) on the last page that has a set of intriguing questions - things like:

• What is your idea of perfect happiness? 
• Who are your heroes in real life? 
• What is your motto?
• Which historical figure do you most identify with?
• What is your favourite journey?
• Which talent would you most like to have?
• What is your most treasured possession?

...and so on. I took out some of the strongest ones, like "What would you regard as the lowest depth of misery?" and "How would you like to die" etc. because that was not the feeling that I was going for at 09:00 in the morning. You can see some samples of the Proust Questionnaire on the Vanity Fair website.

In the end I had a good number of questions that I liked, but in total that was less than the number of people, so I used the questions twice.

Preparation: 

1. First I numbered the questions 1-14 (that is how many questions from the Proust Questionnaire that I ended up using), I liked the progression in the Vanity Fair interviews, so I used that order more or less.
2. Typed them into a matrix that fit on an A4 sheet and printed it out.
3. Copied it twice on coloured paper - yellow- I did this as it is just a little more visually interesting than the white paper that is laying all over workshop tables.
4. I cut up the matrix, both sheets, so that I had 28 little squares, numbered, each with one of the Proust Questionnaire questions on it. 
5. I put all the little squares of paper in an envelope.

Running the activity: 

1. After I briefed the activity, I asked everyone to pick a square of paper from the envelope, while I walked around with the envelope.
2. I told them that some questions would be doubled up.
3. I gave people 2-3 minutes to think about their answers. As they picked slips and read the questions I heard some nervous laughter. ( I let someone who wanted to change their question, although the second one was not much "easier" than the first)
4. Then I called the numbers one at a time and asked people to stand, read their question and share their response. 
5. We did this until all were read out and everyone had answered.

What worked

The random nature of the question selection (picking from an envelope), the diversity of questions (they were all different except for the few pairs- I read out the questions that were not selected, as even in themselves they are thought-provoking questions), and the unknown ordering (not knowing who would be next) all added some surprise and a little drama to the exercise. And the provocative nature of the Proust Questionnaire questions really made people think. It was still challenge by choice - people could change their question if they wanted, but there really are no easy questions, and they could choose how they wanted to answer it. 

As the facilitator I could also choose the easier or the more provocative questions from the Proust Questionnaire depending on what I knew about the group and their interest in pushing the envelope together. As I mentioned, this was a group of people who know each other pretty well, but in most cases, these kinds of topics had not come up in their every day work discussions, so people listened and were deeply curious about their colleagues' responses.

Outcomes?

The answers were conversation starters all of them, they added something different to what colleagues already knew about their fellow team members, and it was a fun way to start the day. And in this case, the game was NEW (they were the first group to ever play that particular "game"). 

You might need a new activity or game from time to time when you work with groups frequently. Look around you - you can find game and activity elements everywhere, even inspired by Proust or your favorite magazine! 

Overcoming Your Fear of Public Skiing

What makes some people look down a steep and slippery mountain and say to themselves, "Weee heee, I can get down this slope REALLY FAST!" and yet fill other people with absolute terror?

What makes some people approach a public speaking event, standing on a stage in front of 900 people, with excitement and anticipation, and give other people the cold sweats several months in advance of the event?

Part could be fear of the unknown (although for my son, he approaches every ski-able mountain with the same glee, whether he has been down it already or not). Certainly some certainty about what is around the corner, or down the hill, or some familiarity with my audience, is helpful. You can check out the plan, get some local knowledge (who's been down that hill or worked with that group before?), do what you need to to inform yourself about what is coming.

Part could be confidence in your ability to handle new and unexpected things. This could come from a great deal of practice, so taking hours of lessons, clocking hours of snow time, and getting back up over and over again can help (if you don't hit a tree and break your arm one of those times, which can set you back both physically and mentally, let me assure you).

This also works with public speaking and facilitation - after I have done a run of workshops, I feel like I start from a position of confidence in front of a group. And even after a dud workshop session or presentation for whatever reason (and we have all had them -my first Toastmasters Table topic was a real blooper), you need to reflect on that and try to remember more of what you learned next time (lean forward, dig in those edges, prepare yourself, keep cool). Learning from more experienced speakers and facilitators (as well as skiers) is a great way to learn - be it in lessons or from mentoring/shadowing/keen observation.

Part could be sheer bravado, but I am not sure how I can map that over to public speaking or facilitation - except that if you believe it enough there might be some self-fulfilling prophecy there. This might relate to just that instinctive feeling that you can do something; that you have the right tools and equipment and muscles, and master them, you have good general awareness, and feel that normally when you try something and give it your best, it works out. (This could be a pre-tree collision feeling, but can come back with some additional effort and if you don't give up, I am assured.)

All I can say at this point, is that I look at an audience at a workshop, or in an auditorium with much less trepidation than I do that mountain slope and I'm doing my best to apply my learning from one to the other!

Can Good Storytelling Help You Be a Better Learning Designer?

In the learning field, especially when the approach is learner-centred, we talk of the "learning journey" that people go on as they build their capacity/understanding/competency in a new area. We may also use the words "learning narrative" to describe this learning process to others.

It's interesting to think how a learning practitioner builds his or her ability to design a compelling learning journey. And I wondered today how storytelling and story writing might help us...

If you look at the structure of a story and that of a learning process (let's take a week long workshop for example) you might find some of the same steps along the way.

Where a story might introduce the characters at the beginning, in a learning course you would introduce both the participants on the learning journey (e.g. other learners in the room), as well as the issues that will be playing a big role in the week.

After introductions, you might have some time to get to know the characters, including their backstories and ambitions. In a learning workshop you might at this stage have some group development exercises to help people to get to know more about their colleagues, and also go deeper together into the issues and themes of the workshop. As in a good story, all would not be described in a linear or obvious way; you would discover interesting new things, facets and added complexity, as you read. In a workshop it could be the same, new aspects of the theme would be uncovered as the group digs into it and adds their own different perspectives to it (e.g. through group discussion and work, rather than only presented through straight lecture format).

Then, just when you get comfortable (hey, I get this stuff!) there needs to be a challenge - some tension in our story (and our learning) - what ever will our heroes do?!

(And of course there might also be some antagonists - in workshops they call themselves "Devil's Advocates":-)

Our challenge may be a real community challenge-like transboundary water conflict or unsustainable fishing practices - to which the workshop participants, with the community members, are trying to contribute some thinking. It might be a learning case study to solve together or a U-process that helps them reflect on a problem, perplexing issue or an unhelpful paradigm. At this point in our story, and our workshop, as we try to overcome the challenge, passions and emotions may be high - can we do it?

Yes we can! (At this point the ending of our story may be personally biased, I tend towards resolution and happy endings, and I think that learning environments often benefit from the same). In our story, this can include that ending summary that we see when the characters get together and talk through what happened (like at the end of Secret Seven books or Scooby Doo episodes). In our workshop it may be a final report back on the conclusions of the group work, presented to the community or to each other. This could be followed by a collaboratively built summary reflection on what happened and what people learned, and some final words.

In stories, as in learning, there are lots of interesting ways to make the narrative exciting for the reader (and workshops for our learners). Unusual and complex situations and scenarios (who gets the land: the farmers, villagers, foresters or loggers?), thought experiments, seeing things from different perspectives, excellent questions, incredible backdrops (I once held a learning workshop on a beach in Thailand, at a wastewater treatment plant in Morocco, and a mountaintop in northern Mexico) and more.

So, where can you find insight and inspiration for the design of your learning narrative? Read any good books lately?

How to Be Green and Great: Learning About Business Transformation with a New Simulation Game

Last week I had the great pleasure to play a trial of the new Green & Great Game with Piotr Magnuszewski.

(In case you want to know more about the kind of interesting people who develop useful learning games like this - based on computer models -  you can look up Piotr who is a faculty member of the Centre for Systems Solutions,  a Senior Associate of the AtKisson Group (as I am), and a Balaton Group Member  - a network of systems dynamicists and modellers, systems thinkers and sustainability advocates. )

Green & Great is a new simulation game that helps players explore the "business transition to sustainability". The game can played online or preferably in a room with multiple teams, face-to-face, with computer assistance. Up to 6 teams, with 1-5 members each, can play simultaneously and the game takes around 2 hours to play the five 1-year cycles of company strategy and decision-making.

In the simulation, the teams run consulting companies that are advising businesses working in the energy and finance sector (currently, more sectors are being added). The teams go through the decision making cycle of bidding on projects, hiring people with specific competencies, developing internal projects and making staff assignments (and other HR decisions such as training).

The results of these decisions are reported using the Compass (N=Nature, E=Economy, S= Society, and W=Wellbeing) which gives you progress indicators for your company as well as information on your competitors. Teams also get market information annually, about how the sectors are changing, upcoming legislation, what is being expected by consumers regarding environmental reporting, etc.

Teams run their companies for 5 years, and all the usual things happen: people may quit (but of course you can do something about job satisfaction - training or green benefits anyone?), reputation is important (and again the choices on external and internal projects can affect that - what about that CSR reporting project?), sectors change as certain consumer and government demands around transparency change), companies make money (or don't) based on the decisions they make and the impacts of their projects on those compass points (some projects may not be available to you, as in the real world, if your reputation in that area is below a certain accepted level). There's a lot to manage and monitor, but then that is the nature of successful businesses and including those moving in and around the sustainable development space.

My two hours with the game flew by and I really enjoyed playing Green & Great. I found the game very thought-provoking, complex but not overwhelming, and fun! (Which is one of my top criteria for games!)

I played my company team on my own, which is always going to be easier, as I only had myself to convince for decision-making. Because we were trialing it, we talked quite a lot with Piotr and among the competing teams, which might be less in a real game. I can imagine however playing it with a team and the rich conversations which would surround our choices about what kind of projects to take, how to build up a committed workforce, to take our sustainability values seriously and still make a good income. I was delighted that I ended up with high scores around Nature, Society and Wellbeing and towards the top for Economy (not the highest, but a satisfying result - we didn't go broke keeping our other three compass indicators high - not even close!)

The game is great for consulting company teams, or for businesses who are working towards and trading in the sustainable development field. It is also an excellent way for people in the NGO or public sector to learn more about their private sector partners and the environment in which they are working. The game gives good opportunities for insight into how business is transforming and can help enrich the dialogue with business that you find in public-private partnerships.

It's available now to play, and you can either play it with your own teams internally, with mixed sector teams if you have a joint project, or if you are a game administrator/facilitator/trainer you can play the game with your clients. They are continuing to enhance Green&Great and are happy to have feedback (which I was also happy to give - it is nice when a game is constantly evolving.)

Curious? If you want to try it out for yourself you can sign up for a demo and free trial on the website: Green & Great

Lights, Camera, Action! Tips for Speaking and Facilitating on Big Stages

Last week I had the great honour to join Women's Forum for the Economy and Society as a main stage facilitator and moderator. My session, one of the opening plenaries, was set as a brainstorming session with 600+ participants on Women's Visions for 360 degree Growth. My role was to moderate and facilitate meaningful interactivity with the participants, and to moderate a panel of interesting women leaders working in this field. 

This blog post is not so much about the content of the session, which was fascinating (challenging GDP as the growth indicator, especially when growth is being more expansively defined in terms of well-being,  equity and more; looking at the opportunities (and challenges) to international cooperation towards developing a new paradigm for growth, and the role of social media like Facebook in new forms of governance and democracy - fascinating stuff!) If you have the patience to watch a 90 minute video, or part of it, you can watch the session and the panelists here: Video of 360 Degree Growth Session

What I wanted to write about here was a list of the best tips I received from a number of great speaking coaches while I was writing and preparing for this session. As I am devoted to reusable learning,  I wanted to document them so that I don't forget them, can use them next time, and who knows, they might be useful t others too! I have broken these tips down into three areas:

Tips for TV Interviews, Public Speaking and Panel Moderating

Giving Great TV Interviews

• Don't take an impromptu interview - never! Ask for the question(s) or topic, and re-schedule even if it is only 15 or 30 minutes later. Then prepare your answers. According to a French coach, interviews are like a "seduction", they want you so they will wait.
• Give short answers. The interviewer wants to ask you questions and move the conversation along in some direction. TV interviews are not speeches, they are a back and forth with the interviewer. This is also much more dynamic for the viewers.
• Be concrete. Say something concrete in every answer ( include data, a number, a short case example.)
• Be prepared to give an example for everything. A favourite question for interviewers is, "can you give an example of that?" This always makes the story more interesting and concrete.
• Pause. For thinking and/or effect - silence is your friend.
• Smile! It makes you appear more comfortable and connects with the interviewer and audience more easily.

Speaking in Public - Part I: Preparation

• Practice for HOURS not minutes
• Memorize your overall sequence, or arc of the session - where is it going, and what are the main parts. If you can, repeat this to the audience before you start.  
• Prepare your notes in three parts (this is my own advice): 1) Create a detailed agenda (I have a template for this, which includes timing, transitions, and all the information on how to run interactive components);  2) Based on this write our a verbatim script; 3) Then write memory prompts on cards. For the cards I cut small rectangles out of black paper and write on them with a white pen. The cards need to be the right size to hold in palm of your hand. Number them, because at some point you will be shuffling them and will lose your place if you don't do that! In the end you might not use them, but you will have them just in case.

Speaking in Public - Part II: Delivery

• Use short sentences at beginning. This makes it easier to remember those opening lines and helps to manage nerves and breathing.
• Emphasize one word in every sentence. This may sound strange but try it (don't overdo this though). It can be any word. This helps to vary the cadence. You can also experiment with having sentences end high or low (as in pitch - I am probably butchering the musical references here, but I know what I mean!)
• Speak more slowly than you think is normal. Pause in between sentences so people can follow. This is especially important with an international audience. People need to get used to your accent. As someone from the Midwest of US, I always think that I don't have an accent, but I am assured that this is not true!
• Use the physical space on stage. Walk up down, side to side, back and front - I even walked up and down the steps into the audience several times. (But don't PACE obviously.)
• Use your hands, use your face, use everything. This will be much more interesting. Of course, use them for emphasis so it is not weirdly distracting.
• Don't wear anything too busy by your face (e.g .necklace or scarf) if there is simultaneous video (e.g. if there is a big screen behind you, and for web streaming) it looks overwhelming.
• Boost your confidence. Get your hair styled and make up done professionally, wear something that makes you feel fabulous, talk to a good friend right before, or any other thing you can think of!

Moderating a Panel Discussion on Stage

Note: For moderation, the difference between good and bad is mostly about preparation - I had so many audience members note that most moderators did not seem to know their speakers, so could not really draw out the most relevant facts for the audience.

• Make a notebook with a divider for each of the panelists. In each section, create a collection of their CV and narrative bio, a photo, their writing, articles on the web when they have been interviewed. Notice what they have been asked and how they answered. Ask them what they recommend you read that is iconic of their work. Read all of these inputs across the different speakers to spot patterns that can provide you with some red threads that can help knit together their inputs into a coherent discussion.
• Google the speakers. See if they are on Twitter, watch their videos on YouTube, read their comments on other people's work.  Make notes of most interesting parts and some interesting facts or  good quotes you might want to use.
• Memorise their names, titles, places of work so you can say them without hesitation (or notes )
• Draft and memorise a leading question for each of them that reminds the audience who they are = even if they were introduced before (e.g. Marilyn, you are a Professor of Economics and...)

My session at the Women's Forum combined quite a few of these different methodologies as it was interactive and had several distinct parts that I needed to weave together into a coherent whole for the audience that gave them an interesting, interactive and meaningful experience. I tried to take my own advice! If you have the patience to watch a 90 minute video, or part of it, you can watch the session ( Video of 360 Degree Growth Session ) and judge for yourself - you might have some other great tips that I can add to the list. 

Learning to Use Evernote: Two Examples from a Learning Practitioner

I use Evernote ("Remember Everything") for many things from tracking my kids' football schedules to contacts for my favorite conference centres, but the most useful things for my learning and facilitation work include:

1. Keeping track of photos that I take at my workshops, including all the flipchart templates, job aids, handouts, game descriptions. I use these both for reporting purposes, but also so these materials become reusable (thus I don't have to think again about how to frame this or that activity, or can write over a formatted job aid etc.)

I also have a great set of individual visual facilitation icons in there that I created for myself during a training course I took. Now I can scan that archive to remind myself how to draw those little star people holding trophies. The great thing about Evernote is that you can search text in photos, so I can find things easily again (even more so if I write the client's name or session key word on the flipchart itself before I photo it).

2. Keeping track of articles that are useful to my work. I had an enormous stack of printed articles that I could not part with sitting on the floor of my office for years. One Saturday I went through them all and either found them on the internet and copied them into Evernote, or took a photo of them (you can also scan them) and put them there.   I recycled my paper stack (which I could not search) and now have both a clean office floor and a great archive of articles (which I can search). Some were from as far back as 1984! Almost everything is on the internet these days - even 2002 editions of Water Resources Impact Newsletter which featured a special issue way back then on Distance Learning and E-Learning in Water Resources Education, interesting from a historical perspective on this fast moving field.

I wrote about this process in a post called What to Do With a Stack of Reading? Create a Personal Knowledge Management System. I could always google, but with my personal archive, I can be sure that every one of the 269 article there is relevant for something I am doing.

On the articles, just a tip, after the first push to input existing hard copy, now it is easier -  I have installed a button on my browser which will let me instantly clip an article and automatically put it into Evernote. Because I can have certain notebooks synced so that I can access them offline, I can do my research on the plane if needed.

So enough about me, I wanted to write this post to point to a set of daily tips that are being written on using Evernote. The first two are linked below, and you can follow the others on Damian's Blog: .net from Geneva, Switzerland:

Evernote Tip 1 is: You say: "I like Evernote, but I'm not sure I'm using it correctly" - I say "don't worry, there is no one 'right way' "

Evernote Tip 2 is: What is an Evernote Notebook? So what if I have 80 notebooks?

Apparently there will be 31 of these being written daily this month (but timeless). By the way Evernote is free, and for inspiration you can check out the Evernote Trunk for cool examples of how people are using it, like with IdeaPaint which you can use on your wall to turn it into a giant whiteboard, then take photos of your drawings and ideas with your phone and store them in Evernote, which you can then search.

"Howtoons" - Tinkering, Making and Mashing

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Why We're Using Ignites in our Conference Workshop

I'm currently working with a team on a number of 2-hour workshops that will be held at an upcoming international conservation congress in September. For one of the workshops we will feature 6 speakers sharing different approaches to working with their supply chains.

We will be using the Ignite format for their presentations and every presenter I have spoken with so far has been keen to try this, although they realise that the format is a little more challenging for them than the traditional PPT slide set that you control yourself.

I was asked by one presenter to share why we thought this format was a good choice, so I wrote up the following short description and rationale for why Ignites are great for conference presentations:

Ignites started in 2006 in Seattle, Washington, supported by O'Reilly media, and focused in those early days on helping the technology industry speakers "ignite" their audiences with new ideas, but in 5 minutes bursts. With the slogan "enlighten me, but make it quick" it rapidly caught the imagination of other conference and event organizers (both within the tech industry and beyond) as a way to feature many people, and thus many ideas, in a reliably short period of time.

The format of an Ignite is 20 slides auto-timed at 15 seconds each, which is similar to the Pecha Kucha format (which is 20 slides auto-timed at 20 seconds each). Pecha Kucha's also came out of industry, launched as it was by presenters from the design industry in Japan, earlier in 2003.

These are powerful formats for conference settings as:

1. They focus the speakers on a strong narrative line and key messages (avoiding going off message and in different directions during their talk);
2. The format keeps the speaker to time, as the slides are auto-timed in advance meaning they change automatically during the presentation. This also means that all speakers have the same time allocation, and the last speaker doesn't get squeezed by the time transgressions of the first speakers (we've all seen it happen).
3. It means you can have, with confidence, more speakers and ideas, which allows for greater information exchange, as the talks are guaranteed to be short (after the last slide shows the screen goes black and its obviously over);
4. It sets up a reliable pace for the audience, so they can relax into the 5-minute segments (even with many speakers) knowing that the presenter will stick to time and the essential points. They also know that if one presentation is bad, then it is only bad for 5 minutes and not for an ideterminable time period. This goes a long way in conferences to enhance audience enjoyment and engagement.

These are just some of the reasons we will be using Ignites in our conference sessions, and why this format is a strong choice for this!

I have written some other blog posts on using both Pecha Kuchas and Ignites, and what makes them good. If you're interested:

• Preparing a Pecha Kucha: One Pragmatic Approach
• Taking the Long Elevator: 13 Tips for Good Pecha Kuchas
• The End of Boring: Borrowing, Adapting and Mashing for Facilitators
• So You've Been Asked to Give an Ignite or Pecha Kucha: Scott Berkun on Why and How to Give an Ignite Talk (video)

TEDGlobal 2012: A Moment in Time - What's Going On Right Now?

TEDGlobal 2012 started yesterday in Edinburgh for 700 people from 71 countries. With the theme "Radical Openness", we have been treated to the first 23 short presentations from TEDUniversity, which are given by audience members who apply and are informed 3 weeks before the event that they have been selected to speak. 

These talks give a sense of who is in the audience, and it ranges from Julian Treasure -  a four time TEDU speaker who talks to us about designing with your ears, and how noise can affect everything from accuracy in hospital staff to levels of helpfulness in employees in open plan offices - to a Minnesota Librarian Ann Treacy, a first time TEDgoer, who implores us to use "Ready, shoot, aim!" to promote agility and support more iterative learning processes.

I am watching this from the simulcast area, and there is also a lot of activity going on here. In addition to the seemingly constant supply of warm cinnamon buns, there are people shaking glass vials of bio-molecular self-assembly (this below is a tobacco plant virus that I have managed to assemble myself), and explaining different kinds of tea and coffee collection, and brewing processes (the peony white tea is delicious).

The screens everywhere tell us that today at 5pm, the singer Macy Gray is doing a book signing, and people every are talking or blogging (like me) or tweeting (hashtag #TEDglobal). The main stage programme starts in a hour with 79 speakers scheduled to give their TEDTalks in the next four days.  It seems relatively quiet now here in the main simulcast room outside the main stage, the calm before the ideas storm.

18 Presentations in a Row? What Can You Do?

I recently facilitated a workshop where 18 country teams participated and needed to present their progress and work for the year. They felt they needed to do this to foster peer learning among the countries and to gain an overview of what was happening globally. However, it is hard to imagine any one person listening actively to that many presentations in a row, although for pattern spotting, for good practice ideas and to see who are your resources in the group, it would behoove every one to listen without falling asleep.

So here is what we did...

Preparation:

1. Expectation Management: We gave each country 7 minutes for their presentation, we told them we would time them; 
2. Making Inputs Parallel and Comparable: We gave everyone a PPT template of the key questions to fill in which was made up of 6 slides with headings (Frankly I think 4 would have been easier for them to stay in time);
3. Split Them Up:  I created four sessions over 2 days to spread them out, continuity was created using other tracking and memory tools (below).

Delivery:

1. Time Keeping: I timed each presentation with my Iphone using the Doorbell sound to signal time up. I also gave 2 minute warnings with two fingers and walked around the room until I could catch the speaker's eye (if they were strategically avoiding me). Everyone but one speaker stopped within 30 seconds of hearing that doorbell ring twice into my hand held microphone (note that if you have interpreters, then don't put the phone right up to the microphone, it apparently drives them crazy, which I can well understand);
2. Keep it Equal: Why the Iphone is great is that no one imagines that you are judging the time yourself subjectively, the time is up when the timer goes off. This was accepted by the speakers, only one person challenged me, but then I let her watch my phone for the following speaker and that was that.

Listeners as Learners:

1. Helping Learners Stay Concentrated: Find as many ways as possible to help the people listening to stay engaged: I did three things:
2. Use the Bell to Set Pace: Once the crisp pace is set, then people can endure presentations that might not be as strong as others, because they know it is for exactly 7 minutes.
3. Count Down Visually: I created a flipchart checklist (above) at the front of the room of the 18 country presentations in alphabetical order and made a big flourish when checking them off as a presentation was completed. This helped people keep track of who was on and who was next, but also how many presentations there were to go:
4. Make a Job Aid: As we didn't have time to have a discussion or even take questions between the 18 presentations,  I created a Job Aid (handout) that asked the listener a couple of questions about each presentation - first to reflect on the presentation and identify, "What ideas did I appreciate most from the presentation?" - that was a appreciative frame that assumes that you will get ideas and appreciate them! At least it gets people listening to them to see if they can identify this. The second question asked for "Ideas to follow up on with the team members" - e.g. further questions. By capturing these in real time, they could go find the speaker in the coffee break and follow up on their questions (or ask them in plenary if time). This Job Aid had the benefit of tracking progress too for the individual, and letting them customise their follow up one-on-one with the presenters during coffee/lunch/evenings, rather than having one or two people hijack the plenary after each.

After the Presentations:

1. Pattern Spotting: Rather than rushing on into the next thing, we built in a good amount of time to discuss the meta-level findings from all the presentations once they were completed - what similarities did participants hear and what diversity? Were there any messages or learning points coming through loud and clear in many of them?  As people used the Job Aid to capture their thoughts and organize them, when it came to the pattern spotting, it was easier for people to thoughtfully contribute.

In the end, we did it - people made it through all of them - both presenters and listeners, and identified some fascinating interconnections and good practice. And although it seemed easy, it took quite a bit of work to design it so that, in spite of 18 presentations, people can stay engaged and learning throughout the whole event.

What facilitation and learning tips do you have when dealing with a slew of presentations?

The Economy, It's Nature's Business: TEDxTalk by Eva Zabey

Gillian's recent sharing of TEDx talks reminded me that it was high time we share an excellent talk that couldn't be more relevant in the lead up to Rio+20 later this month (for which a lead theme is the Green Economy) ... not to mention the fact that yesterday was World Environment Day!  If it passed you by unawares, not to worry.  Take a few minutes today to watch this talk and share it widely to do your bit.  The short talk is called "The Economy, It's Nature's Business" by Eva Zabey.  

Eva asks - How about we use the economy to guard the environment as part of the way we work it? Natural ecosystems provide services not accounted for in today’s economy because they’re not appropriately valued, yet all businesses depend on ecosystems services, even if the extent to which they are aware of this varies greatly. The methodologies are evolving to do the maths necessary to value ecosystem services and make informed decisions. Now, she explains, we have Corporate Ecosystem Valuation tools to smarten our decision-making in business, legislation and policy. "Environment versus the economy is so passé. It’s environment in the economy!"   Watch Eva's talk now and let us know what you think.

Comics in Crises: Tjeerd Royaards at TEDxGenevaChange

Tjeerd is a Dutch editorial cartoonist living in Amsterdam. He has worked as a cartoonist for over seven years, ever since getting a master's degree in Political Science at the University of Amsterdam. .His work has appeared in Dutch dailies NRC Next, De Pers and De Volkskrant, as well as German newspapers Handelsblatt and Hannoversche Allgemeine and Swiss weekly Weltwoche. In 2010 Tjeerd received a "Citation of Excellence" in the United Nations Political Cartoon Award.

Tjeerd is Editor-in-Chief of the Cartoon Movement, a global platform for high quality political cartoons and comics journalism and his TEDxGenevaChange talk is about the power of cartoons in crises.

All Disasters Are Preventable: Muralee Thummarukudy at TEDxGeneva Change

The Chief of Disaster Risk Reduction at the United Nations Environment Programme, Muralee Thummarukudy has over 20 years experience in Environment and Disaster Management around the world, including as Corporate Adviser to Shell-operated oil companies in the Middle East and with Post Conflict and Disaster Management Branch of UNEP, involved in responses to major natural disasters, including the SE Asia tsunami (2004), the earthquake in China (2008), cyclone Nargis in Myanmar (2008), earthquake in Haiti (2010) and recent floods in Thailand. He also dealt with post-conflict environmental assessment and clean up in Iraq, Lebanon, occupied Palestinian territories, Liberia, Sudan, Rwanda, and Kenya. Originally from Kerala, Muralee is well known for his humorous travel stories.

Value Life Over Death: Mahesh Mahalingam at TEDxGenevaChange

The TEDxGenevaChange 2012 was an exciting event, and we are posting the videos here on our blog. In this one, we present Mahesh Mahalingam who encouraged us all to "Value Life Over Death."

Mahesh has worked on AIDS for 21 years. After developing a passion for activism at college, after a short career in advertising and broadcasting, Mahesh began to work on shaping what was to become India's first national AIDS education programme for young people. He has since been involved in developing policies and programmes on HIV prevention and treatment across Asia and Africa and heightening public awareness on AIDS issues globally. With UNAIDS for the last 12 years, he has held several positions including UNAIDS' Country Coordinator in Lesotho and Adviser for HIV prevention with a focus on young people, pregnant women and people at higher risk of HIV infection at UNAIDS' headquarters in Geneva where he currently serves as Head of Communications.

How Much for My Garden Gnome? How Stories Make Objects Significant

I won this gnome two years ago, a prize selected by my cousin who was organizing our annual Ohio family reunion. It was the gift for the family member who had travelled the furthest, and as I had come from central Europe, I easily won this award, and she knew I would. She had picked this piece of tchotchke for both me and for herself; our sensibilities were similar, and this Travelocity gnome reminded us of how far we had gone from our own farmtowns in the Midwest. She herself had lived in the UK for many years and had often contended for this title, and today...

If someone saw this gnome in a second hand shop, it would be no more than a piece of useless plastic, probably not weather proof so not even a garden variety gnome. However, with a story its value changes. But don't take my word for it.

I was fascinated recently by a Studio 360 piece called In Search of Significant Objects, which told of a social and anthropological project which "demonstrated that the effect of narrative on any given object's subjective value can be measured objectively". That is, that an object had more value when there was a story attached to it.

I have seen this myself at a recent house moving "giveaway" party, where a friend of mine was downsizing to a smaller apartment and laid out all the things, clothes, vases, belts, shoes and assorted stuff that she needed to give away. She invited a dozen or so friends and colleagues over to take things away. Initially some of the best things went; however, an enormous pile of objects was left until she started to pick things up one at a time and enthrall us all with their origins, with stories of travels to hard to reach places, special gifts from visiting dignitaries, traditional dresses worn at historic events, and made in secret moments of important meetings by the personal tailors of powerful people. Almost everything went, and with each item, the story of its origin and provenance which was now complemented by the new owner's own story of where she acquired it, from a remarkable woman who had already lived 40 lives.

The Significant Objects project proved this too. Rob Walker and Joshua Glenn conducted the experiment by buying unwanted objects at thrift stores, for an average of US$1.25 a piece, then invited writers to create new backstories for each object and then sold them all on Ebay, for over US$8000. You can see some of the objects - from candle holder, Fred Flintstone Pez dispenser, craft doll, to a jar of marbles -  and read the stories on the Significant Objects website. ( An odd and somehow beautiful little story about the jar of marbles that gives the artifact a completely different meaning increased its value for a new owner from $1 to $50 dollars.)

I am curious about these findings in terms of what they can bring to learning and my work, I am not quite sure yet. Will people find knowledge and information, or your work or ideas more valuable when there is a good story behind them? I guess the best speakers know that. Will people value and remember the things we give them (both physical and conceptual) when we join their well-crafted origin stories to them? If we stopped and thought about our own stuff and stories, would we throw away less/buy less meaningless stuff?

I'm not sure how much I would get for my garden gnome, but now, remembering its story, I want to keep it.