Real Life Learning

Category: Training (page 2 of 2)

Facilitation is More Than Having Fun with Post Its

Yesterday I worked with a group of facilitators. We are working on a project to create a high level accredited pathway in facilitation. The first activity we worked on as a team was to share all the different tools, techniques and models that we each use within our own facilitation practices. The photo below demonstrates the wealth of experience that we shared.

 

Tools Techniques and Models for Facilitation

Tools Techniques and Models for Facilitation

What was great about the experience was that we had created an atmosphere of trust between us so that we could ask each other to explain tools which we were not sure of. This is a significant step amongst professional groups; I have often observed a tendency for people to cover up their lack of knowledge because they don’t want to be seen as lacking by their peers. This creation of trust meant that we were willing to explore the ideas put onto the board and to test if they were models, tools or techniques or should we define it as a theoretical underpinning.

 The chart that emerged of the theory we were using as facilitators to inform our practice grew as the activity went on. We all shared stories of “bad facilitation” where an individual used a tool without the underpinning knowledge. This often happens when an inexperienced facilitator sees a tool in use or reads about it and quickly jumps to implementation stage without a deeper consideration of whether this is the right tool for the desired outcome and for the group they are working with.

 Sometimes it is easy to dismiss facilitation as “messing about with Post It notes” and “having fun with groups” and it is this approach to facilitation which we are setting out to challenge. This means facilitators having a deeper understanding of the different models but also being willing to spend time understanding more complex theoretical underpinnings to our work.

 One of the topics we talked about was Appreciative Inquiry. This is another example of a technique which can be used inappropriately and can lead to a frustration when it fails to deliver the promise. I came across a great blog:

http://aiconsult.wordpress.com/2009/07/14/appreciative-inquiry-better-ways-of-doing-the-design-stage/#comment-29

What I really liked about this blog is the attention that is given to what happens with all the data collected in the first stages of a facilitated event. This is one of the areas that I want to study as part of my quest for qualification. I can see lots of techniques for generating data and the way we do this is often creative, engaging and inspiring but then I watch people get lost as the data is reduced to something more manageable for an action plan. It is great to see some practical examples of how this stage is tackled for one specific method.

 Christine Bell – Bellthompson Ltd

Linked In Learning

Using Linked In for Learning

 I joined Linked In about four years ago and have found it a helpful way of developing my social network in the business world. I have also found it a really valuable learning tool and I am often surprised how under used it is by the managers I work with as a way of increasing their knowledge and skills.

The most obvious learning from Linked In is how it can work as a social networking tool. It is not as “in your face” personal as Facebook and the connections that you generate will be work orientated connections and you are unlikely to be updating with information about professional contacts’ drinking habits!  For people who are nervous about on line communities I think it is a good entry point application.

I have blogged previously about using group forums for questions http://bellthompson.wordpress.com/2009/05/21/the-power-of-learning-in-on-line-communities/.

The Linked In Questions element is worth emphasising. The great thing about Linked In is that you can ask a question to any of the groups you are a member of, you can ask a question just to your own network or you can broadcast a question to the whole of the Linked In membership. It is this variety of options which I think makes Linked In such a valuable tool for learning. If you want to get replies which are more personal in nature then sending a question to your own network will often generate some really insightful comments. You can choose whether you want to send it to all of your connections or just choose the connections you think may be able to contribute some useful information.

The benefits of asking a question to everyone on Linked In will be the range of responses you will get . I find these responses help me to think about the question in a wider manner and can help prevent “silo thinking” that can so easily happen when we get locked into our own little world of reference points. The insights which others may share can challenge the thinking you originally had on the topic. This happened to me when I was asking some questions about customer service with non native speaking customers.

Joining groups in Linked In can also be a good way about learning about current themes within your professional and interest groups. There are thousand of groups and one way of finding relevant groups is to explore the groups that your connections are already members of; this may also help you to find areas in common.

The other areas where Linked In can help individual learning is through the recommended book link. You can sign up for this free application and it means that you can recommend books you are reading to others and can get the insight of others on books you are interested in reading.

I would be interested in hearing from others about how you use Linked In to help  your own learning?

Learning in Ukraine

Last week I was in Ukraine running a leadership programme for software engineers. The programme I ran was based on a programme I had run for the company in the UK and so one of the challenges was adapting this programme for a younger, less experienced group of leaders and where English would be the second language. The common challenge would be that they were a group of intelligent engineers who were now taking on a leadership role and would be leading teams of talented intelligent engineers so it was important that the materials I used were not too basic or designed for simple instruction giving styles of management.

 As I wrote and rewrote the materials I realised how often we use idioms when explaining concepts in English. I also realised that my standard handouts were not always clearly written in the best grammar! It took me many hours to get each handout to an acceptable standard and even them my client in the UK was able to identify further improvements to the grammar and sentence structure so that we could ensure clarity of understanding!

 Working with the group was a wonderful experience, from the beginning the group were willing to get involved and to communicate with each other. They valued the participative nature of the workshop. It would seem that their previous experience of training was based on listening to a talk given by an expert so my approach, which is much more facilitative, was totally unexpected. It was the first time I have returned to my room at lunchtime to find participants excitedly showing other colleagues their work on the walls of the room.

 One of the challenges for me when facilitating the groups was that when they worked on activities they would naturally communicate with each other in Russian. This meant that I missed overhearing some of the discussions which they were having. It did make me aware how much we pick up through non verbal communication, I could usually assess if a group needed help before I asked them. I also wished I had learnt more Russian, my basic phrases were helpful in navigating the city but more words would have increased my ability to pick up concerns early on in the process.

 At the end of each day I made sure that we reviewed the tools we had used during the day. This was an interesting experience as it gave me some insight into the tools that they felt they could apply, and not just what I thought I had “taught”. Using visual imagery was a tool which they felt that they could use to influence their teams and I was impressed about how they were able to use visual images to express a vision for team meetings.

 There was a real sense of sadness when we finished the training and a marked reluctance to leave the room; this was a contrast to some sessions in the UK where there is a speedy walk to the door as soon as you have completed the workshop closing statement!

 Lots of my friends and contacts have been very curious about the experience of actually working in Ukraine. I was based in the east of the country and I had very little knowledge of the country before going out there and had never worked or visited further East than Prague. I realised how many stereotypes I had absorbed without realising it and how I expected the people and the place to be very different to the UK. In fact what I observed on this limited visit was a lot of similarity and some differences.

 The emerging nature of the nation grappling with its infrastructural investment was clearly evident; the roads are in a bad condition in the city. The walking experience was much better than in some more “developed” cities. The walk back to my hotel was along a major duel carriageway, something I would avoid in the UK but it was really pleasant due to the wide nature of the pavement which was tree lined on both sides. The park was full of life and was a hub of activity with all different generations represented. Again the amount of trees was beyond my expectations; somehow I expected a more Soviet style grey uniform.

 

Another useful insight came one evening over dinner. I was talking with two of my Ukrainian colleagues about the need for courage in the business world. I often use the tale of “The Emperors New Clothes” to illustrate this point. My colleagues had not heard of the tale of the Emperor but when I explained it some more they knew it as “The King’s Clothes” and their story involved a rather stupid western King, I realised that our story involves a rather stupid Eastern Emperor, and this realisation that it was the same but different was a good insight into our joint understanding.

www.bellthompson.co.uk

The Power of Learning in On Line Communities.

 In a traditional training situation there is a knowledge exchange between the participants and the trainer. It is often expected that the trainer will give their expert input and this will be discussed by the participants. This approach can create a spoon feeding type of dependency from the learners who expect the trainer to have the answers. It also puts the trainer in a dangerous position of being an expert in subjects which they may not have sufficiently researched. I have seen a number of trainers use the same old material which they reshape into the different topics they are training. A typical example is the “fact” about the proportion of communication that is due to body language, tone and words. This is a distorted modern myth based on some context specific research done in the 1960s and yet in the past year I have seen it used by 5 different trainers without referencing the research but just giving out the information as a fact. http://tinyurl.com/Myths-in-training

 I think we need to be more honest about the extent of our knowledge in the training and learning field. We are not usually in-depth subject specialists; our skills are about taking some concepts and making them meaningful so that individuals can apply the learning into their work. We are experts in the process of getting groups to communicate with each other and in facilitating problem solving activities. We cannot keep up to date with everything we need to so this is where the on line communities can help us and help our groups.

I was facilitating a group who wanted to look at how to reduce the number of complaints they were getting from their customers. We had a half day session and then a follow up session three weeks later. One of the questions they ask was about how to handle calls where English wasn’t the first language of the caller. The suggestions I had on this topic felt insufficient and so I used the time between the two sessions to pose this question on the Linked In Answers Forum. http://www.linkedin.com/

The answers I got were fascinating. I shared my findings with the group who were amazed that people from Canada, America, Brazil and Netherlands had listened to their concern and given feedback. For a group of workers in a city council this made them feel really important and valued. We reviewed the answers provided, along with my input and the group were able to identify some possible options to take their service forward.

The second way of using the communities is to ask the group to generate a question they might ask about the topic we are focusing on. This activity can not only highlight their knowledge needs but can also highlights interesting issues about how to ask a good question! I then set participants the challenge of finding a suitable forum to place their question and to come to the next session with an analysis of their results. By doing this the group are developing some life long learning skills about the value of on line communities. It is also a way of assessing the advice given.

Another approach I used was with a group of law lecturers.  We were exploring some employment law questions on a forum and designed an activity for students which would require them to analyse the advice given and compare this with the advice they might give based on their understanding of employment law.

 The forums I like to use are the CIPD, Linked In, TrainingZone and Training Journal.

Learning Technologies – Using Photographs to Enhance Learning

One of the requests I hate to get from events is “can you type up the flipcharts?” This request means that I have to carry lots of paper with me and then balance it on my desk as I try to type it into some kind of coherent order.  With the aid of Google’s excellent free on line photo album, Picasa (www.picasa.google.co.uk) I no longer need to do this.

 As I facilitate a group I take photographs as we go along of any “outputs” This could include activities involving sticky notes, it could be group activities where each group has written their own flipchart and it could be flipcharts I have written in response to suggestions from the group.

 When I get back to my office I upload the photographs into Picasa on my computer and I can crop the photographs to eliminate bits of door, window which are unlikely to enhance the learning. I then upload the photographs to the web albums and create a private album for that group. I can put captions and messages with the pictures so that they give more explanation if needed. I can put the photographs in an order which helps make sense of the learning.

 I can then send a link to the album in a follow up email to the participants. If individuals want to use the outputs in a report they can either insert the photographs or they can use the photographs to make their own transcript of the event. Only the recipients of the link can view the photographs and I do stressed this when checking at the beginning if they are ok if I take photographs.

 One of the additional benefits to keeping on line albums for each group is for my own professional development. I was reviewing some of my albums last week and I could see themes emerging in the way I was working with groups, over the last 2 years my outputs have become more visually orientated.

 I presented a conference last year and it was sponsored by 3M. This introduced me to the world of the Large Post It note, some of the ones I was given were A6 size. http://solutions.3m.co.uk/wps/portal/3M/en_GB/Post-Its/Post-It/Products/LargePostIt/

They are in amazing vibrant colours and really do stick to the walls. I think having these in my tool kit has opened up some different approaches to team facilitation than the old style “brain dump” onto Post It Notes.

 I have also been using image cards from St.Lukes Resources http://www.innovativeresources.org/ which are beautiful and enable groups to explore visual metaphors. It is fascinating to see this change in my portfolio so I recognise that the Picasa albums are part of my Continuing Professional Development log as well as being a great way of helping groups to keep a visual record and from enabling me to politely say “no I don’t type up flipcharts but I do provide a visual record”.

  www.bellthompson.co.uk to see some of my albums

Learning Technologist: All about Webinars

Today I have been learning about Webinars with the team at Reach Further (http://reachfurther.com). The demonstration was set up on DimDim (http://www.dimdim.com/ )which provides a free webinar facility. The limitations are that only 1 person (the speaker) can be seen by video and only 4 people can speak, so the microphone has to be passed around different people and this felt a bit awkward. The session was really useful because the only content was about the technology which meant we could explore different aspects of the software to see how it could be applied.

 I can easily see how I could use the technology to support learning; it would be particularly useful for a briefing before a programme so that I could easily give participants some information about the programme, answer their questions and agree expectations in advance. It would save on travel for these types of very short events. It would also be good for collaborative project work. An example was also given about how it was used to deliver a pitch when snow prevented the team attending the actual venue.

 The benefit over the traditional telephone conference is the whiteboard element which means you can explore a document together or add comments. You can also upload presentations and handouts to the site so that everyone can see them together and can comment either via the voice chat or the typed chat board.

 One of the challenges of the webinar over face to face will always be the perception of the format as something inferior. People are comfortable with the idea that you travel to a venue and attend a meeting with a group of people in a room. The value of this type of meeting is often in the informal news exchange and discussions which take place before or after the meeting. In comparison the webinar type meeting can feel much more restricted with a pure business focus. The unfamiliarity of the webinar and the emergent nature of the technology means that it can feel awkward and some of the topic learning will be lost as participants get used to the technology interface and are therefore distracted by the different elements of the technology. It made me realise that before offering this type of facility for content delivery I need to offer a short overview of the technology so that participants could have a go and play with the technology before the distraction of the actual content.

 There are free webinars advertised all over the internet, so one of my learning activities will be to sign up to various free events to see how others are using the technology. It would be great to hear about examples of good practice. It would be also good to get experiences of people who have participated in webinars. At the weekend I mentioned it to some friends and it got a massive “groan” reaction. They worked for public sector organisations in the UK where the webinar was being used in a way that sounded like a “Boreinar”. I guess that comes back to a common problem with standard presentations, just changing to a web based method doesn’t make the average presentation anymore exciting or interactive.

 With the credit crunch and the growing green agenda there is a pressing need to reduce the amount of business travel and Webinars might help towards this if they are used in a strategic and well thought out manner. If we simply try and reproduce the current “training” sessions and business meetings into a webinar format then it is not going to be something that people will willingly engage with and this is the learning technologist’s challenge.

I would really welcome any of your thoughts and experiences about using webinars in your industry.

Christine Bellthompson

Learning Technologist – Finding TED

I discovered TED about 2 years ago and it is an amazing source for people who want to learn about leadership. TED stands for Technology, Entertainment and Design and is an invite only event where some of the world’s most influential people give talks on a variety of themes.

The first level I use TED for is to recommend particular topics to individuals who are exploring different leadership skills. A current example is the talk by John Wooden talking about coaching. He is reflecting on a life time of coaching in the sports environment and there are some great insights which could be relevant to a manager wanting to be a more effective coach.

http://www.ted.com/talks/view/id/498

The second level is to look at a variety of speakers on TED and identify what they do to make their presentations effective and how they influence the audience. What techniques do they use? How do they seek to influence their peers to their viewpoint at the conference. An example is the talk by Captain Charles Moore about the impact of waste on the oceans. He is not the most entertaining of speakers but he has some great examples of how he has influenced people to think about the impact of waste on oceans.

http://www.ted.com/talks/view/id/470

The talks on TED are about 20 minutes so it is realistic for individuals to make the time to watch one, reflect on it and then report back in the next learning session about their insights.

The third way to use the TED site is to browse through the site and see the themes which are emerging as core issues for our times, this can be a helpful way of identifying current and maybe future trends. I use this when working with leadership teams on innovation and creativity, just asking them to click and browse and report back findings can be the basis of a really interesting session.

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