Dancing with the Surprise

Less than 12 hours before starting a 2-day Leadership Development workshop, the client told me that they need to take the first 1 hour away from the workshop.  The new country head as the sponsor will introduce an ‘Action Project’ to the participants.  The first thought came to my mind was that it may not be a good idea because:

  • The ‘Action Project’ means demanding work for the participants in the coming few months. Introducing it in the beginning would probably take away the participants’ attention from the workshop
  • The country head is new to most in the room. We have little idea how his speech and his project will be in the line with workshop
  • Last but not the least, the participants did not know in advance that they need to work on an ‘Action Project’ at all!

Yet, on second thought, I found myself curious to let go.  I chose to experiment with this unpredictability.   After all, my client could not do much about it at that time.   I was very much in the state of ‘Be prepared and prepared not to use what you prepare’ in my previous blog post.

At the end, it turned out to be an enhanced learning experience for the participants.   Basically, I leveraged the participants’ strong attention towards the project to land the learning for the workshop content.   For example, a piece of workshop content is about the notion that people have different behavioural preferences.    I challenged the participants to apply the learning to prepare for the Q&A session with the sponsor on day 2.   The driving questions are ‘What behavioural preference did XXX demonstrated and why?   How would you engage him better tomorrow given your preference?’   I also facilitated them to talk about the possible dynamics within their respective project team using the behavioural preference language.

The underlying learning philosophy is very much the ‘Action Reflection Learning’ (ARL) I mentioned before.   Learning retention is higher for ‘Just-in-time’ rather than ‘Just-in-case’ learning.    See ‘ARL approach’, ‘Learning Sustainability’ and ‘Action Learning in Action’ .

The more important reflection is that I can let go better.   It is driven by my rising inclination to work with ‘what is in the room’ rather than ‘what I prepare’ or even ‘what is on the PPT’.   The fact that I have spent majority of my time on executive coaching certainly contributes to this inclination.

I am curious how else I could be different in the future….  Let the learning continues.

10 Years Old

Like what I said in the 5 years anniversary, I would not imagine that this blog would last for 10 years when I started it in 2007.

I reflected on my professional development journey for the first 5 years of blogging.  See ‘A New Look’.   Along with ‘A New New Look‘,  it is now a good time to do the same for the 2nd 5 years through my blog posts.

I have continued my interests.   On technical aspects, my reflection on questioning continued.  For example, I reflected on various powerful questions I came across (see ‘A question to draw questions’ in Sep 2013 and ‘Useful Questions’ in Feb 2014)   But the reflection on questioning extended into more the executive coaching context (see ‘What story would you like to tell?’ In Dec 2015 and ‘A question on question’ in Sep 2015)

Another development is in the facilitation domain.   I reflected on particular technique e.g. ‘Sit on your hands and shut up’ in Oct 2014, physical set-up in ‘Physical Conditioning’ in Jun 2013, and even learning from a french teacher in ‘A facilitating French teacher’ recently in Mar 2017.   A particular aim of facilitation emerged as my new interest – a very pure form of facilitation for the purpose of collective wisdom (some called Hosting).  See the few posts on ‘Intended Messiness’ in Sep 2016.

Learning / Learning Design is a key theme all along in this blog (see ‘More about learning… from the french class’ in Feb 2017 and ‘Rethinking Experiential Learning’ in Oct 2016)   But I find myself taking on more the organisational angle in the last few years instead of focusing on particular interventions (see ‘When a program has a life of its own’ in Oct 2013 and ‘Be careful about L3 and L4’ in Feb 2014)    In particular, this angle reinforced my inclination towards the ARL approach (see ‘Learning Sustainability’ in Apr 2012 and ‘Action Learning in Action’ in Jan 2014)

Another new development across my interest in coaching / facilitation / learning – I notice myself shifting gradually more from the technical i.e. ‘skill-set’ towards the ‘mind-set’ perspective.   For example, in ‘Rethinking Facilitation’ in Dec 2013 and ‘Never Perfect’ in Apr 2013, I examined the assumptions I was having when I facilitated.   Looking back, such interest actually started earlier, like in the post ‘Be prepared, and prepared not to use what you prepare’ in Oct 2011.    This was probably triggered by a few Leadership Development programs I started to facilitate in 2000 (see ‘Adaptive Leadership’ in Dec 2013) and some external learning experience (see ‘Immunity to Change’ in Sep 2013)

Along this path, I find myself losing interest in talking about highly technical domain like presentation skills, and definitely topics like using visual aid.

Another new area of interest in the last 5 years is ‘Leadership’.   ‘Leadership’ is a big concept like ‘Love’ i.e. can mean completely different things for different individuals.   To me, I am interested at a particular interpretation of ‘Leadership’ (see ‘Really…  what is leadership?‘ In Feb 2014) and ‘Leadership Development’ (see ‘Leadership Development’ in May 2014)    Like facilitation, this angle of ‘Leadership’ is more about mind-set rather than skill-set.   It can be illustrated by ‘Leadership’ on a gravestone’ in Mar 2014 and ‘The Paradox of Confidence and Vulnerability’ in Feb 2013.

I notice another interesting trail when I review my blog – scepticism on some training and facilitation work, including my own previous work.   I have highlighted in the 5 years anniversary my critics on training (see ‘Forget about Training’ in Jun 2011).  But it continued to other area like some kinds of meeting facilitation (see ‘Facilitation Work as a Cover-Up’ in Nov 2016)

What would be some emerging new path of interest going forward?   I mentioned above my shift from the technical to the adaptive perspective.  It started to extend into some deeper works as I moved to Switzerland.   The journey was highlighted by the Tavistock GRC (see ‘Tavistock Experience’ in Jan 2015, my own psycho-analysis (see ‘Drawing out thoughts and emotions’ in Jul 2016) and work in psychodynamics approach (see ‘Unconscious Collusion with Learners’ in Nov 2016.   This post did not exactly describe the work but gave some sense of what it is like)     Pondering on the crossroad between depth psychology and performance at work is definitely one of my on-going interest (see ‘Individuation, Abstract Art and Corporate Learning)

Having the above journey in front of me, I cannot help ponder on a question – To what extent does the blog name ‘Ask, Not Tell’ capture my growing areas of interest?   Or it no longer does?    Probably another blog post to reflect on…..

A facilitating French teacher

Further to my last 2 posts, here is about the teacher.   The French teacher is a great (learning) facilitator.   She can easily get a CPF from IAF!

From the technical perspective, she is very resourceful.   She used a ‘talking piece’ to direct attention.   She sat at different place in the circle to dilute the ‘teaching’ sense and encourage conversation among all of us, and thus self-discovery.  She fully utilized the space in the room e.g. conversation space in the circle, reflective / writing space on the desks.   She asked questions and threw back questions to the floor.   She paused without appearing impatient.   She knew when to use the blackboard to slow down discussion and give clarity.   And she wrote very clearly with structure.    Of course, she can do the above because she is technically competent with the language.

From the adaptive (mental) perspective, she impressed me with a strong inclination to work with the emergence.   She often started a session by inviting questions from the learners, and then she will build the entire session from it, instead of sticking to the pre-arranged material.   She always worked with ‘where the learners are’ rather than ‘ where she is with the material’.     Another indication of her ‘emergence’ mind-set, she was never disturbed by the learners’ late arrival and sometimes she even used the incident as resources.   For example, whilst we were making sentences using different verbs, someone came into the room.   Without sounding offended, she invited us to describe the action of someone entering the room.    She also stayed playful all the time.   She smiled and was ready to be amused by the learners’ remarks.

How did the institution manage to develop teachers like her?

 

 

More about learning…. from the french class

This is further to the last post – Learning about learning in a French language class.   I cannot help note down a few more amazing design elements among all others, before I talk about how the French teacher facilitated.    The class really revolutionize the conventional ones where all just listen and repeat ‘Je mange, Tu manges, Il mange…….’

WIIFM (What’s In It For Me) – We were asked to write a short paragraph in French on why we want to learn French.   And there was another homework where we wrote our understanding on quotes about the benefit on learning new languages.   For example, the one I worked is ‘Apprendre une langue c’est comme le commencement d’une autre vie’ (Translation: To learn a language is like starting another life’)

Circle – In most language classes, you sit in your tables all facing the teachers and the black / white-board.   But in the UNIL class, we always sit in circles.   Everyone sees everyone.  We also did particular things by utilizing the circle.  For example, each took turn to make a statement using ‘Passé Composé’ but each had to repeat what all the previous statements.   This created people interaction and repetition.

Board game – We worked in pairs to create board games (like Monopoly) in French and about the French or Swiss culture.  This included coming up with questions on the ‘Chance Card’.  We then presented to all how the game can be played…..  again in French.   And, we really spent time playing games created by other pairs.   It was difficult but engaging.    Again, it subtly achieved repetition.

Poem – We worked in pairs to come up with a poem about learning French.  For example, here is the one by my group:

Écoutez une personne parler

Apprenez les sons du français

Répétez les sons tout le temps

Assistez au Cours de Vacances

Pratiquez sur le pointdufle.net

Lisez les règles de la grammaire

Si vous suivez notre poème

Vous parlerz mieux que nous bientôt

Skit – We worked in small teams.  We received a few pages of notes explaining different topics (e.g. sports, food) in French.   We then created simple dialogues using those information.   At the end, we acted out the dialogues in front of the whole class (of around 18 people).

Inter-group dynamics – We were also asked to video-record the above-mentioned skits.  At the end of the 3 weeks, the videos were shown to whole UNIL classes.   (The whole UNIL class composed 60-70 participants in total, and were separated into different classes by level of command in French)    The inter-group dynamics motivated us to produce, record and listen to the works…. in French.

Video clip + Recollection & Imagination – We were shown a funny short video clip – a French speaking lady walking on the street with her goldfish.   The teacher then asked each to make a statement to describe what happened….  of course in Passé Composé.   She wrote down each statement on the blackboard clearly.  Further, she asked us to imagine what would happen in the scene….. in Futur Simple.

Facilitation Work as a Cover-Up

img_5403I was shown in a facilitation learning event a short video clip.   It is about a retreat for 50+ people in an organisation design and facilitated by a facilitator   It is the kind of upbeat video with delightful music which showed the smiling faces, colourful wall-charts, fun activities, etc.   There were captions indicating how much the participants happily connected, enjoyed the event, praised about the organisation, etc.

A big question mark came to my mind after I watched the clip – “What really did the event do to the organisation?”    I asked for the objective statements and have to say that the event seemed to meet the objectives e.g. ‘to have a fun, engaging, high energy day’    There were probably also ‘practical outputs’ contributing to the organisation’s strategy and purpose.

But from the clip (and in particular its mood), I questioned whether the event is actually a cover-up to any organisational issue.   Is it actually a dis-services to the organisation?

This post is not a critics to this piece of work.  In fact, if it is a critics, it is a critics to myself.    I have done similar events producing lot of fun and energy, and lot of flipcharts with long list of bullet points.   Well, those events produced what the sponsor wanted…  sometimes perhaps exactly a layer of cover-up.   But is it what the organisation needed?   How much I should and can push the sponsor to spend the resources on addressing the issues under the cover-up?

Well, this is very much related to my last post re my reflection on collusion.

 

 

 

Intended Messiness – Part 3

The 2nd question to reflect on is ‘What are ‘good’ odd moments and what are those ‘bad’ ones to avoid?’    By ‘bad’, I mean those odd moments which are not conductive to the learning objectives.   As such, the answer to this question is really ‘it depends’.   On one extreme, if the learning intervention is about topic like group dynamics or self-awareness, I think all odd moments are learning-friendly.   In fact, the odder, the better.   A classic example is the Group Relations Conference which basically provides white space for assumptions to be surfaced.   See my earlier posts – Tavistock Experience and Tavistock Experience – Learning Design.

How about the workshop I mentioned in the beginning i.e. learning objective around collective wisdom?   Most odd moments are still good for learning so long as the learning transfer mechanism is in place.   See my thought on question 1.

On the other hand, though messiness can help learn collective wisdom, it is probably not a good idea to start a workshop by saying ‘Welcome to the workshop!   We the facilitators have prepared nothing and let’s see what we can learn together in the coming 3 days.   By the way, we only booked this room till 10am.  [silence]’    It probably forces people out of the Learning Zone into the Panic Zone.

Your thought?

 

Intended Messiness – Part 2

Following from the argument from the last post, there are 2 questions

  1. How to assist the participants to learn from the odd moments instead of just staying in the ‘complaint’ mode in those moments?
  2. What are ‘good’ odd moments and what are those ‘bad’ ones to avoid?

Capitalizing Messiness – To the first question, the first and foremost thing is how centered the facilitator is.   It is about how well he / she can rise above the emotion – to observe self, pause and then use rather than be consumed by the moments.  Practicing EQ helps here.   Without such consciousness, the first question is not relevant at all.

Assuming the facilitator is able to find space to consider this question, there are different ways to approach it depending on the situation.   In the scenario described above, I would probably hold a fish bowl i.e. facilitator team in the inner circle and participants in the outer circle.  The facilitators basically hold a design team meeting in response to the participants’ feedback.    The benefits are that:

  • It makes the participants feel heard
  • It transits the energy in the room from ‘I do not like that….’ to ‘what can we do about it?’
  • It allows space for the facilitator team to work on the feedback
  • It demonstrates how to tap into collective wisdom (among the facilitators)

After some 20-30 mins in fish bowl, all go back to one big circle and work on the question ‘What can we ALL do together to make the remaining 2 days a good experience?’ with the input from the design team meeting.    Lastly, I would leave some 10 mins to jointly reflect on the question ‘What can we learn from the experience this morning so far?’

My thought on the 2nd question to follow…..

Intended Messiness – Part 1

Scenario – Along with others, you designed and ran a 3-day workshop.   For various reasons (e.g. flow design, learners’ composition), on Day 2 morning, a few participants criticized strongly and openly their workshop experience on Day 1.   It was a hard time for the facilitators to deal with the dynamics on spot, and adapted subsequently.   There were odd moments…  with a lot of emotions and uncertainties.   Somehow, the workshop ended reasonably well.    Now, you are about to prepare for the next workshop, how would you like it to be different?

It would be natural to find ways to avoid the odd moments e.g. to re-design some processes or to align better the participants’ expectation.  In fact, it was my thought to do so.   But I changed my mind after a learning reflection with a fellow facilitator.  I no longer want to kill all the odd moments.  In short, our reflection informed me that sometimes odd moments are good stuffs for learning.   This sounds a bit paradoxical.  Let me elaborate by going back to the reflection conversation.

I found the conversation very rich in learning for myself.  To begin with, we were very drawn to the opportunity to reflect because of the emotions involved in the event.   There were a lot of case-in-point which we could discuss how we could handle differently.   Pondering why, I believed the richness was largely because of the challenges in the workshop.  I suspected that if the workshop was smooth and things turned out as planned, I probably would learn less.

I then wondered whether it would be the same for the participants.   Well, it depends.   Most importantly, it depends on the learning objective.   If people come to learn about quality management or Health & Safety at workplace, odd moments in workshops probably do not help.   But when the learning objective is about collective wisdom (it is the case for us), odd moments is useful and in fact probably essential.  (Basically, using Ron Heifetz’s language, the former is ‘Technical’ in nature and the latter is ‘Adaptive’)

After all, learning how to tap into collective wisdom is largely about how to deal with messiness, emotion, uncertainties.

There is another reason why odd moments are good in learning collective wisdom.   Most people (especially those with ‘Technical’ professional background e.g. accountants, lawyers and bankers) resist the notion of collective wisdom.   Or to be specific, we (I was a banker before) hate the loss of control which often accompanies the process of collective wisdom.    Thus, some odd moments are good signs that the participants are entering their learning zone (i.e. outside their comfort zones).  Of course, hopefully they do not ‘check out’ as they go into the panic zone!

It then leads to 2 questions:

  1. How to assist the participants to learn from the odd moments instead of just staying in the ‘complaint’ mode in those moments?
  2. What are ‘good’ odd moments and what are those ‘bad’ ones to avoid?

What are your thoughts to these 2 questions?    I will share my thoughts later.