A New New Look

Time for a change!   Here is the fresh look for Ask Not Tell.  It has a new layout and in particular a starting page containing photos open to various associations.     In memory of the old look (the 2nd version) which has been in place for a few years, let me put up the print-screen here.   The last change was here for those who are interested.

In the next post, I will reflect on my professional development journey through the blog posts.

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.

Learning about ‘learning’ in a French class

I have recently started a 3-weeks French class with the University of Lausanne.   I am amazed not only with my newly learnt French but also the learning design.   It is very well designed and in fact, much better than quite a lot of workshops I experienced in the corporate world.  Just look at the photo – the room set up is already so different from those traditional learning classes.   The circle encourages conversations which is necessary for learning languages.   When we need to write, we can move to the tables on the side.

Overall, the learning experience addresses very well a lot of the adult learning principles.

Here is a piece of the experience as an example.   In a session, the teacher asked each of us (18 of us) to write on a small card 4 French adjectives to describe ourselves (not physical attributes).   She then asked us to write on the back the adjectives in the opposite gender form e.g. ‘sportive’ into ‘sportif’.   She then grouped us into pairs and correct each other.   At the same time, she walked around to offer help.

In a subsequent session, she asked each of us to draw a flower with 5 petals on a flipchart paper.   On each petal, we wrote down a number which is important to us e.g. # of years in Switzerland, # of siblings.   We then took turn to take the stage and guide the others guess what the numbers stand for.  Of course, the conversations were ‘en français’.   She also facilitated the process it e.g. drawing the silent ones to try.

After that, she asked us to post all the flipcharts on the wall.   She then gathered us around the wall with all the adjective cards posted up, and asked us to guess which card belongs to which flipchart. Anyone with an idea was asked to just take the card and stick on the corresponding flipchart.   After all done, each flipchart owner walked around to check and make correction.

Here I see the above experience as an outstanding learning design (more though for technical topics instead of adaptive ones like leadership):

Fun… and safety – We had a lot of fun in the guessing activity.  Some started to make jokes on the number e.g. saying ‘107 must be your age’.   It engaged us into the process, and made us feel more safe to take risk in speaking up.   As most said, the key to learn a new language is to speak more.

Human Connection – The guessing activity motivated us to practice the new language by leveraging our inclination to connect.   After all, language is to connect people.   In addition, the resulting better understanding among each other created a better community for us to take risk in the class overall.

Repetition – One of the adult learning principles is to repeat.   By the above process, without noticing (and feeling bored), we repeatedly visit the adjectives a few times.   Moreover, since most put on numbers of same nature e.g. # of years in Swiss, we practiced repeatedly making similar statements.

Self-concept – Adult learners need to be autonomous and self-directing.    In the traditional language class, students read along following the teacher.   Yet, in the above-mentioned process, we basically discovered the learning ourselves.   The teacher is more to create the environment and answer questions.

Problem-centred – Adults are motivated to learn so they can perform a task or solve a problem.   All those statements we made in the guessing activity are those we will use in daily life e.g. ‘Vous avez 2 frères’ (= You have 2 brothers).

Learning styles – The whole process addresses different learning preference.   Taking VARK as a framework: Visual – Drawing the flipcharts; Aural – Guessing and chatting; Read / Write – Reading and writing the adjective cards; Kinaesthetic – Standing up to present and moving around to match the cards and flip charts.

There are numerous other parts of the program which are so well-designed.   Just too much for me to write about here.

There is however one thing other than the program design which amazed me.   This is something more subtle.   It is how the French teacher facilitated.    I will write about it in the next post.

Secondary Source of Income



A recent conversation with a fellow coach came to something rather interesting.   Our argument is that in order to the job well, a practitioner (on people development e.g. coach, OD consultant, facilitator and even therapist) need to have some kind of secondary source of income. He / she cannot rely solely on such developmental work e.g. coaching.  The side-business could be something like trading of marker pens, workshop venue rental, etc.  Ideally, the business is not face-time dependent and generates relatively stable income across the time.

The alternate income source is not only to diversify risk, but also to make the developmental work better.  There are 3 other reasons why so:

Helping by Not Helping – Our work is a lot about pushing people out of comfort zone.  Real learning (especially on self-awareness) comes with some pain.   Yet, if our living relies solely on the work, we are vulnerable to collusion.   It is well illustrated by a quote mentioned in my earlier post ‘Unconscious Collusion with Learners’– I’ll say nice things about your workshop / coaching if you spare me the pain in learning about myself.    Or when we are not finally desperate, we can turn down facilitation work which is actually a cover-up to deeper organizational problem.   See another post ‘Facilitation Work as a Cover-Up

Capacity Constraint – From the business perspective, the only asset is ourselves.   The scale of this business is constrained by nature e.g. there is only 365 days in a year we can work.  It is not scalable.   On the other hand, there is a huge key-man risk.   I knew a facilitator who suddenly lost his voice.   The problem lasted for a few months.   He got to cancel all his workshops, arrange substitutes, negotiate against possible compensation…. without jeopardising client relationship…  and his voice!    And at least equally important, he did not have income during that time,

Time Out – This is especially important for those practitioners doing deep psychological work like therapists.   When they are going through life trauma e.g. divorce, loss of important person, it is not useful for them to continue the work.   A secondary source of income can definitely help here.

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.




Unconscious Collusion with Learners

“I’ll say nice things about your workshop / coaching if you spare me the pain in learning about myself.”

I was reading an article, and there is a line like above (I modify it a bit).    The collusion we can get into unconsciously….  e.g. probably simply with an exchange of eye contact and smile.   The question is ‘Am I colluding?’   Or I should say ‘To what extent I am colluding?’    I think it is an important question to reflect on from time to time.   This is for everyone who is in the business helping others develop.

Rethinking Experiential Learning – Part 2

img_5073(Continued from my last post of the same topic)

I was involved in running an outdoor experiential learning activity recently in an Executive Education event.    Interesting insights – First, it actually can be run in a way that works for certain learning objectives.   Second, I possibly ‘contributed’ to the limitation of such learning approach.

Learning Objectives – The event was about to learn about group dynamics and own unconsciousness.   So, the outdoor activity was meant to be stretching in order to surface the dynamics and assumptions.    Instead of aiming for nice-nice feeling of accomplishing a task, the participants will experiment frustration and failure.   In fact, the underlying thought is that the more struck the group experiences, the more the participants can learn.   Unlike project work, the outdoor can add a dimension of physical memory e.g. muscle fatigue to reinforce the learning retention.

Given the intensity mentioned above, we spend a lot of time in advance to contract with the participants.   We also a distance in order not to ‘collude’ with them e.g. making the activity easier which the coaches / consultants can unconsciously do so.   [I can elaborate more on the ‘how’ later’]

My ‘Contribution’ – This is probably deeper realisation.   I feared that the participants will not be serious about outdoor.   It may be the case, but I had such fear because I was not serious about outdoor.   I alienated outdoor possibly because unconsciously I did not want to experience the physical challenge and failure.   I projected such unconscious excuse to the participants.   It is already relieving and amazing to hold this hypothesis.