How do you manipulate (compassionately) a meeting that is going nowhere?

Tuesday November 30, 2010 The boring meeting has become a common evil of office life. Even with designated facilitators, meetings can still go terribly wrong and when we are not the meeting leader it can be hard to know what to do. However even in the most difficult situations we can still show leadership and make a little contribution. What are some empowering alternatives to just sitting there and feeling like a victim? The key is about asking innocent, real, authentic questions so that the meeting participants can take the action that is needed. back to top What questions can be asked? · What is the purpose of this meeting? This is the key question that can often save you hours of meeting aggravation. Asked right at the begining it gives you a chance to quickly understand if you are supposed to be in the meeting and if you can contribute. If you feel strongly that the purpose is unclear or that is not one you can really help achieve, do mention to the meeting organizers that you do not need to be in the meeting. · What are we going to do with the decisions, ideas, recommendations from this meeting? Oftentimes meetings have no real follow up. It is important to assess the impact of the meeting you are in by asking this question in order to define right away if it is worth your time. · Do we have an agenda/a recorder for this meeting? A meeting without an agenda or a recorder is normally not worth attending. Ask this question and request the meeting organizer to briefly define time limits, items of discussion and possibly name a recorder. · Do we have a timekeeper for this meeting? Time is the scarcest resource in today's busy workplace. By asking this question you voice your concern with ending on time and following the agenda. Do consider volunteering as timekeeper if there is no one doing it as a sign of your committment to a good meeting output. · How can we make sure everyone participates in this meeting? If someone dominates the conversation, this question can really make a difference as it challenges the group to come up with a way to equalize "air time".

How do you ensure candid feedback in your next meeting?

Friday October 29, 2010 It is not always easy to ensure that people talk with honesty and candor about a work issue. Nevertheless there are ways - inspired by the World Cafe' methodology - to ensure that even with the most difficult topic, participants will give you their best ideas and - at a minimum - the gift of honesty. back to top Principles for hosting honest conversations ·         Create a comfortable meeting space. Whether you are convening several dozen or several hundred people, it is critical to create a comfortable environment that evokes a feeling of both informality and intimacy. When your guests arrive, they should sense immediately that this is no ordinary meeting. ·         Make sure the meeting is about something they care about. When people focus on questions they care about, they begin thinking together rather than spinning off in random directions. Trying to convince others of a predetermined point of view is replaced by curiosity and new ways of understanding. ·         Encourage curiosity. State that learning something together is the objective of your meeting. Ask people to be curious and to listen for differences, surprises, and challenges. Consider different perspectives and assumptions as gifts; even when they make us uncomfortable, they offer rich soil for discovering unforeseen possibilities and unanticipated learning. back to top How do you do it? ·         Stay away from conference rooms! Instead be creative with your venue. If you can arrange tables in a staggered, random fashion rather than in neat rows. Ask people to sit in group of four or five at each tables. Background music is recommended. ·         Ask good questions, those that need not imply immediate action steps or problem solving. Instead, they should invite inquiry and discovery rather than advocacy and advantage. For example a conversation about the status of a project might feature questions like "What opportunities you see?" or "What is bigger than the committment to our client?",  "What would a good project also look like? rather than "What action should we take?" or "What's the next step?" or "What problems do you see?"  ·         Join in the conversation and do not facilitate the meeting. Your behavior will model that you are a peer among peers in the quest for learning something together. ·         Encourage people to move to other tables in several rounds so that everyone can all meet everyone else. Have fun in the process. ·         At the end of the meeting, ask the participants to share a common theme heard from all conversations. ·         Be mindful of time. Never go over the scheduled end time.  Adriano Pianesi ParticipAction Consulting Inc. | www.participactioninc.com Join me and David Isaacs in Boston on November 11 at the Systems Thinking in Action Conference  Check the FIRST ITALIAN WORLD CAFE' in Milan on October 20th, 2010   back to top

The Leadership Elephant

Friday September 10, 2010 By Adriano Pianesi and David Isaacs Can we define what leadership is, so that when it shows up we'll recognize it? Alas, it's an impossible task! Such a variety of ideas exist on this subject that it seems too difficult to say something new or vaguely original about it. A quick glance at the current theories of leadership reveals a wide range of choices: authentic leadership, exemplary leadership, heroic leadership, servant leadership, systemic leadership, open leadership, resonant leadership, transactional leadership. Indeed, you likely have other items that you could add to this list. The fable of the blind men and the elephant tells a story in which six men describe an elephant in the six different ways that they perceive it. One feels the animal's tail; another grasps its leg; a third touches its flank. Similarly, when it comes to leadership, each theory sheds partial light, but none gives us the whole picture. Yet our fascination with leadership is growing daily. The truth is that we badly need leaders to deal with the issues of our age, yet our world—at work, in our communities, in our politics—is empty of real examples of positive leadership. Maybe we should start by exploring our unconscious assumptions and deeply held beliefs about this key role. If leadership is about power, why do we give our certain people power rather than seeking to share it with them? Is a leader our leader because he or she represents something important to us—our alter egos, perhaps, or some sort of collective fantasy of ourselves magnified in some way? If this is the case, what is leadership telling us about ourselves? And about the people we hope will guide us? And what if leadership is not about solving problems? What if leaders are most effective when they ask questions rather than get answers? In this case, what would prevent us all from being leaders? And, if questions contain the seeds for lasting organizational success, how do we live in our organization's questions? What are the questions we need to ask to create, in the words of H. Thomas Johnson, "profit beyond measure"? Leadership lessons are omnipresent, if we take the time to access the wisdom that is present for us through the power of questions that matter. When we are able to clear away the clutter that weighs us down as leaders, we can connect to a deeper level of relationships, strategy, resilience, vision, ethics, and creativity. We believe that when we take time to "unlearn" what we already believe to be true about leadership and fully examine our assumptions, we become deeply present, act intentionally, and generate renewed power and direction in our own lives and work. Are you ready to unlearn? What steps can you take in your organization, today, to stop waiting for leadership and start creating it?   Join me and David Isaacs on Leadership on November 11, 2010  Regards to all Adriano Pianesi  www.participactioninc.com back to top

Learning: Why Are Adults Different from Kids?

Tuesday August 10, 2010 Since my son Dylan was born I have been constantly amazed by the magic of his learning. Is learning for children (pedagogy) really that different from learning for adults (andragogy)? Here are a few facts I have collected that might help clarify the difference. I hope these ideas can help you clarify what challenges you might encounter next time you are asked to teach a class at work -- or to entertain a group of children at a party! Children are natural learners and their readiness to learn is rooted in biological development. Adult learners need to take a break from "doing things" before they can get into the "learning mode." Adult learners view learning as a solution to cope with something that is impacting their immediate circumstances. For adults, learning is often sought out as a way to solve a problem or to deal better with something new. As such, adult learners are "problem-centered" and want to immediately apply new information or skills to current problems or situations. Children have a limited experience base. Adult learners have a powerful resource for the learning process: their rich life experience; and they use it actively as they continuously relate new information to previously learned knowledge and experiences. Unfortunately, adult learners are more set in their ways, and are much more likely to reject or explain away new information that contradicts their values, beliefs and opinions. Children, in turn, are open to new information and will readily adjust their views. (I say this, despite having a two-year-old with hearty attachments to his toy alligator and other strong opinions. It's a phase, right?) Children do not have to deal with the anxiety of the "un-learning" process before constructing new knowledge. Adult learners are proud. When a classroom environment is not perceived as safe or supportive, major issues of self-esteem and ego tend to degenerate into conflict. Adults perceive any lack of skill or knowledge as a gap that must be filled as quickly as possible to defend their acquired sense of professionalism and competence. Children do not question the importance of the learning content. Adults have preconceived ideas about what is important to learn and why. Children can be easily segmented by age when they come from similar socioeconomic backgrounds, etc. Adults exhibit significant differences and complexity as individuals, making them much harder to teach in a group with shared learning goals. Adriano Pianesi ParticipAction Consulting Inc. | www.participactioninc.com 306 Aspen Place, Alexandria, Virginia 22305 Ph: 703-920-0208 | Fax: 703-562-0856 | Cell: 202-262-3371 Follow me on Twitter   back to top

How do you teach by using dialogue? Here are some ideas that have worked for me

Monday July 12, 2010 While using dialogic techniques can greatly boost the power of learning, imperfect execution is always a possibility when you try dialogue for adult learning. However, when dialogue has not worked in my classes—that is, when I have not been able to generate participation, engagement, or bring educational value to the content— I have noticed three things that were always missing. What three things can make or break your attempt to become a "dialogic teacher"? back to top Three conditions for ensuring that dialogue works in the class ·         The silence of the trainer. The condition for dialogue to flourish in the class is rather simple for the trainer: He or she needs to be silent more, or, as Stephen Brookfield and Stephen Preskill wrote: "…[curb] the compulsion to say all they would like to say in the interests of promoting engagement and participation." (Discussion as a Way of Teaching, 1999) ·         A safe learning environment. A learning dialogue is impossible if the environment has not been clearly made safe. When you set the right class atmosphere, dialogue starts effortlessly. Avoid lifeless conference rooms if possible, and use or replicate informal room settings with natural light and round tables. ·         A set of clear ground rules. To  ensure that a learning dialogue is conducted properly and achieves full participation, it is important to state and request explicit buy-in to the ground rules you will follow. For example, here are the ones I circulate: shift focus from ideas, to the connection between ideas; shift focus from conflicting views, to how differences bring new insight to the whole; shift focus from the person to the idea, respecting the latter and always reserving skepticism. back to top Five tips to improve the quality of dialogue (in meetings or classes!) ·         An invitation to remember. Start by inviting people to remember a time in their lives when they had a really good conversation. The ability to have good conversations is something people already possess, they simply need to use it in a different context. Remembering what they already know is much easier to learning it from scratch. ·         Duration and purpose. At the outset, clarify the time available and the purpose of the conversation to encourage more effective and productive exchanges. ·         A talking stick. Only the person holding it can speak. This prevents people from talking at the same time. ·         A stone for your thoughts. Distribute five stones per person at the beginning of the dialogue. Whoever talks must relinquish one stone. This works well as a subtle invitation to those dominating the conversation to listen more! ·         A quick reflection. Always make a point to ask: "What could we have done better to improve our dialogue?". Exploring how this inherent human capacity can be used to its full potential is a worthwhile and relevant closing for your dialogue. back to top

What are LEARNING IMPACT MAPS? How do you use them?

Wednesday June 9, 2010 Have you ever tried to guess the final outcome of your training classes in an organization? It's a daunting exercise, especially when your classes deal indirectly with a challenge that your organization is experiencing. So how can you make sure that a training class really makes a dent on the problem? I have successfully used LEARNING IMPACT MAPS and I am happy to share with you how this simple tool can work wonders for any of your learning projects. IT'S IMPORTANT BECAUSE... Quality training programs are focused on creating a change of behavior that affects the bottom line in an organization. We fail in this effort if we do not anticipate and clearly chart a map of: ·          how new knowledge in the workplace is going to translate into effective behaviors ·          how new effective behaviors are going to translate into business results ·          how business results are going to translate into organizational goals Defining in advance the effective beaviors that your classes are supposed to create  results in more effective learning experiences that strengthen the possibilities of real organizational renewal and change. Effective beahaviors through LEARNING IMPACT MAPS should not be viewed as an end in itself, but as a means to ensure learning excellence, innovation, and ultimately change. TRAINING TIP: How do you use LEARNING IMPACT MAPS? ·         Draw four columns in a piece of paper. In the first column write the learning objective of your session ·         In the second column write the behaviors as a result of your session that you hope will emerge after the class ·         In the third column write down the business results that will come from people adopting the effective behaviors described earlier ·         In the fourth column list how these business results will serve the overall organizational goal of the organization you are working in ·         Share the resulting document with your stakeholders and trainees. The discussion that originates will provide clear guidelines for the creation of value as you deliver training sessions. How have you dealt with making sure people understand the link between learning and effective behaviors? In what ways have you helped others to see the link between training and business results? Write your comments here.

How do you engage your learners when teaching a dry subject?

Wednesday May 12, 2010 When I'm asked this question, I answer with a quote that I like a lot by Jacques Barzun, French-American historian and scholar: "It is not the subject but the imagination of the teacher that has to be alive before the interest can be felt."  I like to use Learning Tasks to engage learners and make my training workshop interesting and engaging. Here is what I specifically do: ·         I turn the content of the materials I need to teach from "things learners need to know" (content) into "things learners need to do" (learning tasks) ·         I create scripts for giving instructions for learning tasks so that I can provide my participants with unequivocal understanding of what they are supposed to do                                                                         ·         I force myself to act as a resource rather then a "talking head" during the actual tasks letting the trainees do the work ·         I prepare in advance four or five key questions to manage the learning dialogue that follows an experiential learning task Why do I do all this, rather than traditional lecturing? Isn't easier to create a Powerpoint presentation? Sure, but not as effective. I've noticed from direct observation that the so-called domain knowledge (concepts, facts, and procedures) presented in Powerpoint, while often necessary, seems largely insufficient to empower people to solve problems at work. Adult learners are focused on "knowing how," "knowing when," and "knowing if" in order to improve their own ability to solve problems, often with limited time and incomplete information, in the context of their day-to-day tasks. I've noticed that a workshop made up entirely of learning tasks supports this kind of integration and brings about a more "transferable" and effective learning experience. My feature article in the latest issue of the THE SYSTEMS THINKER says more about this. Check it out  by clicking here. Thanks for sharing your experience What dry subjects have you successfully or unsuccessfully taught? What has worked for you? Share your experience by clicking here.  P.S. Suggestion Box Click here to suggest a topic that is most useful to you. Your success is our highest priority as we develop our blog posts.

What's wrong with lecturing?

Thursday April 1, 2010 Nothing. It can be a great, simple way to teach but unfortunately the most abused method. Lecturing is a leading cause of death of organizational learning during training programs. So I had an irreverent idea: why not mourn its death on April 1st? Check out our tongue-in-cheek death announcement for April Fool's day by clicking here...

Why is UN-LEARNING important? How do you deal with it?

Wednesday March 17, 2010 Have you ever tried to drive on the left side of the road if you are  born in a country in which one drives on the right? Or have you broken out in a sweat trying to learn a foreign language or the latest version of a software system  you have been using for years? All these situations confront us with replacing one behavior with a totally different one; one in which our previous knowledge acts as a barrier to learning something new. How do you deal with this challenge? IT'S IMPORTANT BECAUSE... Good, quality training programs are focused on creating a change of behavior that affects the bottom line in an organization. We fail in this effort if we do not recognize that people's ability to acquire new knowledge in the workplace on an ongoing basis is limited by: ·          their previous knowledge/skills and deeply held assumptions ·          their previous attitudes towards their organization's change initiatives/new programs/new opportunities. Confronting the dimensions of unlearning and relearning results in more effective learning experiences that strengthen the possibilities of real organizational renewal and change. Unlearning should not be viewed as an end in itself, but as a means to ensure learning excellence, innovation, and ultimately change. TRAINING TIP: How do you deal with UNLEARNING? ·         Try to hold three fundamental assumptions towards your trainees: regard, awareness and compassion ·         Be clear about your unlearning objectives: either "sunglasses,""contact lenses," or "eye surgery" ·         In the class take on the four roles that facilitate the unlearning process of your trainees: host, co-learner, devil's advocate, supporter ·         Use experential learning tasks that explicitly touch on previous knowledge and future implemention of learning ·         Support the "after-the-class" process of implementation of learning with technology, trainees supervisor's involvement, and informal events  See more about this by clicking here. How have you dealt with your own unlearning? In what ways have you helped others to unlearn? Write your comments here.

Why Innovative Training (without PowerPoint) has Great Value

Wednesday February 17, 2010 Recently, I had a conversation with someone new to my work and it struck me that she didn't fully understand the value that innovative training (without Powerpoint) can bring to her organization. Understanding training's value helps you make the best decisions about when and why to use it. Innovative Training Supports the Organization's Goals  Lowered Training Costs. Producing traditional training is time consuming whether it's in person or online. With innovative approaches like Conversational Learning, the Learning Construction Site and the World Café , each time a learning opportunity presents itself the training can be set up in less than a week. Because your preparation costs are minimal and the returns you gain from your team avoiding past mistakes has real impact, you lower training costs considerably. Improved Morale. Training organized this way is essentially a work of capacity building. Recent studies reveal that recognition for a job well done is the number one motivator at work. Allowing top-performers to teach your team not only recognizes their work, but it also allows urgent learning topics to bubble up and be dealt with in an organized forum. Increased Productivity. Innovative training is not only done in person but also uses e-learning and webconferencing. It is not bound by geography or time. As a result you can control training's impact on production by training people during down times. In addition, with the current economy, you're asking people to do more with less. So innovative training is a great way to give them the tools and skills needed to enhance their performance. Innovative Training Nurtures a Learning Organization & Community Effective Knowledge Management. Many people see training as a workshop experience. But innovative training includes all sort of online technologies. If - aside from classroom time - you incorporate some of the tools that allow collaboration and conversation, you can capture organizational knowledge that is available for future learners. Encouragement of Sharing. The foundation of a learning community is built on sharing what you know with others. This is where incorporating a forum or wiki really adds value to your team. Depending on how the course is structured, you can encourage sharing of resources and insight gained from the course.   TRAINING TIP One of the challenges with making training more effective is to clearly state its results. I'm an advocate of defining the training results in business terms. If you're training your employees, you might consider how that impacts their learning and new results. Do people have access to training resources when the course is complete? Are you rewarding them for implementing the learning? What accountability mechanism exists after the class? ASK YOURSELF: What action will need to happen in the next 90 days to verify that the knowledge gained in this class has changed some behaviors? Innovative training is cost effective and can produce great results. Where have you seen innovative training effectiveness in action? What suggestions would you offer to those who are just getting started? Feel free to share your ideas via the comments link.   Adriano Pianesi ParticipAction Consulting Inc. | www.participactioninc.com 306 Aspen Place, Alexandria, VA 22305 Ph: 703-920-0208 | Fax: 703-562-0856 | Cell: 202-262-3371 Join me in our conference sessions! STIA Conference, Seattle, November 2-4 Excellence in Government Conference, Washington DC, April 19 IAF 2010 Conference, Chicago, April 20-25 Join me in our public webinars! Pegasus Communication 90-Minute Live Webinar, June 2, 2pm EST      Forward this email to a friend. Not interested anymore? Unsubscribe. ParticipAction Consulting Inc. - 306 Aspen Place | Alexandria, VA 22305 | 202.262.3371 / 703.920.0208