Inside Out

We rarely use trust falls, they come with significant risk and, while they can be fun, the benefits aren’t really clear, except maybe as a metaphor for trust within a team. As usual Scott Adams has his own particular take on on them…

via Brian

Most courses evolve. They start as either a client brief, or from an idea by our staff and then move through various conversations and revisions, being changed even as they are being delivered. Looking through my file from a leadership course back in March, I found this piece of paper. It was the outcome of 30 minutes discussion between two of us and it became a very successful “Looking at Leadership” course that finished with the participants rowing the length of Windermere.

The fact that you can read it means the handwriting isn’t mine but I love the fact that, for one course at least, it is possible to pinpoint when all the ideas came together. [Click for a larger version]

We use review and reflection a lot at Totem. Experiential learning, which underpins everything we do is not just learning from doing, it’s learning from thinking about doing.

Have you got 5 minutes each day to help improve your life, across the board? This article suggests that it might be a good idea to find the time.

The best way to use the last five minutes of every day.

Via Lorna (again), photo from Slack12′s flickrstream under CC BY-NC-ND 2.0

Heard at a conference this weekend:

“…and of course you can make the task harder by giving a vaguer brief.”

No! No! No! No! No! No! No! No! No! No! and No!

Giving a vague brief doesn’t make tasks harder, it makes them more frustrating. Participants spend more time looking to their facilitators to get clarification about what they need to do than looking at themselves or each other. It puts you in the position of power and takes away their ability to operate without your intervention.

By all means make your tasks harder, but at least have enough respect for your participants to make the briefs clear.

Photo from Martin Kingsley’s flickrstream under CC BY 2.0.

We’ve had a number of odd situations on Totem courses.

We’ve had Mission Specialists from the Welsh Space Agency chasing members of the Ukrainian Warfare Department across the hills of Snowdonia.

We’ve had loyal Comrades of the People’s Liberated Taldovian State recovering gold from the bottom of the Cripsian Sea.

We’ve helped apprentices recover the parts of a top secret battery from across Dartmoor.

(However, unlike one of the organsations we work with, we haven’t, to date, had anyone arrested for  impersonating a member of the local CID.)

Yesterday, Lorna, (whose producing some great material at the moment) has come up with a team exercise that makes our situations look humdrum and everyday.

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For a project at work, Lorna, a friend of Totem’s was asked to think about her values, what’s important to her and how that influences how and why she does things. She describes her self as “over thinking the answer”. We think she got it spot on.

“I want to go to work each day to a job I find challenging and satisfying…”

How would you describe your values?

As companies start to feel the effects of this economic downturn, their thoughts turn to their bottom line. Items considered non-essential to core business activities go by the wayside in the quest to reduce outgoings. Many managers see training as falling within that category, nice to have but can do without.

They’re wrong.

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Review is a key tool for almost all forms of learning. Whether you call it an “after action report” or a “personal reflection”, we must review our actions if we are to learn from them.

Choosing the right form of review is a skilled task, more art than science. Here are 10 questions to ask yourself before you dive into your next review

1. Do we want to review what just happened?

Sometimes it’s important to review as a group, sometimes it’s best to let the action speak for itself. The individual’s reflection over time may be enough.

2. Are we ready to review yet?

Even if we want to review the action, are the participants in a state where it will be useful? Could they do with more time to process what just happened or are they bursting to share their thoughts?

3. Is this the right time to review?

Even if we feel ready to review what just happened, is it worth leaving until we have eaten or are less tired, or do we need to capture the learning now?

4. Are we in the right location to review?

Sometimes it helps to be at the scene of the action, sometimes some distance is useful. Is this setting inspirational, will it help anchor the learning. Are there distractions and are they useful?

5. Are the right people here to ensure a successful review?

Do we need the whole group here? Should we split into smaller groups? Do some people need to reflect on their own? With or without leaders/trainers?

6. What role will I have in the review?

Should I contribute? Facilitate? Sit quietly? Be absent? Observe?

7. What format and structure will the review take?

Options include: Group discussion, written reports, structured notes, questionnaires, presentations, personal conversations, pictures, slideshows.

8. What tools do I have available to me during the review?

Do I have access to exercises, models, pictures and theories that might help explain my points, or help others to make theirs?

9. Are we going to capture the review for further review?

Is the review of interest to anyone other than the participants? Will they want a chance to revisit the review again later? Will they be building on this review?

10. If we are, how?

Sometimes taking notes is useful, what about video? Is there a formal system in place for reflection that needs to be completed?

This story from the days of the Apollo missions is probably apocryphal but it does raise an interesting point about the difference between job descriptions and vision.

In 1967 a journalist is wandering round NASA’s Jet Propulsion Laboratory talking to people involved in the Apollo missions.

He encounters a man wearing the default engineer’s uniform of a white shirt and blue tie, a slide rule sticking out of his top pocket.

“Sorry to interrupt” says the journalist, “but do you mind me asking what you your job is?”

“No problem” replies the engineer, “my job is to calculate the mass flow rate of RP-1 fuel through each of the engines of the Saturn rocket”.

The journalist dutifully writes this down in his note book and thanks the engineer. In the office across the hallway he finds another man, dressed in a dark suit. He knocks politely then asks,

“Hello, I’m doing an article on the staff at NASA and I am trying to find out what peoples jobs are.”

“I’m the Lunar Module Flight Plan Director.” says the man in the suit,  “I manage and approve all changes the the LMFP.”

Again the journalist writes down what the man says and wanders off to find someone else. At the end of the corridor is a man in NASA overalls sweeping the floor. Under the blue and red logo is the word ‘Janitor’.

Sensing the possibility of a human interest story the journalist approaches the man

“I can see you are a janitor”, he says “but what does your job involve?”

“That’s easy”, replies the janitor “I’m putting man on the moon”.

Why do it?

Is “Because it’s there” a good enough reason to do something? Do you want to do it to become wealthier, to be more secure, to learn something or just to get to the top?

Prepare

You need to work out what you resources you need, you need to work out a rough schedule as well. You also need to make sure you’re up to the task and have the right team around you.

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