For many years on this site I have kept a page of facilitation resources that is my working library. I haven’t updated it for a long time, and so today, I went through folders and bookmarks and old emails and blog posts and revised the page.
For your edification, my renewed library of Facilitation Resources, free for the taking. The best links and site to partcipatory process I have found.
Enjoy.
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Over the past few years, I have enjoyed watching Otto Scharmer’s practice develop as he moves between the world of high level systems thinking and grounded facilitation practice. The first book he helped write, Presence, was a lovely distillation of his reasearch and I have been working a lot with his new book, Theory U, with its grounding in practice, to work with networks and communities who are trying to access the source of their collective futures.
I have also appreciated his willingness to openly share the tools he and the presencing community have been developing at the Presencing Institute website. It means that we can play with and prototype the use of the tools in different contexts. One of the tools which I have used a lot is the Theory U journalling practice. At the past two Art of Hosting trainings (Bowen Island in September, and Springfield, IL earlier this week) we used that practice to reflect and ground the experience of the Art of Hosting and to set up a way of diving into what comes next, as a way of leaving the deep space of learning together and re-entering the world.
Here are Otto’s questions, taken from the latest version at the Presencing website. The last question is one I have been using as well. The instruction here is to go sort of quickly through these questions, not to get stuck, but to flow through the process. This can be done either as a solo exercise or in groups. If you are working in groups, you could move into a period of small group conversation about some of the learning. The whole things takes 25 minutes minimum, if you give people a minute or so for reflection and writing. I do it the way Otto does it, by reading the questions aloud to the group and having people reflect and write silently the first answers that come to them:
[ 1 ] Challenges: Look at yourself from outside as if you were another person: What are the 3 or 4 most important challenges or tasks that your life (work and non-work) currently presents?
[ 2 ] Self: Write down 3 or 4 important facts about yourself. What are the important accomplishments you have achieved or competencies you have developed in your life (examples: raising children; finishing your education; being a good listener)?
[ 3 ] Emerging Self: What 3 or 4 important aspirations, areas of interest, or undeveloped talents would you like to place more focus on in your future journey (examples: writing a novel or poems; starting a social movement; taking your current work to a new level)?
[ 4 ] Frustration: What about your current work and/or personal life frustrates you the most?
[ 5 ] Energy: What are your most vital sources of energy? What do you love?
[ 6 ] Inner resistance: What is holding you back? Describe 2 or 3 recent situations (in your work or personal life) where you noticed one of the following three voices kicking in, which then prevented you from exploring the situation you were in more deeply:Voice of Judgment: shutting down your open mind (downloading instead of inquiring)
Voice of Cynicism: shutting down your open heart (disconnecting instead of relating)
Voice of Fear: shutting down your open will (holding on to the past or the present instead of letting go)[ 7 ] The crack: Over the past couple of days and weeks, what new aspects of your Self have you noticed? What new questions and themes are occurring to you now?
[ 8 ] Your community: Who makes up your community, and what are their highest hopes in regard to your future journey? Choose three people with different perspectives on your life and explore their hopes for your future (examples: your family; your friends; a parentless child on the street with no access to food, shelter, safety, or education). What might you hope for if you were in their shoes and looking at your life through their eyes?[ 9 ] Helicopter: Watch yourself from above (as if in a helicopter). What are you doing? What are you trying to do in this stage of your professional and personal journey?
[ 10 ] Imagine you could fast-forward to the very last moments of your life, when it is time for you to pass on. Now look back on your life’s journey as a whole. What would you want to see at that moment? What footprint do you want to leave behind on the planet? What would you want to be remembered for by the people who live on after you?
[ 11 ] From that (future) place, look back at your current situation as if you were looking at a different person. Now try to help that other person from the viewpoint of your highest future Self. What advice would you give? Feel, and sense, what the advice is–and then write it down.
[ 12 ] Now return again to the present and crystallize what it is that you want to create: your vision and intention for the next 3-5 years. What vision and intention do you have for yourself and your work? What are some essential core elements of the future that you want to create in your personal, professional, and social life? Describe as concretely as possible the images and elements that occur to you.
[ 13 ] Letting-go: What would you have to let go of in order to bring your vision into reality? What is the old stuff that must die? What is the old skin (behaviors, thought processes, etc.) that you need to shed?
[ 14 ] Seeds: What in your current life or context provides the seeds for the future that you want to create? Where do you see your future beginning?
[ 15 ] Prototyping: Over the next three months, if you were to prototype a microcosm of the future in which you could discover “the new” by doing something, what would that prototype look like?
[ 16 ] People: Who can help you make your highest future possibilities a reality? Who might be your core helpers and partners?
[ 17 ] Action: If you were to take on the project of bringing your intention into reality, what practical first steps would you take over the next 3 to 4 days?
[ 18 ] Anchoring: What is one question you could take with you that would anchor this intention and keep you checking into it?
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Last week I was working with an interesting group of 60 Aboriginal folks who work within the Canadian Forces and the department of National Defense, providing advice and support on Aboriginal issues within the military and civilian systems. We ran two half days in Open Space to work on emerging issues and action plans.
In an interesting side conversation, I spoke with a career soldier about fear. This man, one of the support staff for the gathering, had worked for a couple of decades as a corporal, mostly working as a mechanic on trucks. We got into an interesting conversation about fear. He said to me that he could never do what I do, walking into a circle and speaking to a large group of people. I expressed some surprise at this – after all I was talking to a trained soldier. I asked him if he had ever been in combat and experienced fear. He replied that he had been on a peacekeeping mission in Israel and that at one point in a threatening situtaion he had pointed a loaded gun at someone and awaited the order to fire, but he didn’t feel any fear at all.
We decided that it was first of all all about the stories you tell yourselves and second of all about training and practice. The fear of public speaking – fear that would paralyse even a soldier – is a fear that is borne from a history of equating public speaking with a performance. In school for example we are taught that public speaking is something to be judged rather than a skill to be learned. Imagine if we gave grades for tying a shoelace, or using a toilet or eating food. If we performed these important but mundane tasks with the expectation of reward or punishment, conditional on someone else’s judgement about them, having nothing to do with the final result, we might well develop fear and aversion to these things too.
The fact is that the fear of public speaking – glossophobia – is widespread and this makes me think it has something to do with public schooling. Our training leaves us in a place of competence or fear, and, as much of the training in social skills is undertaken implicitly in school (including deference to authority, conditional self-esteem and a proclivity to answers and judgement rather than question and curiosity) we absorb school’s teaching about these things without knowing where they came from. Certainly when I grew up – and I was a little younger than this soldier I was speaking with – speaking in school was generally either a gradable part of reporting on an assignment or was competitive, as in debating, a practice that was prevalent in my academic high school that sent many young people into competitive speaking careers as lawyers and business people. If you were no good at this form of speaking, the results of being judged on your attempts to get a point across were often humiliating. You lost, or you skulked away with the knowledge that people thought you sucked.
In contrast, my friend’s ability to find himself relatively fearless in an armed confrontation was a result of his military training, which, when it comes to combat, is all aimed having a soldier perform exactly as my friend had – calmly and coolly, especially in a peacekeeping role.
These days, in teaching people how to do facilitation, I am increasingly leaving the tools and techniques aside and instead building in practices of noticing and cultivating fearlessness. When you can walk into a circle fearlessly, you can effectively and magically open space. If you harbour fear about yourself or your abilities, it is hard to get the space open and enter into a trusting relationship with a group of people. Once you can do that, you can use any tool effectively, but the key capacity is not knowing the tool, it is knowing yourself.
How do you teach or learn fearlessness?
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I was thinking the other day about how to teach kids in school Web 2.0 skills, prompted by my friend Brad Ovenell-Carter’s blog post on figuring out how young is too young,
Now my kids, don’t go to school, but they work actively in non-technological settings with collaboration. They spend a lot of time together co-creating games, scenarios, worlds and activities. My daughter, at 11, is helping out in a friend’s store and she helped train other workers on the inventory system the other day before taking inventory with her new trainees. She has also been working with another friend to start up an Amnesty International group on our home island.
The discussion on Brad’s blog has been about critical skills in reading, learning how to read content that is user produced on the web. To me Web 2.0 is about co-creating, so responsible writing is a key piece of the work, so in thinking more about how to teach this I thought about what a Web 2.0 based exam room would look like.
What if we tested kids on collaboration instead of individual achievement? What if a class of 30 kids was given an exam one day but instead of every student getting a test paper there would only be six papers in the whole room. The class would need to divide into groups of five and complete the exam together. The Pass mark would be 95% and they would be allowed to talk to each other, steal ideas, look in books, phone a friend, whatever. Each team of five would be responsible for the overall quality of their own answers, so they would also have to make quality decisions. If there were several long form questions, essays and the like, they could divide the work up, or have a couple of kids draw up an outline and bring it to the group for polishing.
In most school settings, this would be called “cheating.” In the real world this is how it works.
It’s not just about critical reading or accurate writing…it’s about providing real opportunities to practice collaborating and noticing that when you work together, you get a better result than if you work on your own.
Anyone know any teachers out there that have tried something like this?
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The thing about working as a facilitator and helping groups become acquainted with their own brilliance is that you really want to be able to leave a group once it can take care of itself. For me, my consulting practice is as much about building capacity as it is about doing work. Viv captures this beautifully today:
So those of us working as facilitators are demonstrating how to tap into the wisdom of a group of people. How to hear what they are saying, build on each others’ ideas, and create solutions. The world needs a lot of creative solutions, I think. Not everyone has facilitation skills. Not everyone understands the difference between dialogue and debate, when to inquire and when to advocate. These skills will be necessary. Not as a profession – but as something we can all do. Maybe once we could, and we’re on a journey of rediscovery.
For my part, I’m going to continue to try and do myself out of a job. To let others in on ‘secret facilitators’ business’, build capacity where I can, use processes that are easy to learn and transferable, train others, share resources, help each other.