fast game’s a good game 10 techniques in 50 minutes

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

FAST GAME’S A GOOD GAME 10 TECHNIQUES IN

50 MINUTES

Timekeeper leaderChris komarynsky jennie burrows

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Two roads diverged in a wood and I –

I took the one less travelled by

and that has made all the difference (Robert frost)

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

(1) Recognition/ motivation (2) Natural work styles (3) Forcefield analysis (4) Imagineering (5) mind maps (6) Perspectives (7) Wicked problems (8) Debono’s hats (9) SCAMPER (10) Letter to self.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

1. Recognition

We all want to be recognised and acknowledged

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

motivation

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

What employees want…

A Large american study in 1946 was repeated in 1981 and 1995. employers rated what they think employees want. Their ratings did not change over the years. Employee ratings changed significantly between 1946 and 1981. there were minor changes in 1995.

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Aspect of work Employer rank

EmployeEs1946 1981

Good wagesJob security

12

5 54 4

PromotionsGood working conditions

34

7 69 8

Interesting workManagement loyalty

56

6 18 7

Fair disciplineAppreciation

78

10 10

1 2Help on personal problems

Feeling involved910

3 9 2 3

SOURCE: Kovach, k 1995, “Employee Motivation: Addressing a Crucial Factor in your Organization’s Performance”; Employment Relations Today, 22 (2).

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1. Appreciation 2. feeling involved 3. help on personal problems

The moral of the story: show as much appreciation

for good work as possibleInvolve those you work with

in as many work decisions as possible

show real care and help for those in personal difficulty

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6 characteristics of effective

recognition – it is:• Genuine• Fair• Immediate• Frequent • Appropriate• understood

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HOW DO I recognise

YOU…LET ME COUNT THE

WAYS… egs of ways to recognise?

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What RECOGNITION would THE recipient

want:

•Public or private•Formal or informal•Low-key or celebratory

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3 parts TO RECOGNITION:1. tell the person exactly what they did to deserve recognition

2. tell them how the action helped you, the team, the organisation

3. Express your sincere appreciation

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

2. Natural work styles

A questionnaire in your workbook – 23 questions – circle a, b, c or d for each then ADD UP your scores on each

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YOU MAY BE AN:•Investigator•Innovator•Concluder•ImplementerOr…

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A combination…A dominant style followed by the next highest rating style…READ UP ON YOUR WORK STYLE.

SIMILAR CONSTRUCTS: HONEY AND MUMFORD LEARNING STyLES QUESTIONAIRE AND JACKSON’S LEARNING STYLES PROFILE

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3. Force field analysis

ANY SITUATION AT ANY GIVEN TIME IS NOT STATIC…IT IS A DYNAMIC EQUILIBRUIUM PRODUCED BY 2 SETS OF INTERACTING AND OPPOSITE FACTORS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

DRAW A LARGE “T”

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CONSIDERING THE ISSUE YOU PLAN

TO ANALYSE

TO THE FAR left OF THE TOP OF THE T WRITE A DESCRIPTION OF THE current SITUATION

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CURRENT STATE: Nervous to speak up in public

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CONSIDERING THE ISSUE YOU PLAN

TO ANALYSETO THE FAR RIGHT OF THE TOP OF THE T WRITE A DESCRIPTION OF THE IDEAL SITUATION YOU WOULD LIKE TO ACHIEVE

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently,

in public clearly and concisely in any situation

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+DRIVING FORCES RESTRAINING FORCES -

Brainstorm/ list the forces driving you toward the ideal

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in public clearly and concisely

in any situation +DRIVING FORCES RESTRAINING FORCES -

Increases self esteem

Helps career

Communicates ideas

Contributes to a plan

Encourages others to speak

Increases energy of group

Helps clarify ideas via feedback

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+DRIVING FORCES RESTRAINING FORCES -

Brainstorm/ list the forces

restraining movement toward the

ideal

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in public clearly and concisely

in any situation +DRIVING FORCES RESTRAINING FORCES -

Past embarrassments

Afraid to make mistakes

Lack of knowledge on the topic

Afraid people will laugh

May forget what to say

Too revealing

Lack of confidence in personal appearance

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in public clearly and concisely

in any situation +DRIVING FORCES RESTRAINING FORCES -Increases self esteem

Helps career

Communicates ideas

Contributes to a plan

Encourages others to speak

Increases energy of group

Helps clarify ideas via feedback

Past embarrassments

Afraid to make mistakes

Lack of knowledge on the topic

Afraid people will laugh

May forget what to say

Too revealing

Lack of confidence in personal appearance

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ranking

Rank both sets of forces in order of importance (optional) and identify Courses of action for reducing restraining forces and/or strengthening driving forces

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4. iMagineeringhow would a procedure/ process/ system function if every aspect performed perfectly eg assessment

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

rate each feature on a scale of importance.

rate each feature on current performance.

Identify opportunities for improvement and develop action plans.

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5. Mind maps

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Start in the centre of blank paper turned sideways

Make a colourful image to represent the topic of creativity

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Use key words, symbols, arrows, colours, boxes

Radiate the main themes in capital letters with different colours

Branch off the main themes to add second levels of thought

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

perspectivesLOOKING IS THE ART OF EXPLORATION

WE CAN EXPLORE BY:•HOVERING•CIRCLING•PEERING•Sensory languages

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HOVERINGMENTALLY HOVER OVER A

SITUATION. SUSPEND JUDGEMENT. LISTEN TO YOURSELF AND THE SITUATION. BE OPEN MINDED AND INQUISITIVE. ONE THOUGHT TRIGGERS ANOTHER. THE FIRST EXPLORATION MAY LEAD TO A SECOND MORE PROFOUND EXPLORATION.

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When might we encourage students to “hover”?

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CIRCLINGEXPLORE the situation FROM DIFFERENT PERSPECTIVES EG THE POINT OF VIEW OF DIFFERENT STAKE-HOLDERS, FROM DIFFERENT ANGLES, OR from the view of a child…

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Ask child-like questions

Why is the sky blue?Why do zebras have stripes?

Why can’t we fly?Why do we have to wait to see pictures? (this last one inspired the first work on the polaroid camera)

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

or from a different vantage point

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PEERINGMove between THE BIG PICTURE AND THE LITTLE PICTURE. USE SIMPLE QUESTIONS LIKE WHAT, WHY, HOW, WhERE. ZOOM IN – ZOOM OUT. ASK “WHY NOT?”

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

USE OF OTHER SENSORY

LANGUAGES

sensory IMAGERY eg visual imagery RESPONDS TO THE SENSE OF SIGHT.

what about other senses?

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Close your eyes

And imagine:The laugh of a friend

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Did it happen? Write c for clear, v for vague or n for nothing.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Now imagine:

The sound of thunder

Write c, v or n each time

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The feel of diving into a cold swimming pool

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The feel of a runny nose

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The smell of fish

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The smell of petrol

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The taste of a pineapple

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The taste of toothpaste

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The muscular sensation of throwing a rock

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The sensation of having eaten too much

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The sensation of extreme happiness

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7. Wicked problems In 1973, Horst Rittel

and Melvin Webber, urban planners at the University of Berkley, wrote an article entitled "Dilemmas in a General Theory of Planning".

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They observed that there are social planning problems that cannot be successfully treated with traditional linear, analytical approaches.

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They called these wicked problems, in contrast to tame problems. They wrote:

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"The classical systems approach … is based on the assumption that a planning project can be organized into distinct phases: understand the problem, gather information, synthesize information, wait for the creative leap, work out solutions and the like. For wicked problems however, this type of scheme does not work.

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One cannot understand the problem without knowing about its context; one cannot meaningfully search for information without the orientation of a solution concept; one cannot first understand, then solve."

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What do they mean?????Wicked problems have 10 properties. To start:1. You don’t under-stand the problem until you have developed a solution

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

2. Wicked problems have no end point

3. Solutions are not right or wrong but only good or bad

4. There is no complete list of methods to solve wicked problems

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

5. For every wicked problem, there is always more than one explanation, and every explanation depends on the world view of the designer

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

6. Every wicked problem is a symptom of a higher level problem

7. You cannot definitively test their solutions

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8. You only get one shot at a wicked problem

9. Every wicked problem is unique

10. Wicked problem solvers are fully responsible for their actions

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Wicked problems are ill-defined, ambiguous and associated with strong moral, political and professional issues.

As they are strongly stakeholder dependent, there is often little consensus about what the problem is, let alone how to resolve it.

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wicked problems won't keep still; they are sets of complex, interacting issues evolving in a dynamic social context. Often, new forms of wicked problems emerge as a result of trying to understand and solve one of them.

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Egs of wicked problems:How should we fight the "War

on Terrorism?" How should scientific and

technological development be governed?

How should we deal with tensions between students in our schools?

How should our organisation develop in the face of an uncertain future?

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8. De bono’s hatsA technique used to

unscramble the different types of thinking in the brain. team members brainstorm, all wearing the same coloured hat, and then another, in this order:

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

White hatObjectivity. Data. Facts. Figures. Information.

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red hatemotion. Feelings. Fire. Warmth. Hunches. Intuition.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

black hatDevil’s advocate. Negative judgement. Why it won’t work. Problems. Risks. Mistakes.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

yellow hatOptimism. Sunshine. Brightness. Positive assessment. Why it will work. What’s right. Constructive ideas.

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

green hatGrowth. Energy. Creativity. Provocative. Lateral thoughts. New ideas. Possibilities. Proposals.

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

blue hatThe sky. The overview. The process of thinking itself. Summarizing for action.

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

scamperA checklist of idea-

spurring questions•Substitute•Combine•Adapt•Modify, magnify, minify•Put to other uses•Eliminate •Reverse; rearrange

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Identify the subject Ask scamper questions about each step of the subject.

See what new ideas emerge.

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eg – assessment techniquesSubstitute

What can I substitute to make an improvement? What if I swap this for that and see what happens? How can I substitute the place, time, materials or people?

(or the weather…)

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Combine: What materials, features, processes, people, products or components can I combine? Where can I build synergy?

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Adapt:What part of the product could I change? And in exchange for what? What if I were to change the characteristics of a component?

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Modify/magnify/minify:What happens if I warp or exaggerate a feature or component? What will happen if I modify the process in some way?

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Put to other purposes:

What other market could I use this product in? Who or what else might be able to use it?

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THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Eliminate:What would happen if I removed a component or part of it? How else would I achieve the solution without the normal way of doing it?

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Rearrange/reverse:What if I did it the other way round? What if I reverse the order it is done or the way it is used? How would I achieve the opposite effect?

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Letter to selfSpend 3 minutes to write a letter to yourself about what you have learned today.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

What commitment can you make? Eg to find out more about a topic. To use a technique with a group. etc

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Raise your hand when your letter is complete so we can give you an envelope.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

Write your address on the stamped envelope. You will receive your letter in 4 weeks time.

THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS

thankyouJennie burrowsProject managerBay 6 atpPh 9209 4046Email jennie.burrows@tafensw.edu.au