fast game’s a good game 10 techniques in 50 minutes
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FAST GAME’S A GOOD GAME 10 TECHNIQUES IN 50 MINUTES. Timekeeper leader Chris komarynsky 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). (1) Recognition/ motivation - PowerPoint PPT PresentationTRANSCRIPT
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.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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).
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
6 characteristics of effective
recognition – it is:• Genuine• Fair• Immediate• Frequent • Appropriate• understood
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
HOW DO I recognise
YOU…LET ME COUNT THE
WAYS… egs of ways to recognise?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
What RECOGNITION would THE recipient
want:
•Public or private•Formal or informal•Low-key or celebratory
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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…
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
When might we encourage students to “hover”?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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".
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
They observed that there are social planning problems that cannot be successfully treated with traditional linear, analytical approaches.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
They called these wicked problems, in contrast to tame problems. They wrote:
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
"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.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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."
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
green hatGrowth. Energy. Creativity. Provocative. Lateral thoughts. New ideas. Possibilities. Proposals.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
blue hatThe sky. The overview. The process of thinking itself. Summarizing for action.
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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…)
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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?
THE LEARNING POWERHOUSE 4 AUGUST 2006 JENNIE BURROWS
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 [email protected]