mpm master of project management
TRANSCRIPT
MPM – Master of Project Management
Can improv improve teamwork?
How can the tools of improv be used by leaders to create high
performing teams by improving active listening, increasing
psychological safety and, as a result, boosting creativity?
May, 2021
Student: Guðný Birna Ármannsdóttir
Social Security Number: 221180–5779
Supervisor: Bob Dignen
Thesis of 9 ECTS - Master of Project Management (MPM)
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CAN IMPROV IMPROVE TEAMWORK?
Guðný Birna Ármannsdóttir
Paper presented as part of requirements for the degree of Master of Project
Management (MPM) Reykjavik University - May 2021
ABSTRACT
Improv is a collaborative practice founded on clear and positive principles such as
being in the moment, listening intensively, co-creating and making sure that your
team-mate looks good. By keeping a sense of lightness, positivity and fun, an
environment can be created in which experimenting is safe and productive. It enables
groups to interact and perform highly effectively by ensuring the presence of key
interpersonal skills.
In a fast-moving corporate world of constant and unpredictable change, the
requirement that professionals have good interpersonal or social skills is high. It has
been stated that psychological safety, the phenomena where individuals have the
confidence to speak out, feel safe to make and admit to mistakes, ask questions and
feel ready to trust their co-workers, is the foundation for high performing teams
(Edmondson, 2019). By using the tools of improv within a training or team building
context, leaders can create an atmosphere where team members can feel secure to
be themselves, communicate effectively and have a safe space to deal with mistakes.
By putting an emphasize on creating psychological safety leaders are creating a
starting point for creativity to thrive and for performance to soar.
This paper will introduce the central aspects of improvisation and examine how they
can be used to develop and support effective teamwork. An improv class was held for
MPM students and feedback collected. The feedback gave a clear indication that improv
tools can be highly beneficial. The principles of improv collaboration - being co-
creative, having fun, listening powerfully, supporting and creating a safe space to take
risks - helped people to connect and to perform, offering much promise for their
application by project leaders and their teams.
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INTRODUCTION
Everyone strives to feel that they matter. They want their contribution at work to add
value to the company. They look to develop ever more effective communications skills,
emotional intelligence and team skills, so vital to their organisations which want to
foster a performance culture where creativity can thrive.
Improvisation is a disciplined and focused form of collaboration: it is very much
about being focused, in the moment, almost like yoga to support professional
performance. Developmentally, it can help to increase emotional intelligence and
develop flexibility and resilience, teaching how to pivot when in a hard spot. Kelly
Leonard and Tom Yorton, from the improvisational enterprise The Second City in
Chicago, state that applying the elements of improv can clearly improve teamwork.
The tools assist teams to generate ideas more quickly, improve communication, to
tackle challenges head on, and increase cross-team collaboration by breaking down
organizational silos and enhancing creative thinking (2015).
This paper investigates how the tools of improv can be used by leaders to
create high performing teams by improving active listening, increasing
psychological safety and, as a result, boosting creativity.
Active listening occurs when the listener tries to hear and identify both
intellectual and emotional messages from the speaker. The listener focuses on what
the speaker is saying, whilst confirming the content and the emotion behind the
message (Teniente & Guerra, 2011).
In their book, “Project: Communication”, Haukur Ingi and Helgi Thor state that
listening is one of the key skills in good communication. They outline a four-step
exercise for project professionals which clarifies the basic behaviours of active
listening. Step 1- Listen without showing any reaction or interest while sitting
passively. Step 2- Repeat the conversation, this time give simple gestures and minimal
responses such as “yes”, “interesting” and “aha”. Step 3 - Help the speaker to express
him-/herself with short open-ended questions (i.e. questions that do not allow for yes
or no answers -refrain from why questions). Step 4 - Summarize what the speaker
has said using their words as much as possible (Jonasson & Ingason, 2019).
Psychological Safety is a term coined by Amy C. Edmondson, who encountered
the phenomenon in the mid 1990’s.
Psychological safety is broadly defined as a climate in which people are
comfortable expressing and being themselves. More specifically, when people
have psychological safety at work, they feel comfortable sharing concerns and
mistakes without fear of embarrassment or retribution. They are confident that
they can speak up and won’t be humiliated, ignored, or blamed. They know
they can ask questions when they are unsure about something. They tend to
trust and respect their colleagues. When a work environment has reasonably
high psychological safety, good things happen: mistakes are reported quickly
so that prompt corrective action can be taken; seamless coordination across
groups or departments is enabled, and potentially game-changing ideas for
innovation are shared. In short, psychological safety is a crucial source of value
creation in organizations operating in a complex, changing environment
(Edmondson, 2019, p. xvi).
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The term grew in currency and reputation following the Aristotle project
conducted by Google which highlighted that psychological safety was the most
important factor in ensuring high performance in its internal teams. The findings
defined the following factors driving high performance in the following order of
importance:
1. Psychological Safety: Team members feel safe to take risks and be
vulnerable in front of each other.
2. Dependability: Team members get things done on time and meet Google’s
high bar for excellence.
3. Structure & Clarity: Team members have clear roles, plans, and goals.
4. Meaning: Work is personally important to team members.
5. Impact: Team members think their work matters and creates change.
(Guide: Understand Team Effectiveness, n.d.)
Creativity is not a talent - it is a way of operating (Video Arts, 2017). The
creative mind sees possibilities or connections in order to see how things can be done
(Adair, 2009). When being creative and doing something challenging and interesting
it is like the time stands still and you get swept into a state which has been defined as
“Flow”. Mihaly Csikszentmihalyi defined flow as a state when individuals get so swept
away by some activity that nothing else seems to matter. This experience gives them
such great joy that they will do it just for the sake of it, even at great cost (2008).
Importantly, it is believed to be possible to teach individuals how to create the
circumstances to allow individuals to be creative (Cleese, 2020).
The role of a leader is to bring people together and, by doing so, help them
reach a common understanding and commitment to reach defined goals. Listening
skills, psychological safety and creativity are noted as significant drivers of and
requirements for high team performance. Listening builds better understanding of
others’ perspectives, supporting decision making and collaboration. Innovation is
central to many projects; when dealing with unique problems, individuals need to be
able think outside the box and be open for failure. Individuals that have the mindset
to learn from mistakes and turn it to personal growth are well suited to thrive in
complexity (Berger & Johnston, 2016). This tolerance for failure is central to the notion
of psychological safety.
These three dimensions intersect in important ways. Listening is fundamental
to the creation of psychological safety; creativity can flourish where psychological
safety is present. The simple act of giving individuals the feeling that they are heard
and a belief that their input matters can stimulate better communication, increasing
a sense of belonging of team membership. Fear of failure is often said to be a
creativity killer. By providing an environment where mistakes can happen, an
environment well suited for creativity is fostered.
An Improv class was hosted in the Reykjavik University for first year MPM
students, and three surveys were performed. The students answered the first survey
just before the class started, the second immediately afterwards, and the third two
weeks after the class. A survey was also conducted with students who had attended
an 8-week improv course in the year 2020-2021 at the Improv School in Reykjavik.
For the scope of this project survey 1 and 2 will be presented in the result chapter and
the results from survey 3 and the survey from the alumni from Improv School will be
accessible in Appendices 1 and 2.
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LITERATURE REVIEW
“We all do it (improvise) every day — none of us
goes through our day-to-day life with a script to tell us what to do.”
Kim “Howard” Johnson (Halpern et al., 1994, p. 5)
Improvisation, by definition, is the activity of making or doing something not planned
beforehand, using whatever can be found (Improvisation, 2021).
The foundation of American improvisational theatre originates from children’s
games. These games were designed by a social worker, Viola Spolin, to help immigrant
children adjust to the new surroundings and culture of the city of Chicago. Paul Sills
(Violas’ son) alongside Bernie Sahils and Howard Alk later founded The Second City in
1959. There they created a new ensemble based comic art which was rooted in Violas
games (Leonard & Yorton, 2015).
“The techniques of the theatre are the technique of communicating.”
(Spolin, 1999, p. 19)
Keith Johnstone is another pioneer of improv and the creator of Theatresports,
inspired by pro wrestling. Keith, along with Mel Tonken, founded the Loose Moose
theatre in Calgary in the 70’s (‘Keith Johnstone’, 2021). Johnstone was a firm believer
of confronting fear. He always liked to start with the fear and really understand the
fear (The Suggestibles Improv Company, 2013).
“Look for the obvious, not the clever! Be average!”
Keith Johnstone (TEDx Talks, 2016)
In improv individuals never know what is about to happen; there is no script.
The actors need to listen, work together, have an open mindset and be spontaneous
to be able to create a show on the spot (P.Hombach, personal communication, April
12th 2021). Accordingly, it should come as no surprise that improv actors are
specialists in social skills, which benefits them greatly in their business and personal
life (D. Jóhannsdóttir, personal communication, April 10th 2021).
Social skills are increasingly recognised as relevant in a professional context.
In a VUCA world (see.Figure 1- VUCA (Bennet & Lemoine, 2014)) employees require
good people skills to be able to navigate collaboratively uncertain circumstances and
project realities ahead of them. They need tools to manage stressful situations
individually and collectively (Bennett & Lemoine, 2014).
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Figure 1- VUCA (Bennet & Lemoine, 2014)
Building teams and fostering effective teamwork are central to professional life
for many leaders. Effective teamwork demands high social competence among team
members to communicate effectively and create a collaborative environment where
people can speak up and share ideas as a way to achieve results.
Our ability to communicate is developed over many years, beginning in early
childhood, and sculpted by life experience. Effective interpersonal communication is
required as soon as there is more than one person involved in an activity. Although
largely a conscious and verbal process, there is a need to be aware of the unconscious
element to it. Additionally, non-verbal aspects such as body language and tone of voice
are significant (Jonasson & Ingason, 2019). Despite the advanced nature of modern
industrial society, the teaching and development of social skills is still largely ad hoc
and under-developed in both state education systems and in corporate life.
Improv, as a practice, defines itself with clear principles of social interaction
and social competence, although these are not set in stone. There is variation between
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improv artists as to which guidelines are followed. After comparing different improv
guidelines, the following five were extracted and will be explored further within this
paper:
1. Say “Yes, and…”
2. Take care of your team member(s)
3. Be in the moment
4. Make mistakes
5. Have fun
1. Say “Yes, and…”
One of the most important rules in improv is “Yes, and”:
Yes: means that you are agreeing with the offer given.
And: means that you add to it.
“Yes, and…” is a powerful tool to use in business to make something out of
nothing and highly beneficial when brainstorming to assemble ideas without
judgements. By using “Yes, and…” we give each idea the light of day and the chance
to be added to and acted on. Improvisation is a way to dial down judgment by taking
the focus off ourselves and personal bias. The use of responses such as “No” and “Yes,
but” are very often used by individuals who aim to keep control rather than open a
dialogue (Leonard & Yorton, 2015).
Whilst “No” is more obviously a ‘conversation killer’, saying “Yes” to agreeing,
but adding nothing, or saying “Yes but” to contradict the interlocutor can also act to
reduce the potential of a conversation. If we think of communication composed of Lego
building blocks, we want to say “yes” to the foundation made and make our “and” the
act to add to the block already set. We want to make one big tower, not many small
ones (Dóra Jóhannsdóttir, personal communication, April 10th 2021).
To effectively use “Yes, and…” individuals need to be willing to go on with what
is happening around them and to postpone their own planned communication which
was being formulated as others were speaking. Improv requires people to stay in the
moment, listening intensely to others and reacting creatively to the common idea,
thereby also fostering a sense of ‘group’. When co-creating material people experience
themselves as being creative (Paul Hombach, personal communication, April 12th
2021).
“Yes, and…” does not mean that every idea will be acted on, but it gives it a
chance to see the light of day, and the chance to see if it can flourish. “Yes, and..”
creates mutual respect, where everyone is heard and respected, an ingredient that
makes it possible to overcome differences of opinion and challenges as a team. As
soon as team members abandon the idea that they need to be the smartest person in
the room and start working as a member of a group, they give room for magic to
happen. The “Yes, and…” method helps employees to be more engaged; they can
become better at problem-solving which can increase their creativity. “Yes, and…” can
be viewed as a foundation for creativity (Leonard & Yorton, 2015). This method also
helps team members who tend to sit silently on the side-lines to participate in an
inclusive solution process.
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2. Take care of your team member(s)
“Improv is like the military, leave no man behind”
Amy Pohler (Charlie Rose, 2014)
In improv co-actor(s) are treated as if they are stars; it is they who shine, not
‘I’. This shifting of focus from ourselves to others can increase both reputation and
acceptance in a team. Detached in some sense from ego, individuals also find
themselves disconnected from their inner critics, this will inevitably free them and
allows for creativity to flow. The improv artist at Improv Iceland performs a ritual of
gathering in a group hug and saying: “I’ve got your back”. With that notion everyone
steps on stage knowing that they can trust that if their co-star will come along and
assist at any moment (Dóra Jóhannsdóttir, personal communication, April 10th 2021).
Teams and ensembles are often highly diverse, composed of individuals with
different obstacles: some might need a gentle push to overcome shyness while other
need to learn how to hold back when they do not leave room enough for others (Byron
Trevor Martin, personal communication, April 13th 2021).
There is warmth and kindness involved in the practice of improv, and that helps
people stay within the line of political correctness (Paul Hombach, personal
communication, April 12th 2021).
There is an aim in life to replace competition with co-operation. When people
are kind and considerate, a sense of security is automatically promoted. To have the
ability thrive in chaos, the sense of security the feeling that someone has you back is
essential (Madson, 2005).
Andrew Alexander, Second City co-owner and producer, takes the leadership
view that it is important to hire the right people for the right positions and allow them
to do their work without constant interruptions. Leaders should set parameters for a
given project for clarity, assist with timeline and then hand the job over to a trusted
team and get out of the way (Leonard & Yorton, 2015).
3. Be in the moment
“The intuitive can only respond in the immediacy – right now. It comes bearing gifts
in the moment of spontaneity, the moment we are freed to relate and act, involving
ourselves in the moving, changing world around us.”
(Spolin, 1999, p. 4)
Being in the moment is one of the main components of improv. Individuals need
to make “The Now” their world and relinquish planning or thinking ahead thoughts.
Along with the notion of not preparing is the idea that the ego is let go in the sense as
individuals trust that their experience and knowledge will prepare them for the moment
(Madson, 2005). If we manage to avoid getting stuck in our thoughts we manage to
listen better and let our intuition lead us (Dóra Jóhannsdóttir, personal communication,
April 10th 2021).
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In her book, Patricia Ryan Madson talks about the importance of general
purpose, encouraging individuals not to let their feelings of unpreparedness run the
show. Having a general purpose perspective can help to reduce stress and adjust the
need for specific aim (Madson, 2005).
Using the tools of improv can also help you when experiencing hard times,
acting as a form of mindfulness. When in the moment, you can put other things aside
for a while (Paul Hombach, personal communication, April 12th 2021).
4. Make mistakes
“You can’t learn anything without failing!”
Keith Johnstone (The Suggestibles Improv Company, 2013)
Fear of failure is often termed a creativity killer. To increase creativity,
individuals need to change their view of mistakes, and incorporate a culture were
failing is inevitable (Leonard & Yorton, 2015). People tend to punish themselves when
making mistakes and, therefore, improv can help teach the lesson to deal with failure
whilst remaining happy (The Suggestibles Improv Company, 2013).
Failure in improv, in fact, can be great fun. Teaching employees the art of failing
via Improv is relatively straightforward and can open the discussion up in a fun way.
We say: “Fail earlier, fail happy and succeed sooner” (Paul Hombach, personal
communication, April 12th 2021).
The psychologist Dr. Donald MacKinnon carried out research into creativity
during the sixties. He studied architects and compared what he considered to be
creative and non-creative architects. He found two key differences between the two
types: the creative architects had not lost their sense of play and they tried to stall
decision-making as long as possible. With sense of play, MacKinnon meant their
enjoyment while figuring out a puzzle without the fear of making mistakes, the ability
that many individuals lose when growing up. Some might suggest that delaying final
decisions makes people indecisive, but he estimated their tolerance to vague
discomfort was higher than others. Discomfort is the main reason people hurry up to
make decisions. If we remain in the uncomfortable place for longer, we might even
get more information or even a better idea on a solution (Serraino, 2016).
When stuck in an uncomfortable situation there is a strong urge to go into
solution mode immediately. If individuals switch into solution mode too early, they can
miss the opportunity to learn something or witness a personal growth. Before releasing
the tension, it can be beneficial to understand the problem. A lesson to learn from
improv actors is to stay in that uncomfortable place; there the tension rises: What
does it really mean to feel the problem? And maybe make the problem bigger. To stay
in that kind of uncomfortable spot and live in it for a while can be a lesson to really
understand the problem before switching to solution mode (Byron Trevor Martin,
personal communication, April 13th 2021).
Overall, associated psychosomatic benefits may be linked to Improv. Paul
Hombach, an improv artist from Bonn Germany, states that after 30 years in this
profession, the positive effects of the improv method are obvious to him. Improvisation
can help keep stress levels down; the technique can calm and fosters resilience to
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stressful situations. It is a known fact that our brain does not function in the same way
under stress as under normal circumstances. Therefore, improvisation may also be a
tool for leaders to enable better decision making under pressure and or in complex
contexts (personal communication, April 12th 2021).
5. Have fun
“Humour is an incredible and powerful tool for inclusion and for connection!”
- Tim Gard (TEDx Talks, 2019)
When we allow ourselves to have fun, we loosen up. Enjoyment makes our
brain more flexible for new learnings. Finding joy in what we do, even ordinary tasks,
can change our life. Play is essential to human growth (Madson, 2005).
“A guide to the Project Management Body of Knowledge” states that one of the
desired qualities and skills of a leader is the ability to build teams, be service-oriented,
and share fun and humour effectively with team members (Institute, 2017).
Storytelling has become a widely recognized leadership tool for knowledge
sharing. The act of admitting and embracing your own shortcomings and making fun
of yourself can make you more likeable and relatable (Carter, 2001). By using stories
leaders can add clarity because people learn more from stories than dry statistics.
Leaders can use storytelling to engage employees and in the same time increase their
ability to influence and lead (Koppett, 2013).
Improvisation gives room for playfulness to exist and has benefits in lowering
stress levels. Happy people are more productive people, and the tools of improv can
assist with helping individuals adapt to different circumstances (Gee, 2011).
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Previous research
The biggest research regarding Improv as a Leadership Model was published by Dr.
Farnaz Tabaee in 2013. Her doctorate thesis from Pepperdine University California,
“Effects of improvisation techniques in leadership development”, assessed a pilot
workshop where the Holistic Improvisational Leadership Model she developed was
applied (see Figure 2- F. Tabaee, 2013).
Figure 2- F. Tabaee, 2013
The study gathered data regarding the learnings of 67 leaders (from various
regions, industries and organizations) during the workshop, and immediately after, 1
and 3 months after the workshop. The study was tested on 6 pilot groups (Tabaee,
2013).
The primary findings of the study were as followed:
• Participants gained significant benefits from the workshop in working with
others and in their ability to lead.
• All executives and senior leaders said they acquired more effective listening
skills.
• Over 70% of leaders gained the awareness that their decision-making at work
were made spontaneously.
• The concept of risk and celebrating failure had transformational impact on
participants’:
o Sense of self
o Willingness to take risk.
o Willingness to acquire new skills.
• The workshop assisted with lowering levels of stress and enhanced
mindfulness.
• Optimal length of course for effectiveness is 3.5 hours in one session.
o Recommended to have a follow up learning session(s) (1-3 sessions)
o Recommended to teach to leaders first and then teaching this to all
employees. (Tabaee, 2013)
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RESEARCH METHOD
In order to measure the effect that an Improv Class can have on leaders a 2.5-hour
class was hosted at the Reykjavik University April 10th 2021.
To retrieve participants feedback qualitive methods were used in the form of
Survey Monkey questionnaires which were presented both before and after the course
(http://www.surveymonkey.com). The number of participants was 34; all were first-
year students of the MPM-program (Master of Project Management) at Reykjavik
University. This Improv Class was hosted as a final part of an intensive course in
communication, Project teams and group dynamics.
Two teachers from the Improv School in Reykjavik hosted the course, Dóra
Jóhannsdóttir and Máni Arnarson.
Survey 1 – before starting the improv class:
1. What do you expect to gain from the Improv Class?
2. In what way could this Improv Class enhance what you have learnt
already in the course?
3. How are you feeling just before starting the Improv class?
a. Excited
b. Fine
c. Stressed
d. Other – please explain!
4. What are the key elements of a high performing team in your opinion?
5. What are the key elements that describe a good leader in your opinion?
Survey 2 – after the improv class:
1. What feelings stay behind after the Improv Class?
2. What was most interesting and why? Were there any surprises?
3. In what way do you think Improv can assist project managers and other
leaders in their professional life?
4. How was your experience in this class compared to other Communication-
and/or leadership courses you have attended?
5. Are you interested to learn more about Improv?
a. Yes
b. No
6. Would you recommend having an Improv Class at your workplace?
a. Yes
b. No
7. Were there any exercises you could think about using at your job over the
next few weeks?
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RESEARCH RESULTS
All 34 students filled out the two surveys.
The results from the questionnaires can be seen below:
Survey 1 – pre–Improv Session
Question 1 - What do you expect to gain from the Improv Class?
Question 2 - In what way could this Improv Class enhance what you have learnt
already in the course?
Graph 1 - Results Q1 & Q2 from survey 1.
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Question 3 - How are you feeling just before starting the Improv class?
Other comments: -tired (2x) -both excited and insecure -bored
Graph 2 -Q3 Survey 1
Question 4 - What are the key elements of a high performing team in your opinion?
Table 1 - Result Q4 from Survey 1.
Q4 - Key elements of a high performing team # of mentions
Good Communication 27
Honesty 9
Good teamwork 6
Trust 4
Balance 3
Competence of team-members 3
Determination 2
Friendliness 2
Healthy group dynamic 2
Mutual respect 2
Positivity 2
A level of fun 1
Ability to talk things through 1
Ability to be considerate 1
Ambition 1
Common understanding of the challenge 1
Good leader 1
Information flow 1
Interest to learn 1
Good planning skills 1
Peer basis 1
Same goals 1
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Question 5 - What are the key elements that describe a good leader in your
opinion? Table 2 - Result Q5 from Survey 1.
Q5 - Key elements of a good leader # of mentions
Good communication skills 10
Honesty 9
Ability to lead 4
Emotionally intelligent 4
Supportive 4
Good listening skills 3
Knows himself 3
Respected 3
Ambitious 2
Fair 2
Nice 2
Positive 2
Shows initiative 2
Solution oriented 2
Open 2
Ability to nurture individuals 1
Activation Capability 1
Assertive 1
Aware of his own feelings 1
Clear goals 1
Common sense 1
Courage 1
Creates a culture for staff to thrive in 1
Friendly 1
Good presence 1
Ability to read different persons 1
Good to read into the group dynamic 1
Good overview 1
Integrity 1
Interest in others 1
Part of the team 1
Passionate 1
Reliable 1
Resilient 1
Sees the good in people 1
Self-esteem 1
Trustworthy 1
Understanding 1
Walks the walk, talks the talk 1
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Survey 2 – Post Improv-session
Question 1 - What feelings stay behind after the Improv Class?
Graph 3 - Q1 Survey 2
Table 3 - Q1 Survey 2
Q1 - Feeling after Improv Class % of answers
Happy 45%
Curiosity 13%
Positive 9%
Interested 5%
Enlightened 4%
Longing to learn more 4%
Relieved 4%
Disappointed (not to go further) 2%
Energetic 2%
Level of intimacy 2%
Longing to do this more often 2%
More self-assured 2%
Open minded 2%
sense of belonging 2%
Surprised 2%
Very good feeling 2%
Warm 2%
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Question 2 - What was most interesting and why? Were there any surprises?
The main theme from these answers was how much fun this was, how at ease
and how this can lead to better communication. The “Yes, and…” method was eye-
opening. The surprising factors was the level of courage and vulnerability that
people felt.
Question 3 - In what way do you think Improv can assist project managers and
other leaders in their professional life?
Table 4 - Result Q3 from survey 2.
Q3 - In what ways do you think Improv can assist
project managers and leaders in their job? # of mentions
Support ideas and build on them 13
Promote better communication skills 12
Increase positivity 5
Get team to participate 4
React in unexpected situations 4
Being open 3
Enhance creativity 3
Improve listening skills 2
To create team-spirit 2
To lighten the atmosphere 2
Better support the team 1
Deal with difficult individuals 1
For change management 1
Not being stuck in his/her head 1
warm and kindness in methods 1
Question 4 - How was your experience in this class compared to other
Communication- and/or leadership courses you have attended?
The main theme from the feedback was that this created a light and safe
atmosphere that allowed playfulness, fun and laughter. The students talked about
that the light atmosphere made them feel easier with sharing and liked the method
to learn by doing.
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Question 5 - Are you interested to learn more about Improv?
Graph 4 - Result Q5 survey 2
Question 6 - Would you recommend having an Improv Class at your workplace?
Graph 5 – Result Q6 from survey 2
Comment that followed No: “I work with my brother and father.”
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Question 7 - Were there any exercises you could think about using at your job over
the next few weeks?
Graph 6 - Result Q7 from survey 2
Most students were curious about testing out the “Yes, and…” method.
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DISCUSSION
This research was set out to investigate how the tools of improv can be
used to enable leaders to create high performing teams by improving active
listening, increasing psychological safety and, as a result, boosting creativity.
The results indicate that improv techniques can function highly successfully as
a leadership enabler, breaking down barriers between people and increasing team
spirit. With the research group at Reykjavik University, when comparing feelings
before and after the class, it is evident that positive emotions within and between
individuals were created during the improv session and retained afterwards. The
mentioned emotions of happiness, curiosity, positivity and interest all give a strong
indication of the powerful co-creative potential of improv and its ability, with the safe
space to experiment and have fun, to lay a foundation for the development of
psychological safety.
When looking at the feedback from the students, 92% were interested to learn
more about improv techniques, with 97% recommending a similar course to be hosted
at their workplace. In Appendix 2 the result from questionnaire sent to former students
of the Improv School in Reykjavík that had finished an 8-week course can be seen.
100% of them wanted to learn more and would recommend the course for others and
thought that a shorter version of Improv Course would work well as a communication
workshop for workplaces. The results of these surveys showed that students could
have used more time to go into further soft skill training. It was reported that a follow-
up session would have been useful and preferred (Appendix 1). The relevance of their
experience to working life is evident in this feedback.
The “Yes, and…” method, in particular, was received as very powerful by the
students at Reykjavik University, with the recognition that focused listening and adding
to other people’s ideas brought profound benefits. The realization on how easy
individuals tend to get lost in their own thoughts instead of truly listening, came as a
revelation to many, and enforced the need for the listening muscle to be worked on.
In Appendix 2 the questionnaire sent to former students of the Improv School in
Reykjavík shows 93% stating that they had improved their listening skills and 87%
stating that they gained better communication skills. There is a strong indication that
active listening leads to the feeling of psychological safety.
Below are two quotes from the Questionnaire for former students of the Improv
School in Reykjavík (Appendix 2). They give an indication on how affective these tools
can be:
Q18 - What were the highlights of the Improv Course in your mind?
“There was a huge progress in my personal development. I now dare to be
myself, I’m less afraid of failure and looking silly. It is healthy to allow
yourself to be silly and playful and be 100% yourself, with humour, happiness
and tears.”
20
Q19 - What did you learn from the Improv Course?
“I learned a lot about myself and how to listen to others. It was eye-opening
to hear that I should not try to be funny, just let whatever comes to mind
flow. I think it would be highly beneficial for workplaces to host these kinds of
courses. I sure know that this would be great at the school where I work.”
In IPMA’s “Individual Competence Baseline, for Project, Portfolio and Program
Management” the eye of competence is introduced. The eye of the competence is
divided between perspective, people and practice (IPMA Individual Competence
Baseline, n.d.). This shows how valuable people skills are estimated to be in the Project
Manager’s profession. The tools of improv could be of good use to develop these
valuable people skills and could be a valuable addition to both Agile technique as well
as the waterfall methodology. Paul Hombach indicated the value of improv workshops
to strengthen teamwork and as a way to recognize different skillsets of the personnel,
which can be used as a Human Resource tool (personal communication, April 12th
2021). By applying these tools under the careful eye of a Human Resource
representative, different skillsets might be noticed which could assist leaders in
delegating roles within a team. This can be beneficial to create a space for creativity
to thrive, which ultimately leads to innovation. In a way this could also be beneficial
in the hiring process to be able to easily recognize certain social skills which would be
preferred for the organization.
Project Aristotle, the Google research project, uncovered the value in creating
an environment for highly effective teams all rests on the shoulders of psychological
safety. Improv workshops could, therefore, clearly be considered for team building.
Companies could look at improv more broadly than team performance and
explore its potentially positive impact on team or organisational culture development.
Staff engagement surveys, popular in many organisations today, point to the
importance of fostering an environment where everyone can be heard. Improv
techniques and tools could contribute to this organisational ambition, potentially
increasing employee motivation and retention. Moreover, in a VUCA world, the need
to have employees who are able to think on their feet and respond in the moment is
high. The need to be able to stay in the uncomfortable space of not knowing creates
stress for many. By using improv, individuals can lower stress levels and increase their
resilience.
When thinking about implementing tools of improv into the culture of a
company leadership training should preferably be performed first. If the leader does
not buy in to the concept and lead by example, the likelihood of the team fostering
this approach diminishes. Adapting improv into leadership and teamwork is in a way
adapting a mindset of being open to listen, be in the moment and co-creating. In a
way this is like any other sport, you need to keep at it to remain a good improviser.
If we look further into the future further study could be conducted by gathering
feedback from graduates from various improv schools, in different countries. The study
would target identifying what aspects of the improv course are most valuable to
individuals in their daily life, both personal- or professional life. This would allow
greater focus and perhaps sustainability of effect. The results from that study could
then be used to design a workshop to take out into the industry.
21
Another angle for further research could be to design a workshop to introduce
and train leaders in improv techniques for a business setting. The leaders would be
trained to effectively to be able to teach their teams the basics of improv techniques.
The effect of this could then be measured by assessing the leader’s journey through
learning and teaching, as well as how effective this proved to be for the team.
CONCLUSIONS
Based on the research conducted and interviews with improv artists, there is
strong evidence that improv can be beneficial to individuals whose job integrates
teamwork or significant interpersonal communication. The data shows that the
element of fun and playful atmosphere creates an opportunity for individuals to be
courageous and vulnerable in front of each other, fostering listening, creativity and
psychological safety, the latter linked to higher team performance.
ACKNOWLEDGEMENT
Firstly, I would like to thank the MPM-Program and Dr. Haukur Ingi Jóansson
for welcoming improv actors into the class Project teams & group dynamics. I would
like to thank the first year MPM-students for participating fully and for the feedback
provided.
Secondly, I want to thank Dóra Jóhannsdóttir and Máni Arnarson for leading
the course in such an effective way. They managed to create a perfect space for the
students to allow themselves to take risks, go out of their comfort zones and try
something new.
I also want to thank the Improv Gurus: Paul Hombach, Dóra Jóhannsdóttir and
Byron Trevor Martin, for being so generous about sharing input from their experience
in the field of Improv.
I would like to thank my family, my husband and two kids, for all their support
throughout my studies and endless patience. I also want to thank my parents and in-
laws for always being there to assist with the little ones. And a huge thanks to my
friends who took the time to read this report and give valuable feedback. I sure am
lucky to have you all in my life.
Lastly, I want to thank my incredible group of classmates for the past 2 years
spent together. You have taught me so much and this journey would not have been
the same without you. I feel lucky to be a part of this amazing group!
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REFERENCES
Adair, J. (2009). The Art of Creative Thinking: How to be Innovative and Develop
Great Ideas (1st edition). Kogan page.
Bennett, N., & Lemoine, G. J. (2014, January 1). What VUCA Really Means for You.
Harvard Business Review. https://hbr.org/2014/01/what-vuca-really-means-
for-you
Berger, J. G., & Johnston, K. (2016). Simple Habits for Complex Times: Powerful
Practices for Leaders (Illustrated edition). Stanford University Press.
Carter. (2001). The Comedy Bible: From Stand-up to Sitcom - The Comedy Writers
Ultimate Guide: From Stand-Up to Sitcom--The Comedy Writer’s Ultimate
How to Guide (Original ed. edition). Simon & Schuster.
Charlie Rose. (2014, October 28). Amy Poehler: ‘Improvisation is Like the Military’
(Oct. 28, 2014) | Charlie Rose.
https://www.youtube.com/watch?v=8U3bNoN-eVg
Cleese, J. (2020). Creativity: A Short and Cheerful Guide: Crown.
Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience[ FLOW:
THE PSYCHOLOGY OF OPTIMAL EXPERIENCE ] By Csikszentmihalyi, Mihaly (
Author )Jul-01-2008 Paperback. Harper Perennial Modern Classics.
Edmondson, A. C. (2019). The Fearless Organization: Creating Psychological Safety
in the Workplace for Learning, Innovation, and Growth. Wiley.
Gee, V. (2011). Business Improv: Experiential Learning Exercises to Train Employees
to Handle Every Situation with Success. McGraw-Hill Education.
Guide: Understand team effectiveness. (n.d.). Re:Work. Retrieved 25 April 2021,
from https://rework.withgoogle.com/guides/understanding-team-
effectiveness/steps/introduction/
Halpern, C., Close, D., & Johnson, K. ‘Howard’. (1994). Truth in Comedy: The Manual
of Improvisation (Illustrated edition). Christian Publishers LLC.
Improvisation. (2021). Cambridge Dictionary.
https://dictionary.cambridge.org/us/dictionary/english/improvisation
Institute, P. M. (2017). A guide to the Project Management Body of Knowledge (6th
ed edition). Project Management Institute.
IPMA Individual Competence Baseline. (n.d.). International Project Management
Association.
Jonasson, H. I., & Ingason, H. T. (2019). Project: Communication (1st edition).
Routledge.
Keith Johnstone. (2021). In Wikipedia.
https://en.wikipedia.org/w/index.php?title=Keith_Johnstone&oldid=10019781
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Koppett, K. (2013). Training to Imagine: Practical Improvisational Theatre
Techniques for Trainers and Managers to Enhance Creativity, Teamwork,
Leadership, and Learning. Stylus Publishing, LLC.
Leonard, K., & Yorton, T. (2015). Yes, And: How Improvisation Reverses ‘No, But’
Thinking and Improves Creativity and Collaboration--Lessons from The
Second City. Harper Business.
Madson, P. R. (2005). Improv Wisdom: Don’t Prepare, Just Show Up. Random House
USA Inc.
Serraino, P. (2016). The Creative Architect: Inside the Great Midcentury Personality
Study (First edition. Full number line.). The Monacelli Press.
Spolin, V. (1999). Improvisation for the Theater (P. Sills, Ed.; 3rd edition).
Northwestern University Press.
Tabaee, F. (2013). Effects of improvisation techniques in leadership development.
Pepperdine University.
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TEDx Talks. (2016, September 12). Don’t Do Your Best | Keith Johnstone | TEDxYYC.
https://www.youtube.com/watch?v=bz9mo4qW9bc
TEDx Talks. (2019, July 17). The Laughter Connection | Tim Gard | TEDxChulaVista.
https://www.youtube.com/watch?v=FO2K2PAkKis
Teniente, S. F., & Guerra, N. S. (2011). Active Listening. In S. Goldstein & J. A.
Naglieri (Eds.), Encyclopedia of Child Behavior and Development (pp. 27–28).
Springer US. https://doi.org/10.1007/978-0-387-79061-9_47
The Suggestibles Improv Company. (2013, March 9). Fear & Risk | Keith Johnstone |
Improv Interviews by Bev Fox | The Suggestibles.
https://www.youtube.com/watch?v=JgfXUS0US9Y
Video Arts. (2017, June 21). John Cleese on Creativity In Management.
https://www.youtube.com/watch?v=Pb5oIIPO62g
24
APPENDIX 1
Survey 2 – two weeks post Improv-session
12 students answered a short follow up Survey Monkey questionnaire
(http://www.surveymonkey.com).
Questions and answers will be listed below.
1. Have you tried applying any of the tools of Improv at your workplace?
• 8 individuals said No
• 4 individuals had tried to use “Yes, and…” and minimize “No” and “Yes,
but…”.
2. Do you have any suggestion or comments regarding the Improv Class?
• Wanted more time to try out more exercises.
• This was eye-opening.
• This was a lot of fun.
• We could have used more time.
i. Maybe two sessions like this with two weeks apart.
• This was very interesting and fun.
• I would advertise courses like this!
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APPENDIX 2 A survey monkey questionnaire (http://www.surveymonkey.com) was sent to
32 students that had finished an 8-week Improv Cass at the Improv School in
Reykjavik during the 2020-2021 schoolyear.
15 individuals took the time to answer the questionnaire.
Questions and answers will be listed below.
1. How old are you?
2. What is your main job?
Q2 -Job titles #
Student 3
Project manager 2
Care Practitioner 2
Manager 1
Lawyer 1
Priest 1
Retired 1
CTO (Chief Technical Officer) 1
Nurse Practitioner 1
Product Designer 1
Graphical Designer 1
Programmer 1
Office worker 1
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3. Do you work as a manager?
• Yes – 27%
• No – 73%
4. What made you apply for an improv class? (multiple choice – can choose
multiple options)
a. Wanted to do something fun
b. Wanted to get out of my comfort zone
c. Wanted to overcome stress
d. Wanted to improve my public performance skills (i.e., presentations,
speeches)
e. Other
5. How did you like the Improv course? (multiple choice)
• Very satisfied – 80%
• Satisfied – 20%
• Neither satisfied nor dis-satisfied – 0%
• Unsatisfied – 0%
• Very unsatisfied – 0%
27
6. Would you be interested to learn more about Improv? (Yes/No)
• Yes – 100%
7. Would you recommend others to sign up for an Improv Course?
• Yes – 100%
8. Have the tools of Improv made a positive impact to your communication?
• Yes – 67%
• No – 13%
• Don’t know – 20%
Comments
• Improved listening skills
• More in the moment
• more spontaneity
• Finding the element of fun and humour
• Reduces stress
9. Have the tools of Improv assisted with communications at work?
• Yes – 60%
• No – 33%
• Don’t know – 7%
Comments
• Improved listening skills
• Helicopter view
• More relaxed
• More spontaneity
• Finding the element of fun and humour
• Quicker to accept new ideas
• Improv games have assisted me when working with kids, who have
diagnosis (ADD, ADHD etc.), to work through difficulties.
10. Do you think that a shorter version of this course could benefit as a
communication class in workplaces?
• Yes – 100%
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11. Would you recommend getting a shorter version of this course at your
workplace?
• Yes – 93%
• No – 7%
12. Do you think the course assisted you to become a better co-worker?
• Yes – 86%
• No – 7%
• Don’t know – 7%
13. Do you think the course assisted you with improving your listening skills?
• Yes – 93%
• No – 7%
14. Do you think the Improv Course has helped with improving your
communication skills?
• Yes – 87%
• No – 13%
15. Do you think the Improv Class has assisted you in the ability to speak up
(i.e. share opinions, your point of view and etc.)
• Yes – 60%
• No – 27%
• Don’t know – 13%
16. Do you think the Improv Course has given you tools and a new view on how
to handle mistakes?
• Yes – 53%
• No – 40%
• Don’t know – 7%
17. Do you think the Improv Course assisted in making you more confident?
• Yes – 80%
• No – 20%
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18. What were the highlights of the Improv Course in your mind?
Comments from former students:
• I am more confident and trust that I can think quickly
• Happiness! Good reminder to really listen without thinking about your
reply
• This is a form of mindfulness, having the opportunity to focus on fun
projects for 3 hours straight
• Fun to get to know a delightful group that came to have fun together
• Life is fun, playing is fun and it is healthy to step out of your comfort
zone. Good to get to know different individuals from all over. The
teacher did a good job of creating trust
• Life is being playful
• Having fun and tackling the exercises as well as myself
• Laughter and humour
• Positivity and happiness
• There was a huge progress in my personal development. I now dare to
be myself, I’m less afraid of failure and looking silly. It is healthy to
allow yourself to be silly and playful and be 100% yourself, with
humour, happiness, and tears
• Fun
• Happy to be able to participate during a world pandemic
• So fun to play, it is healthy no matter what age you are. Loved letting
my inner child flourish!
19. What did you learn from the Improv Course?
What the former students mentioned were:
• To be in the now
• Use active listening
• Don’t try to be funny
• Be creative
• Be playful
• Be imperfect
• Be positive
• Follow your intuition
• Act now
Below is one detailed full answer:
“I learned a lot about myself and how to listen to others. It was eye-opening to hear
that I should not try to be funny, just let whatever comes to mind flow. I think it
would be highly beneficial for workplaces to host these kinds of courses. I sure know
that this would be great at the school where I work.”