FAST GAME’S
A GOOD GAME
10 TECHNIQUES IN 50 MINUTES
Timekeeper
Chris komarynsky
THE LEARNING POWERHOUSE
4 AUGUST 2006
leader
jennie burrows
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)
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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.
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JENNIE BURROWS
1. Recognition
We all want to be
recognised and
acknowledged
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JENNIE BURROWS
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motivation
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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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JENNIE BURROWS
Aspect of work
Employer
rank
EmployeEs
1946 1981
Good wages
Job security
1
2
5
4
5
4
3
Good working conditions 4
7
9
6
8
Interesting work
Management loyalty
5
6
6
8
1
7
Fair discipline
Appreciation
7
8
10
1
10
2
Help on personal problems
9
10
3
2
9
3
Promotions
Feeling involved
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 possible
Involve 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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JENNIE BURROWS
6 characteristics of
effective recognition
– it is:
•
•
•
•
•
•
Genuine
Fair
Immediate
Frequent
Appropriate
understood
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JENNIE BURROWS
HOW DO I
recognise
yoU…lET ME
CoUnT ThE WAyS…
egs of ways to
recognise?
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JENNIE BURROWS
What RECOGNITION would
THE recipient want:
•Public or private
•Formal or informal
•Low-key or
celebratory
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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
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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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JENNIE BURROWS
YOU MAY BE AN:
•Investigator
•Innovator
•Concluder
•Implementer
oR…
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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
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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
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JENNIE BURROWS
DRAW A lARGE “T”
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CONSIDERING THE ISSUE
YOU PLAN TO ANALYSE
TO THE FAR left OF
THE TOP OF THE T
WRITE A DESCRIPTION
OF THE current
SITUATION
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JENNIE BURROWS
CURRENT STATE:
Nervous to speak
up in public
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CONSIDERING THE ISSUE
YOU PLAN TO ANALYSE
TO THE FAR RIGHT OF
THE TOP OF THE T
WRITE A DESCRIPTION
OF THE IDEAL
SITUATION YOU WOULD
LIKE TO ACHIEVE
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JENNIE BURROWS
CURRENT STATE:
Nervous to speak up
in public
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IDEAL STATE:
To speak confidently,
clearly and concisely
in any situation
JENNIE BURROWS
+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
in public
To speak confidently,
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
THE LEARNING POWERHOUSE
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JENNIE BURROWS
+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
in public
To speak confidently,
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
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JENNIE BURROWS
CURRENT STATE:
IDEAL STATE:
Nervous to speak up
in public
To speak confidently,
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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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
JENNIE BURROWS
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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JENNIE BURROWS
4. iMagineering
how would a
procedure/
process/ system
function if every
aspect performed
perfectly eg
assessment
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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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JENNIE BURROWS
5. Mind maps
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JENNIE BURROWS
Start in the centre
of blank paper
turned sideways
Make a colourful
image to represent
the topic of
creativity
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JENNIE BURROWS
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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JENNIE BURROWS
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perspectives
LOOKING IS THE ART OF
EXPLORATION
WE CAN EXPLORE BY:
•HOVERING
•CIRCLING
•PEERING
•Sensory languages
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4 AUGUST 2006
JENNIE BURROWS
HOVERING
MENTALLY 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
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JENNIE BURROWS
When might we
encourage
students to
“hovER”?
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JENNIE BURROWS
CIRCLING
EXPLORE the situation
FROM DIFFERENT
PERSPECTIVES EG THE
POINT OF VIEW OF
DIFFERENT STAKEHOLDERS, FROM
DIFFERENT ANGLES, OR
from the view of a
ChilD…
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JENNIE BURROWS
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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)
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or from a different vantage point
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PEERING
Move between THE BIG
PICTURE AND THE
LITTLE PICTURE. USE
SIMPLE QUESTIONS LIKE
WHAT, WHY, HOW,
WhERE. ZOOM IN – ZOOM
oUT. ASK “Why noT?”
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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?
THE LEARNING POWERHOUSE
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JENNIE BURROWS
Close your eyes
And imagine:
The laugh of a
friend
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JENNIE BURROWS
Did it happen?
Write c for clear, v
for vague or n for
nothing.
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JENNIE BURROWS
Now imagine:
The sound of thunder
Write c, v or n each
time
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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".
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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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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."
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JENNIE BURROWS
What do they mean?????
Wicked problems have
10 properties.
To start:
1. yoU Don’T UnDERstand the problem
until you have
developed a solution
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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
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5. For every wicked
problem, there is
always more than
one explanation, and
every explanation
depends on the world
view of the designer
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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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JENNIE BURROWS
Wicked problems are illdefined, 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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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?
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JENNIE BURROWS
8. DE bono’S hATS
A 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:
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White hat
Objectivity. Data.
Facts. Figures.
Information.
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red hat
emotion. Feelings.
Fire. Warmth.
Hunches. Intuition.
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black hat
DEvil’S ADvoCATE.
Negative
judgement. Why it
Won’T WoRK.
Problems. Risks.
Mistakes.
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yellow hat
Optimism. Sunshine.
Brightness. Positive
assessment. Why it
Will WoRK. WhAT’S
right. Constructive
ideas.
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green hat
Growth. Energy.
Creativity.
Provocative.
Lateral thoughts.
New ideas.
Possibilities.
Proposals.
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blue hat
The sky. The
overview. The
process of thinking
itself. Summarizing
for action.
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scamper
A checklist of ideaspurring questions
•Substitute
•Combine
•Adapt
•Modify, magnify, minify
•Put to other uses
•Eliminate
•Reverse; rearrange
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JENNIE BURROWS
Identify the subject
Ask scamper
questions about
each step of the
subject.
See what new ideas
emerge.
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JENNIE BURROWS
eg – assessment techniques
Substitute
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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JENNIE BURROWS
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Combine:
What materials,
features,
processes, people,
products or
components can I
combine? Where can
I build synergy?
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JENNIE BURROWS
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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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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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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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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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 self
Spend 3 minutes to
write a letter to
yourself about
what you have
learned today.
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What commitment
can you make? Eg to
find out more about
a topic. To use a
technique with a
group. etc
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JENNIE BURROWS
Raise your hand
when your letter is
complete so we can
give you an
envelope.
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JENNIE BURROWS
Write your address
on the stamped
envelope. You will
receive your letter
in 4 weeks time.
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JENNIE BURROWS
thankyou
Jennie burrows
Project manager
Bay 6 atp
Ph 9209 4046
Email
jennie.burrows@tafe
nsw.edu.au
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JENNIE BURROWS