~ 1 ~
EDITORIAL: Which is the best tool to use in this
situation?
~ 2 ~ EVENTS: Active Reviewing
Workshops with Roger Greenaway
~ 3 ~ ARTICLE: The Forgetful
Navigator
~ 4 ~ ONLINE TRAINING COURSE:
Active Reviewing
~ 5 ~ THE OTHER NEWSLETTER:
Experiential-CPD
~ 6 ~ ARCHIVE: Active
Reviewing
~ 7 ~ PREVIOUS ISSUE and FUTURE
ISSUES
~ 8 ~ About Active Reviewing Tips
~ 1 ~ EDITORIAL: Which is the
best tool to use when ...?
- ... when a group simply wants fun and does not
expect to learn much
- ... when there is groupthink or too much
agreement
- ... when there is a split group or cliques not
communicating well with each other
- ... when the group is complacent or
self-limiting
- ... when someone asks "But what's this got to
do with work?
- ... when an individual in the group has
important information they are not sharing
This last point leads to the story of the
forgetful navigator which is the main
article in this issue of Active Reviewing Tips. It
will be the first of many articles in which the
starting point is a situation that you might have
faced already or that you might face in the
future.
You might not be in the habit of reaching for
your active reviewing toolkit when facing
such situations, but in each of these articles I
will consider two or three active reviewing
methods that have been (or would be) my own
favourite response to each specific situation.
For new readers (welcome!) you may find
that the methods are new ones that you have not
encountered before - you will find links to fuller
descriptions at the end of the article.
For loyal readers, you may recognise
some of the methods but you will discover more
about the powerful ways in which each method can
be used or combined when there is an urgent need
or an unmissable opportunity to help people learn
their way through a problem.
Another new series beginning with the next issue
is 'Six of the best ways to ...' and these
are more in keeping with the spirit and meaning of
'Tips'.
If you also like a bit of provocative thinking
about experiential learning, then please visit my
new blog on Rethinking
Experiential Learning where my focus
is a little more theoretical - much as I like to
believe that there is nothing so practical as a
good theory.
Oh - and I also have a new home page from where
you can get quick access to an ever growing
collection of audios, videos, articles about
active and creative reviewing. The next upgrade
will be to a website that you can comfortably read
on any screen size in between a watch and an IMAX.
Some pages can already be viewed on any screen
size:
This is where you are just now:
Active
Reviewing Tips is a free
newsletter from Roger Greenaway that will
help you to re-charge your reviewing and
facilitation skills.
Typical contents:
- a practical feature on reviewing tips
- links to sites about active learning
methods
- tips, comments and ideas from readers
- what's new in the Guide to Active
Reviewing at http://reviewing.co.uk
Maximum frequency: monthly. Average
frequency: quarterly.
"16 years of
promoting better learning experiences
without chalk, flipcharts or marker
pens."
|
I welcome requests for topics you would like to
see included in Active Reviewing Tips, any questions
you would like to see answered in a FAQ, and
enquiries about trainer-training workshops (open or
in-house).
Roger Greenaway
roger@reviewing.co.uk
http://reviewing.co.uk
Don't
just
do it - actively review it!
~ 2 ~ EVENTS: Active Reviewing
Workshops with Roger Greenaway
For the latest information check
The
Calendar of Reviewing Skills Training Workshops
where you will find the most up to date list of
open/public workshops provided by Roger Greenaway.
The
other
newsletter: the Experiential-CPD Calendar
The Experiential-CPD Calendar lists
'trainer-training' and 'educator-training' events
from several UK
providers. The events listed here are of
interest to facilitators who work indoors or
outdoors. The Experiential-CPD calendar features a
'Thought for the Month' about experiential
learning from the editors or from readers.
~ 3 ~ ARTICLE: The Forgetful
Navigator
The Forgetful Navigator
Which is the best
tool to use in this situation?
by
Roger
Greenaway, Reviewing Skills Training
The Forgetful Navigator is the first of a series
of articles in which the starting point is a
situation that you might have faced already or
that you might face in the future.
You might not be in the habit of reaching for
your active reviewing toolkit when facing
such situations, but in each of these articles I
will consider two or three active reviewing
methods that have been (or would be) my own
favourite response to each specific situation.
As you read through the article, please consider
which of these three methods would be your own
favourite response to the situation. If your
favourite method is not described, please write to
roger@reviewing.co.uk
and share your own favourite.
The
forgetful navigator
This
was a leadership training course for
participants in their twenties from a wide range
of occupations. When it came to a night
navigation exercise the obvious choice for
navigator was the pilot from the air force. My
training group of 8 young leaders got into the
rowing boat and headed out into the darkness on
the lake. Every so often participants would ask
the navigator how far it was to the next
checkpoint. The navigator made some confident
estimates, but as they rowed ever further into
the night (and beyond the estimates) the group
started losing confidence in their navigator.
Eventually one group member asked the navigator
"Why are you not looking at the map?" The
navigator reluctantly admitted a mistake that he
had been hoping to conceal: "I'm sorry guys I
left the map in the planning room".
From a
reviewing perspective there is a wonderful
opportunity here – not for an on-the-spot review
in the heat of the moment but the following
morning after a night's sleep.
Option 1
Storyline
could work well. The basic form of Storyline
(pairs sharing stories with each other) would face
the same limitations as an any paired exercise
(such as Empathy Test). But Storyline does create
a visual aid that can be readily shared in the
whole group. So I would invite each individual to
make a storyline, then have everyone view the
shapes of other storylines (in silence) and I
would then invite the two people with the most
different storylines to share their stories in the
whole group. I would then invite the team leader
and the navigator to share their stories if this
has not happened already. I would be prepared for
any outcome, but these are the three outcomes I
would be expecting:
-
People
discover the variation in stories and that not
everyone has the same story to tell even if
they have been working closely together in the
same team. This is a particularly valuable
insight for leaders.
-
The
navigator's storyline about his dilemma makes
it easier for him to show how the situation
developed and may give him (and others) fresh
insights about how to cope with such dilemmas
in future when making a mistake in a
leadership role.
-
Group
members may also take away useful learning on
the same theme and may even offer to share
similar experiences which they have had in
leadership roles. This not only spreads the
learning opportunities, it also saves the
navigator from feeling too isolated (which is
not a position in which it is easy to be open
to learning).
Option
2
Action
Replay could work well. I would first
explain the purpose: "This is not about
humiliating our navigator who already feels bad
enough and who is probably not looking forward to
this review. Although I cannot say at this stage
what you will each learn from this review I think
there are two main questions worth exploring:
-
Why
did it take so long for the group to question
or challenge the navigator?
-
Why
did the navigator not inform the group sooner
that he had left the map behind?
You are
all here to learn about leadership. We all make
mistakes. And we can all learn from mistakes. Any
one of you might find that you do the equivalent
of "forgetting the map" at some time, and that you
need to decide on the best course of action."
I would
choose to direct the replay starting at the
planning stage. I would pause the replay to ask
those who had taken on special responsibilities
"How confident are you about fulfilling this
responsibility?" And I might ask others "How well
do you think the group will perform at this task?"
I would then fast forward to launching and getting
in the boat. And I would then fast forward to the
first question asked to the navigator. I would ask
others about whether they were also curious at the
time and why they had not asked the question. I
would then fast forward (or rewind) to the point
where the navigator first realised that the map
was back in the planning room. I would ask about
the reasons for the delay between this realisation
and his eventual confession. If the group
recovered quite well from this point on (after the
navigator's original confession) I would hand over
the replay controls and ask the group to use them
to show and explore the story of how they
recovered from this difficult situation.
If (during
the replay) the navigator has worked out a better
course of action (on realising he had left the map
behind) a variation of Action Replay could be used
for him to rewind to the point where he would have
said or done something differently. From this
point you can offer a Take Two. And if the group
approve of this different strategy they will
appreciate it and in doing so this vivid
demonstration of learning will also have
diminished the navigator's discomfort and will
have diminished the group's disappointment.
Option 3
Horseshoe
could work well. The starting point could be a
search for questions that participants think it
would be useful to explore during the review. Or
you could have some ready-made questions up your
sleeve, such as:
Ask
participants about the factors that made them
hopeful of success and explore some of these on
the spectrum. For example:
Ask
participants about their priorities as a team in
future tasks. Perhaps start with the basic
question:
Ask
participants about the kinds of changes they would
like to see in how they approach things as a team.
If the suggestion is not made you may want to
explore:
Whatever
decision they come to on this point, you could
also explore statements about the frequency of
giving and receiving feedback in the workplace,
such as:
Which option would you choose?
So
which
is likely to be the
best option given
the scenario and the context of this being a
leadership training
programme?
I
think the main challenge is to find a way of
moving the navigator on from his deep
embarrassment and maximising the learning for
him. To settle for the learning being summed up
as "be honest" would. I think, be letting him
down. I think he needs to think through how he
ended up in this situation and how to avoid
repeating this pattern in the future (even if
this is the one and only time he has experienced
this kind of situation). A secondary challenge (but
probably the more important one for most of the
group)
is to conduct
the review
in a way that everyone learns something
of
significance for
themselves.
Therefore
I
would be tempted to use a combination of
Storyline (mainly because it engages everyone
instantly in personal reflection, including the
navigator) and Action Replay because the
interviewing process can be used to help share
out the blame a bit (why was it so long before
anyone challenged the navigator?). Also, with suitable
questions, Horseshoe can provide a good way of
concluding the review. Using the examples given,
Horseshoe can open up new angles of relevance to
everyone involved: how we improve as a group,
the desired frequency of feedback in our group
and in the workplace. And I would never go into
a review without the Joker Card which allows
everyone (including me) the flexibility to
change direction in the review and seize
opportunities as they arise. I guess I have
played the Joker just now: I found it difficult
to choose just one method so I have chosen all
three.
If your
favourite method is not described, please write to
roger@reviewing.co.uk
and share your own favourite.
New
Readers: I promised these links for you - or
for any readers who want to see a description of Storyline
or Action
Replay or Horseshoe.
You can learn more about these methods from the
videos in the Online Training Course - see next.
~ 4 ~ ONLINE TRAINING COURSE:
Active Reviewing
Taking part in
this online course will enable you ...
- To engage your students' full set of learning
skills so that their learning is rapid,
significant and memorable.
- To inspire long lasting results by generating
immersive learning experiences.
- To become an expert in facilitating learning
from experience.
- To master the Active Reviewing Toolkit
(A.R.T.), a selection of versatile reviewing
techniques.
- To use tools such as the Horseshoe, the
Activity Map, Action Replay and others in order
to engage and empower your students.
You can view the full course content and sample
the training videos for free by visiting ActiveReviewing.com
Really
interesting and innovative
This course is really useful, very interesting and
innovative, but also quite simple to understand
and put into practice.
It's a good mix of written, video and other media,
and the content is so useful and effective (I have
tried it, and it really works).
Highly recommended!
John Tomlinson
Trainer
Tools
Genuinely
Awesome!
I have a been a trainer / facilitator for a
numbers of years and this was just a great support
to the work we do within the McDonald's Corporate
Training Team. I would highly recommend the course
to anyone with experience of debriefing / review
experiential activities and who is focused on
continuous improvement. Cracking!
Ben George
McDonald's
Corporate
Training Team
A treasure
On the whole, I’m VERY EXCITED that you are doing
this. It makes what you’ve been doing all these
years so clear and so accessible. The videos are
technically very well made - really exceptional.
Bernie DeKoven
Deep
Fun
A good range of
practical reviewing tools and techniques that
are well explained!
I took this course to refresh my capacity as a
trainer, facilitator and coach to review
experiences... The course provides a good range of
ways to review different aspects of experience and
the team that have put this together provide
examples and support through thorough
documentation... I would recommend this course to
anyone who is looking to become a better trainer
or coach. The tools here do work and I have
applied many of them into my work already. A great
piece of continuous professional development that
is worth the investment!
Andi Roberts
MasterFacilitator.com
Take Your Training Skills to the Next
Level
The best way to learn the procedures and
principles related to actively reviewing is to
enroll in this e-learning course. You will enjoy
your learning experience from this practical,
hands-on approach to active learning.
Sivasailam Thiagarajan
thiagi.com
See Thiagi's full review
A must for all
trainers not experienced in Roger's reviewing
methods
A programme that will really help trainers get to
grips with active and creative reviewing skills.
It's in nice short sections so it's easy to go
back and review a method before you use it. I
might make this a prerequisite for my associate
trainers!
Shirley Gaston
Azesta
You can view the full course content and sample
the training videos for free by visiting ActiveReviewing.com
~ 5 ~ THE OTHER
NEWSLETTER: Experiential-CPD
opportunities
for Continuing Professional Development
for and
by UK-based experiential educators and
trainers
Get
free
monthly news of opportunities to develop
your:
- facilitation skills
- groupwork skills
- skills for working with specific
client groups
- 'experiential' skills - indoors or
outdoors
Keep
up to date with outdoor and/or experiential
...
conferences,
publications, research, networks, UK CPD
events and English language CPD events in
Europe
Challenge
your
'experiential' ideas with Thought
for the Month
Topics
have included: CPD & cpd | Working on
the Edge | The Benefits of Play | On
Being Resourceful | Too
Experiential? | Walking and Learning |
Getting Beyond the Caption | Thinking
about Hybrids | Paradigms Lost |
Mantle of the Expert | Who Needs
Models? | Designing Richer Learning
Experiences | The Undesignables |
Learn more about this Experiential-CPD
Calendar of UK trainer-training events
~ 6 ~ ARCHIVE: Active Reviewing
A revised version of my very first article on the
subject can be found here.
~ 7 ~ PREVIOUS ISSUE and FUTURE
ISSUES
See the previous issue of Active Reviewing Tips:
Learning
from
Triumphs and Disasters
Topics under consideration for future issues
include:
- The Active Reviewing Cycle: update
- Making the case for active reviewing
- Making reviewing a memorable experience
- Reviewing as a takeaway skill for participants
- Evaluating Active Reviewing: how well does it
work?
- Reviewing for different outcomes (using the
same activities)
- End of programme reviews
- Co-facilitating reviews
- The art of improvising
- Remote Reviewing
- Reviewing over a cup of tea (informal
reviewing)
- Readers' Questions about Reviewing (please
feed me with questions for this 'FAQ')
- Sample designs for learning and development
- Integrated practice in experiential learning
(when does an activity become a review? when
does a review become an activity? examples of
integrated practice - and do these
challenge or demonstrate experiential learning
theory?)
Please write to roger@reviewing.co.uk
if you have any topics you would like to see
included or put at the top of this list (which is
not yet in any particular order).
~ 8 ~ About Active Reviewing Tips
TITLE: Active Reviewing Tips for Dynamic
Experiential Learning
ISSN: 1465-8046
EDITOR: Dr. Roger Greenaway, Reviewing Skills
Training
EMAIL: roger@reviewing.co.uk
Feedback welcome
ARCHIVES: Index
of
back issues
HOME PAGE: Active
Reviewing
"I like the way
you look at everything and then return to what is
simple, effective and memorable."
"You always have material I don't want to miss."
- Guestbook comments
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