THE LEARNING POWERHOUSE

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FAST GAMES A GOOD GAME 10 TECHNIQUES IN
50 MINUTES

• Timekeeper leader
• Chris komarynsky jennie burrows

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

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1. Recognition

• We all want to be recognised and acknowledged

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motivation
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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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• SOURCE Kovach, k 1995, Employee Motivation
• Addressing a Crucial Factor in your
  Organizations
• 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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6 characteristics of effective recognition it
is

• Genuine
• Fair
• Immediate
• Frequent
• Appropriate
• understood

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• HOW DO I recognise YOULET ME COUNT THE WAYS egs
  of ways to recognise?

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What RECOGNITION would THE recipient want

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

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3 parts TO RECOGNITION

• 1. tell the person exactly what they did to
  deserve recognition
• 2. tell them how the action helped you, the team,
  the organisation
• 3. Express your sincere appreciation

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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
• Implementer
• Or

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A combination

• A dominant style followed by the next highest
  rating styleREAD UP ON YOUR WORK STYLE.
• SIMILAR CONSTRUCTS HONEY AND MUMFORD LEARNING
  STyLES QUESTIONAIRE AND JACKSONS LEARNING STYLES
  PROFILE

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3. Force field analysis

• ANY SITUATION AT ANY GIVEN TIME IS NOT STATICIT
  IS A DYNAMIC EQUILIBRUIUM PRODUCED BY 2 SETS OF
  INTERACTING AND OPPOSITE FACTORS

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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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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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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

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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

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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

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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

• 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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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. 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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5. Mind maps
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• Start in the centre of blank paper turned
  sideways
• Make a colourful image to represent the topic of
  creativity

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• Use key words, symbols, arrows, colours, boxes
• Radiate the main themes in capital letters with
  different colours
• Branch off the main themes to add second levels
  of thought

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perspectives

• LOOKING IS THE ART OF EXPLORATION
• WE CAN EXPLORE BY
• HOVERING
• CIRCLING
• PEERING
• Sensory languages

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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.

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• When might we encourage students to hover?

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CIRCLING

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

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Ask child-like questions

• Why is the sky blue?
• Why do zebras have stripes?
• Why cant 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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USE OF OTHER SENSORY LANGUAGES

• sensory IMAGERY
• eg visual imagery RESPONDS TO THE SENSE OF SIGHT.
• what about other senses?

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Close your eyes

• And imagine
• The laugh of a friend

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

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Now imagine

• The sound of thunder
• Write c, v or n each time

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• The feel of diving into a cold swimming pool

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• The feel of a runny nose

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• The smell of fish

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• The smell of petrol

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• The taste of a pineapple

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• The taste of toothpaste

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• The muscular sensation of throwing a rock

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• The sensation of having eaten too much

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• The sensation of extreme happiness

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7. Wicked problems

• In 1973, Horst Rittel and Melvin Webber, urban
  planners at the University of Berkley, wrote an
  article entitled "Dilemmas in a General Theory of
  Planning".

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

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

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

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

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• What do they mean?????
• Wicked problems have 10 properties.
• To start
• 1. You dont under-stand 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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• Wicked problems are ill-defined, ambiguous and
  associated with strong moral, political and
  professional issues.
• As they are strongly stakeholder dependent, there
  is often little consensus about what the problem
  is, let alone how to resolve it.

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

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Egs of wicked problems

• How should we fight the "War on Terrorism?"
• How should scientific and technological
  development be governed?
• How should we deal with tensions between
  students in our schools?
• How should our organisation develop in the face
  of an uncertain future?

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8. De bonos 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

• Devils advocate. Negative judgement. Why it
  wont work. Problems. Risks. Mistakes.

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yellow hat

• Optimism. Sunshine. Brightness. Positive
  assessment. Why it will work. Whats 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 idea-spurring questions
• Substitute
• Combine
• Adapt
• Modify, magnify, minify
• Put to other uses
• Eliminate
• Reverse rearrange

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• Identify the subject
• Ask scamper questions about each step of the
  subject.
• See what new ideas emerge.

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

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

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

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

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thankyou

• Jennie burrows
• Project manager
• Bay 6 atp
• Ph 9209 4046
• Email jennie.burrows_at_tafensw.edu.au