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FAST GAME’S A GOOD GAME 10 TECHNIQUES IN 50 MINUTES

FAST GAME’S A GOOD GAME 10 TECHNIQUES IN 50 MINUTES. Timekeeper leader Chris komarynsky jennie burrows. Two roads diverged in a wood and I – I took the one less travelled by and that has made all the difference (Robert frost). (1) Recognition/ motivation

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FAST GAME’S A GOOD GAME 10 TECHNIQUES IN 50 MINUTES

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  1. FAST GAME’S A GOOD GAME 10 TECHNIQUES IN 50 MINUTES • Timekeeper leader • Chris komarynsky jennie burrows THE LEARNING POWERHOUSE 4 AUGUST 2006

  2. Two roads diverged in a wood and I – • I took the one less travelled by • and that has made all the difference (Robert frost) THE LEARNING POWERHOUSE 4 AUGUST 2006

  3. (1) Recognition/ motivation • (2) Natural work styles • (3) Forcefield analysis • (4) Imagineering • (5) mind maps • (6) Perspectives • (7) Wicked problems • (8) Debono’s hats • (9) SCAMPER • (10) Letter to self. THE LEARNING POWERHOUSE 4 AUGUST 2006

  4. 1. Recognition • We all want to be recognised and acknowledged THE LEARNING POWERHOUSE 4 AUGUST 2006

  5. THE LEARNING POWERHOUSE 4 AUGUST 2006

  6. motivation THE LEARNING POWERHOUSE 4 AUGUST 2006

  7. What employees want… • A Large american study in 1946 was repeated in 1981 and 1995. employers rated what they think employees want. Their ratings did not change over the years. Employee ratings changed significantly between 1946 and 1981. there were minor changes in 1995. THE LEARNING POWERHOUSE 4 AUGUST 2006

  8. SOURCE: Kovach, k 1995, “Employee Motivation: • Addressing a Crucial Factor in your Organization’s • Performance”; Employment Relations Today, 22 (2). THE LEARNING POWERHOUSE 4 AUGUST 2006

  9. 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 THE LEARNING POWERHOUSE 4 AUGUST 2006

  10. 6 characteristics of effective recognition – it is: • Genuine • Fair • Immediate • Frequent • Appropriate • understood THE LEARNING POWERHOUSE 4 AUGUST 2006

  11. HOW DO I recognise YOU…LET ME COUNT THE WAYS… egs of ways to recognise? THE LEARNING POWERHOUSE 4 AUGUST 2006

  12. What RECOGNITION would THE recipient want: • Public or private • Formal or informal • Low-key or celebratory THE LEARNING POWERHOUSE 4 AUGUST 2006

  13. 3 parts TO RECOGNITION: • 1. tell the person exactly what they did to deserve recognition • 2. tell them how the action helped you, the team, the organisation • 3. Express your sincere appreciation THE LEARNING POWERHOUSE 4 AUGUST 2006

  14. 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 THE LEARNING POWERHOUSE 4 AUGUST 2006

  15. YOU MAY BE AN: • Investigator • Innovator • Concluder • Implementer • Or… THE LEARNING POWERHOUSE 4 AUGUST 2006

  16. A combination… • A dominant style followed by the next highest rating style…READ UP ON YOUR WORK STYLE. • SIMILAR CONSTRUCTS: HONEY AND MUMFORD LEARNING STyLES QUESTIONAIRE AND JACKSON’S LEARNING STYLES PROFILE THE LEARNING POWERHOUSE 4 AUGUST 2006

  17. 3. Force field analysis • ANY SITUATION AT ANY GIVEN TIME IS NOT STATIC…IT IS A DYNAMIC EQUILIBRUIUM PRODUCED BY 2 SETS OF INTERACTING AND OPPOSITE FACTORS THE LEARNING POWERHOUSE 4 AUGUST 2006

  18. DRAW A LARGE “T” THE LEARNING POWERHOUSE 4 AUGUST 2006

  19. CONSIDERING THE ISSUE YOU PLAN TO ANALYSE • TO THE FAR left OF THE TOP OF THE T WRITE A DESCRIPTION OF THE current SITUATION THE LEARNING POWERHOUSE 4 AUGUST 2006

  20. CURRENT STATE: Nervous to speak up in public THE LEARNING POWERHOUSE 4 AUGUST 2006

  21. 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 THE LEARNING POWERHOUSE 4 AUGUST 2006

  22. CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in publicclearly and concisely in any situation THE LEARNING POWERHOUSE 4 AUGUST 2006

  23. +DRIVING FORCES RESTRAINING FORCES - • Brainstorm/ list the forces driving you toward the ideal THE LEARNING POWERHOUSE 4 AUGUST 2006

  24. CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in publicclearly 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 4 AUGUST 2006

  25. +DRIVING FORCES RESTRAINING FORCES - • Brainstorm/ list the forces restraining movement toward the ideal THE LEARNING POWERHOUSE 4 AUGUST 2006

  26. CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in publicclearly and concisely in any situation+DRIVING FORCES RESTRAINING FORCES - • Past embarrassments • Afraid to make mistakes • Lack of knowledge on the topic • Afraid people will laugh • May forget what to say • Too revealing • Lack of confidence in personal appearance THE LEARNING POWERHOUSE 4 AUGUST 2006

  27. Increases self esteem Helps career Communicates ideas Contributes to a plan Encourages others to speak Increases energy of group Helps clarify ideas via feedback Past embarrassments Afraid to make mistakes Lack of knowledge on the topic Afraid people will laugh May forget what to say Too revealing Lack of confidence in personal appearance CURRENT STATE: IDEAL STATE: Nervous to speak up To speak confidently, in publicclearly and concisely in any situation+DRIVING FORCES RESTRAINING FORCES - THE LEARNING POWERHOUSE 4 AUGUST 2006

  28. 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 THE LEARNING POWERHOUSE 4 AUGUST 2006

  29. 4. iMagineering • how would a procedure/ process/ system function if every aspect performed perfectly eg assessment THE LEARNING POWERHOUSE 4 AUGUST 2006

  30. THE LEARNING POWERHOUSE 4 AUGUST 2006

  31. THE LEARNING POWERHOUSE 4 AUGUST 2006

  32. rate each feature on a scale of importance. • rate each feature on current performance. • Identify opportunities for improvement and develop action plans. THE LEARNING POWERHOUSE 4 AUGUST 2006

  33. 5. Mind maps THE LEARNING POWERHOUSE 4 AUGUST 2006

  34. Start in the centre of blank paper turned sideways • Make a colourful image to represent the topic of creativity THE LEARNING POWERHOUSE 4 AUGUST 2006

  35. Use key words, symbols, arrows, colours, boxes • Radiate the main themes in capital letters with different colours • Branch off the main themes to add second levels of thought THE LEARNING POWERHOUSE 4 AUGUST 2006

  36. THE LEARNING POWERHOUSE 4 AUGUST 2006

  37. THE LEARNING POWERHOUSE 4 AUGUST 2006

  38. perspectives • LOOKING IS THE ART OF EXPLORATION • WE CAN EXPLORE BY: • HOVERING • CIRCLING • PEERING • Sensory languages THE LEARNING POWERHOUSE 4 AUGUST 2006

  39. 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 4 AUGUST 2006

  40. When might we encourage students to “hover”? THE LEARNING POWERHOUSE 4 AUGUST 2006

  41. 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… THE LEARNING POWERHOUSE 4 AUGUST 2006

  42. THE LEARNING POWERHOUSE 4 AUGUST 2006

  43. THE LEARNING POWERHOUSE 4 AUGUST 2006

  44. Ask child-like questions • Why is the sky blue? • Why do zebras have stripes? • Why can’t we fly? • Why do we have to wait to see pictures? (this last one inspired the first work on the polaroid camera) THE LEARNING POWERHOUSE 4 AUGUST 2006

  45. or from a different vantage point THE LEARNING POWERHOUSE 4 AUGUST 2006

  46. 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?” THE LEARNING POWERHOUSE 4 AUGUST 2006

  47. USE OF OTHER SENSORY LANGUAGES • sensory IMAGERY • eg visual imagery RESPONDS TO THE SENSE OF SIGHT. • what about other senses? THE LEARNING POWERHOUSE 4 AUGUST 2006

  48. Close your eyes • And imagine: • The laugh of a friend THE LEARNING POWERHOUSE 4 AUGUST 2006

  49. Did it happen? • Write c for clear, v for vague or n for nothing. THE LEARNING POWERHOUSE 4 AUGUST 2006

  50. Now imagine: • The sound of thunder • Write c, v or n each time THE LEARNING POWERHOUSE 4 AUGUST 2006

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