STRATEGIC CONVERSATION
Tools for Board Leadership and Meetings Linda B. Rosenthal Governing Board Member &
Donna J. Schober Director of Employee and Organizational Learning
Copyright © 1997 Maricopa County Community College District
This document was transcribed by Producciones G.P. in order to socialize the knowledge about tools that allow to develop productive meetings and to speed up the conversations in them.
Producciones G.P. — Caracas — Copyleft 2019
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Producciones G.P.. - Caracas – Copyleft 2019
Table of Contents I. Introduction.....................................................5 II. Just the Facts.................................................7 III. The Process...................................................11 Step 1. Choosing the Strategic Issue.......................................11 Step 2. Identifying the Resource Team....................................13 Step 3. Developing the Background Paper..................................15 Step 4. Structuring the Conversation.......................................16 Step 5. The Logistics......................................................20 Step 6. Getting the Word Out.............................................23 Step 7. Conducting the Conversation......................................25 Step 8. Completing the Circle..............................................30
IV. Appendix.......................................................31 . Affinity diagram....................................................................31 . Mind-mapping.....................................................................32 . Multi-voting.......................................................................37 . Role play..........................................................................37 . Nominal group technique (NGT)..................................................38 . Board game.......................................................................39
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Contents and topics I. Introduction The goal of Strategic Conversation
II. Just the Facts What is a Strategic Conversation? - Who attends? - Is there an optimum size? - Are formal decisions reached? - How is this different from a brainstorming session? - How is this different from a study session? - How does it work? - Who developed this process?
III. The Process Step 1.
Choosing the Strategic Issue
What are strategic issues? - How are they identified?
Step 2.
Identifying the Resource Team
Features of the resource team - Responsibilities of the team
Step 3.
Developing the Background Paper
Features of the Background Paper - How the background paper is used
Step 4.
Structuring the Conversation
Features of successful Strategic Conversations - Brainstorming - Fisk bone, cause & effect, or Ishikawa diagram - Force field analysis
Step 5.
The Logistics
Suggested agenda - Checklist for meeting arrangements
Step 6.
Getting the Word Out
Attracting key people - Resources to use - Contents of message
Step 7.
Conducting the Conversation
Ground rules - Facilitators and recorders - What facilitators do - Evaluations forms - Plus/ delta
Step 8.
Completing the Circle
Recording and reporting group comments
IV. Appendix Affinity diagram - Mind-mapping - Multi-voting - Role play - Nominal group technique - Board game
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Producciones G.P.. - Caracas – Copyleft 2019
I.Introduction The goal of Strategic Conversation
Organizations that work with the public often face a special challenge: how to complete the circle between the internal and external communities – that is, the staff and its constituencies. As most organizations cam attest, that “circle” is better described as the “squeaky wheel” because the board or staff and its constituencies often interact only during times of conflict. Compounding the problems, interaction often occurs only when a decision is ready to be finalized. During less turbulent periods, a typical organization relegates “communication” with the public to newsletters or public meetings. While both of these vehicles may be effective, neither offers an opportunity for positive interaction between the board and staff and its constituencies. Without planned give-and-take discussions, an organization tends to hear only from those people who have problems o grievances to air. This system results in the chasm between the organization and its constituencies growing ever wider. The Strategic Conversation is designed primarily to fill that need. By helping an organization connect in a positive way with the public serves, this process leads to a better understanding of issues, a higher degree of support for decisions, and a stronger commitment to the organization on behalf of both the staff and its public. This democratic conversational approach is also useful to maximize the human potential of many organization, lead the organization that is undergoing tumultuous change, and establish an organizational environment conducive to promoting learning and consensus throughout the organization and its communities. Furthermore, it may be used to foster an organizational culture which builds trust and develops team spirit. The ultimate goal of a Strategic Conversation is to position an organization to be a place that's open to change, an organization that continues to learn from its collective experiences. It is our hope that you will discover many more uses for this method as you incorporated it into your organization. Like any other worthwhile process, this one will take some commitment on your part. Be assured, however, that in our experience, the time spent preparing Strategic Conversations is one of the best investments an organization can make to develop new understanding of complex issues among staff and constituencies.
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II. Just the Facts ◦ What is a Strategic Conversation? ▪ A Strategic Conversation is an informal, but structured, discussion on a strategy policy issue that results in a clearer understanding of that issue or issues. ◦ Who attends? ▪ Anyone who is interested attends and participates -staff to decision-makers to constituents. Because everyone es considered “equal” in Strategy Conversation — regardless of rank, expertise or experience – everyone’s opinion is valued. ◦ Is there an optimum size for a Strategic Conversation? ▪ No. The process work with all sizes of groups – small to large. ◦ Are formal decisions reached? ▪ No. The meeting focuses on examining directions and assumptions that under lies strategic policy issues. It does not directly establish new policy, nor result in formal decisions or recommendations. ◦ How is this different from a brainstorming session? ▪ Because a Strategic Conversation is directed dialogue, it is more focused than a brainstorming session. ◦ How is this different from a study session? ▪ Largely because no distinction is made between “staff” and other participants, the dialogue is more free-flowing than a study session. ◦ How does it work? ▪ A Strategic Conversation begins with an in-depth analysis of the situation or issue under discussion. This is presented in both a background paper and, briefly, at the Conversation session. Participants then form groups to discuss structured questions. They reconvene to hear the groups report out. The ideas generated are forwarded to all members of the organization and become part of the official minutes of the governing board of the organization.
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◦ Who developed this process? ▪ It is designed for use by policy-making governing boards of governmental and nonprofit organizations. ◦ When is this used? ▪ Strategic Conversations do not replace regular board or staff meetings. They supplement those regular business sessions.
Begin with an in-depth analysis of the situation or issue... ...presented in a background paper and, briefly, at the Conversation session...
◦ What topics are discussed? ▪ Topics reflect the issues facing the board – policy issues, not operational issues. ◦ What is the end product? ▪ A Strategic Conversation helps an organization or board thoughtfully examine why it is making the policy decisions it makes, while connecting and involving all players affected by those decisions in a positive and meaningful way. As a result, the organization or board is better equipped to anticipate challenges and develop successful strategies on policy issues. Finally, since everyone has been involved in this thoughtful process of discussion, subsequent board decisions will be received with a greater degree of support. Ultimately, Strategic Conversation help an organization remain flexible and open to change, by positioning it to learn from its experiences.
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◦ Who developed this process? ▪ The concept of Strategic Conversation was developed by Maricopa Community College District Governing Board and staff in 1994. It has been used successfully to explore subjects including diversity, finance, nontraditional education, marketing, quantum mechanics, employee issues, leadership, and student issues. ▪
...Participants form groups to discuss structured questions. The ideas are reported out and forwarded to all members of the organization
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III. The Process Step 1.
Choosing the Strategic Issue
What are strategic issues? Strategic issues are the questions an organization asks to determine its effectiveness or need for improvement in realizing the vision, mission, values and goals of organization. Strategic Conversation topics can address issues such as:
•
mission
•
vision
•
values
•
•
constituent issues – faculty, student, or employee
•
financial planning
infrastructure
•
marketing
The questions must reflect broad policy issues of concern and not the day-to-day programmatic or operational questions. A Strategic Conversation conducted on an operational issue is not likely to be very successful. For example, a strategic question for an organization that values diversity would be: •
How can our admissions practices better support our mission to attract and graduate a more diverse student body?
Others examples of strategic questions: •
What continuous quality improvement developments represent invisible technology or change in our institution?
•
What is our institution doing that successfully contributes to strong communities?
•
What kinds of things should we be doing with other groups to improve the successful building of community?
•
How do we educate the student to be a transfer consumer?
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How are they identified? The organization’s leadership initiates the process, but the issues selected for Strategic Conversations are determined by the entire organization -management, staff, and constituents- and not one person or group, Everyone has opportunity to give his o her opinion on the fundamental question: •
What strategic issues are facing us?
In a large organization, this can easily be done by posting the question through the electronic mail system. Environment scans, employee and customer surveys, interviews and focus groups can work as well. The key is to get as much input as possible at the develops the schedule.
The electronic mail system can get as much input as possible at the outset.
All responses are compiled, categorized and prioritized. Then, based on the extend of interest in specific issues, a six- to 12-month schedule for Strategic Conversations is developed and distributed. The governing board generally determines the subjects and the administration develops the schedule.
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Step 2.
Identifying the Resource Team
- Features of the resource team - Responsibilities of the team
Next the administration or director appoints a resource team to take responsibility for research and organization for a Strategic Conversation issue. The size of the team varies depending on the subject, but should: •
be representative of all levels of the organization including management, staff, support and appropriate constituencies of the organization; and
•
have broad expertise and experience with the strategic issue.
The resource team develops the process and selects tools for conducting the Conversation.
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The main responsibilities of the team are to:
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research and write the background paper and executive summary for the Strategic Conversation;
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develop the process and select tools for conducting the Conversation;
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facilitate and record the Conversation;
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review the Conversation meeting notes;
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outline possible next steps and recommendations; and
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submit a report to the governing body.
Step 3.
Developing the Background Paper
Features of the Background Paper - How the background paper is used
This background succinctly presents the issue and helps set stage for the Conversation. It should provide enough information so that anyone coming to the Conversation could easily review the materials and participate meaningfully in the discussion. In addition to identifying the issue, it is important that this narrative describes the relationship of the subject under discussion to the organization’s overall vision, mission, goals or values. If this can’t be done, then more than likely the issue under consideration is an operational rather than a policy issue, or the issue is not being framed appropriately. Depending on the topic, the background paper should: •
introduce the topic or issue;
•
establish the issue in the context of the organization’s mission, goals, etc.;
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define any specific terms;
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summarize the current situation;
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develop the issue through significant questions;
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offer possible directions;
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provide pro and con statements as appropriate;
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draw conclusions or suggest recommendations; and
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provide a summary and conclusion.
Regardless of how it is organized, the background paper must be brief. A one-page executive summary should be attached to the backgrounder. At least four to five days prior to the Conversation, the background paper developed by the resource team is made available for review by anyone interested in attending the Conversation. Copies of the background paper and executive summary are also available at the Conversation.
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Step 4.
Structuring the Conversation
- Features of successful Strategic Conversations - Brainstorming - Fisk bone, cause & effect, or Ishikawa diagram - Force field analysis
Successful Strategic Conversations elicit the creative thinking and ideas of all participants. They should be fun, productive and build esprit de corps. Conversations work when the resource team develops questions that enhance understanding of the issue and structures the group exercises to involve everyone. An effective resource team is innovative in design and flexible in implementation of the Conversation. There are many, many group processes that can be used or adapted for a Strategic Conversation. We recommend using total quality management tools. Most require simple, inexpensive supplies-flip charts, markers, index cards, self-stick notes or note cards backed with reposition-able adhesive. Whether there are 15 or 150 people attending the Conversation, the interactive exercises which have proved effective include:
Brainstorming What:
A process that allows a number of people to express ideas, solutions or needs. Ideas are not evaluated or discussed.
Process:
The objective for brainstorming is stated as a question. Each person has the opportunity to suggest at least one idea, or to “pass” when it his or her turn to contribute. This is known as structured brainstorming. In unstructured brainstorming people give theirs ideas as they think of them. All ideas are recorded on a flip chart or self-stick notes so that everyone in the group can see the ideas. All ideas are good ideas. New ideas can be created by “piggybacking” on other ideas..
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Fisk bone, cause & effect, or Ishikawa diagram What:
This diagram is used to identify possible causes of a specific problem. It can help a group break down potential problem areas and clearly illustrate a problem which has been identified by a group.
Process:
Identify the problem. Be specific. Take a sheet of notebook or flip chart paper. Turn it sideways. Draw a box near the right edge of the paper and write the problem in the box. Draw a horizontal line that crosses the middle of the sheet, from the problem box to the left edge of the paper.
IMPROPER USE OF E-MAIL MESSAGING
Then draw diagonal lines projecting from above and below the horizontal line; label the “fish bones” with logical categories -major causes of the problem as in the example below. MATERIAL
MACHINE
IMPROPER USE OF
ENVIRONMENT
E-MAIL MESSAGING
METHOD
PEOPLE
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Brainstorm related causes by asking. “Why?” Identify the most likely causes of the problem. Begin working to improve the process. MACHINE
MATERIAL
COMPUTER ARE DOWN MAINTENANCE CASUAL ATTITUDE
TOO MUCH PAPER
VAX PROBLEMS
“COPY TO” LIST
WEATHER
IMPROPER USE OF E-MAIL
ENVIRONMENT
MESSAGING
RSVP TO ENTIRE LIST LACK OF TRAINING LACK OF TIME LACK OF INTEREST
PERSONAL AGENDA WIDE DISTRIBUTION
PRINTING LENGTHY ITEMS
METHOD
MISDIRECTED MESSAGES WITH FOLLOW APOLOGY
PEOPLE
Force field analysis What:
The force field analysis is a visual listing of possible forces driving or preventing change with regard to a particular situation. For example, it could provide a clearer picture of what is driving an organization to improve, as well as what’s preventing it from improving.
Process:
Draw a vertical line down the center of a flip chart page or a large piece of paper. Draw a horizontal line across the sheet about two inches from the top. Draw opposing arrowheads at the intersection, so that the two segments of the horizontal line point to each other. (Or create the diagram by drawing the arrows separately.) Title the left column “driving forces” and the right column “preventing forces” or “restraining forces”.
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What is driving/restraining organizational change? DRIVING FORCES
TQM
RESTRAINING FORCES
Employee turnaround
Staff caring about improvement
“TECHNOPHOBIA�
Technological upgrades
Old teaching paradigms
Student-centered learning
Limited training schedule
Training
Employee development
Positions not always matching skill sets
Brainstorm with the group for five to ten minutes per column, identifying and writing down as many ideas for driving and restraining forces as possible. Continue by discussing how to eliminate the restraining forces. This has been shown to be a most effective tactic as a beginning point of action. These are just a few examples of total quality management tools. More examples are found in the appendix of this book.
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Step 5.
The Logistics
Suggested agenda - Checklist for meeting arrangements
These is not limit to the number of people who can participate in a Strategic Conversation. It’s an open, informal meeting with both large group and small group interaction and participation. It is important, therefore, that the room and arrangements are casual and that some refreshment and provided. Because this is a process in which all opinions are valued and “no rank” is stressed, name tags and sign-in sheets are not necessary. If some participants want to receive copies of the meeting notes or want to be kept informed of the steps to occur after the Strategic Conversation, those attendees can leave their names and addresses on a legal pad or index cards made available for those purposes. Although it can take less time, the average Strategic Conversation can be conducted in a time frame of approximately two hours.
The suggest agenda items and times: Welcome an introduction
3 minutes
Set the stage for the ConversationIntroduce the issue (in the context of the organization) Conversation purpose and goals
10 minutes
Review the ground rules
2 minutes
Introduce the small group activityProcess, questions, time frame, and facilitators and recorders
5 minutes
Question #1
35 minutes
Report out Question #2 Report out
10 minutes 35 minutes 10 minutes
Closure
5 minutes
Evaluation
5 minutes Total: 120 minutes
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Checklist for meeting arrangements: ✔ large room with chairs that can easily be moved into various groupings ✔ microphones, for hand or lapel ✔ audiovisual screen ✔ flip charts and easels, or butcher paper ✔ felt-tip markers ✔ self-stick notes, or note cards backed with repositionable adhesive ✔ index cards ✔ refreshments-especially pop-com or other “munchies” ✔ copies of the background paper and executive summary ✔ feedback form ✔ a brochure describing the process of Strategic Conversations ✔ ground rules posted for all to see ✔ masking tape, packing tape, or thumbtacks.
In theory, everyone understands that preparation can make or break an important meeting. The more work you do before you walk into the room, the more productive and efficient you’ll be. But who has the time to properly prepare? Our checklist makes meeting prep quick and easy—be sure to print it out or save it for later. Each step is described in more detail below. Using the checklist and the principles behind it will ensure that you’ve covered all your bases—and that you won’t be wasting anyone’s time (including your own). [Source: A Checklist for Planning Your Next Big Meeting by Harvard Business Review Staff, march 26, 2015.] (Consulted: 2019.04.17)
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Step 6.
Getting the Word Out
Attracting key people - Resources to use - Contents of message
A Strategic Conversation is only as good as its participants. That’s why the quality of people who attend is critical to a Conversation’s success. Although it may be tempting to invite only “experts” on a topic, the best Conversations take place with a diverse gathering of people who represent many levels of understanding of a topic. Often “experts” already know the answer and therefore. don’t ask the best questions, or accept alternative “solutions”. Diversity of viewpoints makes for the most stimulating Conversation. To attract the key people to attend, get the word out early. Make the message as complete as possible so participants are aware of the time commitment expected. Let them know on advance when the background paper will be available to review.
Go within Draw on your internal resources by getting the word out to staff, faculty and students. Use: •
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interoffice memos
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in-house newsletters
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flyers
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posters
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Reach out Reach a larger public circle through tapping community members who have experience in the topic or are simply interested in it. Use: •
newspaper announcements
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membership newsletters
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neighborhood newsletters
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on-line service—chat rooms or forums
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flyers
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posters
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radio public service announcements
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mailing lists of “friends” of the organization or advisory committees.
In each case your message must state: •
the topic concisely,
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the date,
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the starting and ending times,
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the meeting location,
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a telephone number to call for information,
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a brief explanation of a Strategic Conversation,
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any material which should be read before the meeting and how to obtain it, and
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that the Conversation is an open meeting.
It’s good to include: •
a map and directions to the meeting location, and
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parking information.
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Step 7.
Conducting the Conversation
Ground rules - Facilitators and recorders - What facilitators do - Evaluations forms - Plus/delta
Ground rules Every Conversation should adhere to a few basic ground rules. The ground rules should be developed at the initial Conversation. Participants are encouraged to add to the ground rules or amend them as they see fit. These ground rules should be posted for all to see throughout the Conversation: •
Have fun
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No rank in then room
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Everyone participates—no one dominates.
Some variable ground rules might be customized to an organization or to a single Strategic Conversation. Here are examples of optional ground rules: •
Examine assumptions
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This is a safe zone
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Maintain confidentiality — no attribution
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Help us stay on track
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One speaker at a time—do not interrupt
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Be an active/objective listener
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Give freely of your experience
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Keep an open mind
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Agree or disagree only if it makes sense to do so
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Meet each other with a fresh perspective of who we are
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Maintain “view of the whole”
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Decision-making by consensus.
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Facilitators and recorders The resource team members serve as facilitators and recorders, or you may recruit staff members who are trained in these techniques. One facilitator and recorder should be assigned for every ten to 15 people. One person should be designated the lead facilitator, who will facilitate the large group exercise. Setting the stage for Conversation, the lead facilitator: •
starts the Conversation on time;
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reviews the ground rules;
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introduces the goals, issues, questions and presenters; and
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explain the process, the structured exercises, and the time frame, so participants understand how the Conversation will be conducted.
During the Conversation, the facilitator of either the large group or a smaller group: •
encourages everyone to participate;
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seeks out and recognizes people who wish to speak;
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maintains the focus and pace of the discussion, keeping the discussion on track;
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accepts all ideas without evaluation;
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ties comments together when appropriate;
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listens carefully, helping to clarify questions and obtaining answers to questions;
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repeats questions or comments, as necessary, to ensure all participants hear what has been said;
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speak loudly and clearly, using a microphone if necessary;
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assists recorders in capturing all comments and establishing a “group memory”;
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helps the small group identify the top two or three recommendations or issues; and
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reports out to the large group the top issues or recommendations of significance. This should only take one or two minutes per group.
At the conclusion of Conversation, the lead facilitator: •
summarizes and asks for consensus, an appropriate, to close the Conversation or one portion of the Conversation;
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conducts the Conversation evaluation;
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thanks participants; and ends the meeting on time.
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Every Strategic Conversation concludes with an evaluation—either a written feedback form or the plus/delta assessment.
Evaluation forms One method of conducting an evaluation of a Conversation is to distribute copies of a form on which participants can record feedback. Questions appearing on an evaluation form can include: •
Is this first Strategic Conversation you have attended?
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What did you like about the Strategic Conversation?
•
What specific changes do you recommended to make the Conversation more effective in accomplishing the goals and involving the participants?
•
As a result of the Conversation, what are the next steps you would recommended to the governing board or director?
•
What other comments would you like the board members to hear about your experience in attending this Conversation?
On the next page is an example of an evaluation form which me be photocopied for general use.
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Strategic Conversation EVALUATION Date _____ / ______/_______ Is this the first Strategic Conversation you have attended? ______ What did you like about the Strategic Conversation? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ What specific changes do you recommended to make the Conversation more effective in accomplishing the goals and involving the participants? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ As a result of the Conversation, what are the next steps you would recommended to the governing board or director? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ What other comments would you like the board members to hear about your experience in attending the Conversation? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Add name and address IF you wish to receive a copy of the meeting notes, or notification of future meetings: _____________________________________________________________________________________________ _____________________________________________________________________________________________
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Plus Delta In the plus/delta evaluation technique, a large flip chart is used to record feedback from participants of the Conversation. First, the lead facilitator uses a broad felt-tip marker to draw a vertical line down the center of the facing page on the flip chart, followed by horizontal line crossing it two or three inches (5 or 8 cm) from the top of the chart. In the spaces formed above the horizontal line, the facilitator labels the left column with a plus sign (+), and the right column with a capital Greek delta (Δ).
+ ✔
STARTED ON TIME
✔
COVERED LARGE # OF ISSUES
✔ ✔ ✔
CREATIVE EXERCISE
Δ ✔
TOO MANY ISSUES
✔ ✔
GOOD COFFEE
NO DE-CAFI RAN OUT OF PENS
✔
Attendees are asked to provide positive comments about the Conversation, which the facilitator writes in the “plus” column. The attendees are also asked to recommend suggestions for change, which the facilitator records in the “delta” column. A comment recorded on the plus/delta chart may be an entire sentence, but is most commonly a few words that clearly express the comment without taking more than one or two lines on the chart, and allow for the evaluation to proceed rapidly.
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Step 8.
Completing the Circle
Recording and reporting group comments
Every comment recorded during the Conversation is typed and compiled as the official meeting minutes. These minutes are adopted at the next meeting of the governing board. The resource team also meets to review the group record of all comments and then prepares a brief report for submissions to the governing board. The report summarizes observations or recommendations for future action or new ideas. In short, this summary of the Conversation outlines the next steps to move the issue forward. It should provide might do or what changes in policy could be considered. Offered for example on the following two pages is an actual follow-up report submitted to the governing board of Maricopa Community Colleges following Strategic Conversation that focused on the Quantum Quality Initiative, which is Maricopa’s own total quality management program. Finally, the participants and the organization are kept apprised of the follow-up and next steps on the topic through internal communication, such as newsletters, e-mail, etc,
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IV. Appendix Additional tools that can be used to structured the Conversation include: Affinity diagram - Mind-mapping - Multi-voting - Role play - Nominal group technique - Board game
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Affinity diagram
What:
The affinity diagram is a method of brainstorming that allows a number of people to identify and process many ideas in a short time.
Process:
A topic or question is chosen, clearly stated, and printed on a flip chart paper. Each person, in silence, brainstorms ideas related to the topic. Each person writes down every idea, conveyed in two to four words, on a 3” x 3” (7,6 cm x 7,6 cm) self-stick note or note card. All ideas are placed in the middle of table, or affixed to the flip chart paper. When all the ideas have been posted, the participants work together silently to place ideas in like categories. Each person may pick out on idea that is posted in one place, and move it next to other ideas with which it seems to belong. It is possible that an idea placed in a certain group by one participant will be moved to a different group, or groups, by following participants who disagree. Eventually all of the ideas are separated into clusters or columns that represent all of the categories of ideas. A title describing each category is agreed upon by all participants and placed at the top of each column or group.
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Mind-mapping
What:
Mind-mapping is a tool for identifying collective concerns, developments, or issues to provide a basis for continuing discussion. This tool is visual and fun.
Process: Tape or track a large sheet of butcher block paper to the wall. The suggested size of the paper is six by 12 feet (183 cm x 366 cm), so it is usually necessary to tape multiple sheets together to cover the area, Use a broad felt-tip marker to draw a circle in the middle of the sheet, and write the question or topic to be brainstormed in the center or the circle. Participants suggest items related to topic, or in response to the question, and the ideas are written on “branches� drawn as rays from the edge of the circle outward.
Participants also determine whether subsequent ideas should extend from the center circle or from other ideas, on lines drawn like twig growing out from the branches.
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All ideas are valid. The person who names the item decides where it should be placed on the map. Concrete examples should be given to help clarify the item. This is a very effective tool with large groups.
Following the brainstorming you may wish to multi-vote to select the most important items for discussion. You can conduct a force field analysis with each of the most important items, using one small group per item.
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Additional notes Mind mapping is a technique for collecting, developing and sharing ideas (like the plot of a story or threads of a new idea) in a visual map. Developing a mind map helps to structure information in a visual way. It follows the random way in which the mind generates thoughts rather than following a linear format such as text in a Word document. You can plan a project, summarize your notes for an exam, brainstorm a new idea, take a brief. The uses are endless. Generally brainstorming starts with writing ideas on post-its and sticking them to the wall. The advantage of electronic mind maps over paper mind maps is that you can have as many nodes and branches as you like and can minimize them so as not to have a lot of clutter on your screen. There's no limit to the amount of information you can put in a mind map. You can also link to documents and web pages, delete unneeded nodes and branches and do lots of editing which is more limited with paper mind maps. There is a set of electronic tools for mental mapping, such as Freeplane.
Freeplane is a free and open source software application that supports thinking, sharing information and getting things done at work, in school and at home. The software can be used for mind mapping and analyzing the information contained in mind maps.
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Multi-voting
What:
Multi-voting is a way of selecting the most important item or items for discussion. Several votes may be taken with each vote decreasing the list by eliminating the items with the fewest votes.
Process:
Participants brainstorm a list of items. If two or more suggestions seem similar, after discussion with the group, combine them. List the items on a flip chart, or as part of a diagramming exercise such as mind mapping, so that the items are displayed to the group. There are several different ways to vote:oral, hand raising, or by ballot. Another method is to give each person the same number of self-adhesive round labels – colored “dots.” Participants may use all their dots to vote for one item, or parcel out their share to vote for several items. One “hot dot” — perhaps a fluorescent red label – may be designated. The hot dot carries more weight than the other dots. The team members each place a dot, or dots, on the display next to the items they are voting for, using the “hot dot” for the item which is a high priority to each voter. The final vote is determined by the total number of votes each item receives and by the number of “hot dots” represented for each item.
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Role play
What:
Role play is an exercise similar to a skit that helps to explain a potential dilemma or issue.
Process:
Develop roles and a script. Enlist volunteers to play out a scenario that helps explain a potential dilemma or issue. This is a technique often used to stimulate and focus thinking and to set the stage for small group, in-depth exploration of the question raised by the dilemma or issue.
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Nominal group technique (NGT)
What:
Nominal group technique, or NGT, is used to identify problem areas that need work. It gives everyone an equal opportunity to select the most important problem. NGT helps remove the power of a strong personality and the feeling that there is “rank in the room,” or that the ideas of those in leadership are most important.
Process:
Each person provides his or her suggestions either verbally, or written individually on self-stick notes. A list is made for all the suggestions. The group discusses the suggestions that may be the same idea, but worded differently. A letter is placed in front of each. A. ATHLETICS B. COMPUTERS C. MORE TEACHERS D. NEW TEXTBOOKS E. BUILDING REPAIR Each person ranks the suggestions in order of importance to him or her, with five being the highest and one the lowest. TOTALS A. 1
1
1
5
B. 5
5
4
C. 3
2
D. 1
4
3
E. 3
1
1
5
1 4
2
10
3
18 1
15
1
2
11
2
4
11
Add the numbers across. The highest number is top priority. It may be necessary to limit the list by using the “one-halt plus one” rule when a large number of items has been generated. Divide the list by two and add one. For example, if there are ten items: (10 ÷ 2 = 5) + 1 = 6. You would concentrate on ranking sis items.
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. What:
Board game This activity is an over-sized imitation of a board game one might play at home. It involves a large group of attendees in a Conversation topic that poses a potentially long list of subtopics or separate issues. The issues may be more numerous than what the facilitators can reasonably expect to cover during the time frame. Therefore, the board game randomizes which issues are discussed and by whom. Its primary goal is to increase general awareness of a complex topic in an entertaining setting.
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Process:
Prior to the Conversation, list all of the issues relating to the topic. It appropriate, divide the issues into categories. Prepare a definition or explanation to clarify each issue as needed. Then form three or four discussion questions to generate ideas pertaining to each issue. Write or print each issue and the text that goes with it on a card or sheet of paper. Make three or four copies of each. Have sets of notepads and pens ready for the activity – at least one set for every five attendees expected, plus extras. The next step calls for the creativity of the facilitating team. The possibilities for designing the board game are limitless. However, the following suggestions should result in variations that best serve a Strategic Conversation. Design activity so that teams of attendees will discuss and learn about various issues while playing the game. This section closes with a suggested game plan that has served this purpose successfully. The meeting environment should allow for teams to separate from the group for their discussions; in other words, it helps to furnish the room with scattered tables equal to the number of teams expected. Plan for an over-sized playing board made of sheets of poster board taped to the floor of a large room, or on the surfaces of adjoined tables. A convenient alternative, if the activity takes place on a light-colored smooth surface, is to form the outline of the board with black electrical tape applied directly to the floor or tables used. Add fun to the “giant” motif with over-sized dice made of painted foam blocks or cardboard boxes, and player tokens that can be seen from all over the room, such as toys, statuettes, or original pieces you cut out of foam or cardboard. A game small enough to fit on a card table, like most mass-produced games, may not hold the attention ans encourage the involvement of a group larger than 10 people . The game can be an obvious spoof of a product that is already familiar to most of the attendees. For example, a spin on “Trivial Pursuit” might be “Strategic Pursuit,” or some other play on words that is customized to your topic. Aspect of playing your game can mimic a famous game, as well. A parody can generate interest and humor among the attendees, plus lessen the trouble of explaining how to play. Parody is legal and clever, while direct reproductions of famous products are less amusing and may violate copyright law. A “lightweight” spoof is also more timeeffective than a complicated imitation. The logistics of the game must be so streamlined that its introduction to the group should take no more than a minute or two. Therefore, narrow it down to the simplest form possible, like the suggested game format that follows.
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The monopoly-inspired format To prepare:
Categorize the issues, so that they can be arranged in color groups like the “properties” on a MonopolyTM board. Use scratch paper to design a layout in which the various issues are named on 24 to 40 rectangles connected to form an enclosed square path. For fun, include some spaces that do not name an issue, but rather direct the player to “roll again”. Enlarge your design by copying the spaces onto poster board, a pair of spaces per sheet. Use a poster marker to make the words large and bold. A near and convenient alternative if you have a computer, printer, and graphics software is to print bold, oversized text on sheets of paper to tape or glue to the poster board. Decorate the spaces with colored paper or drawings to touch up the parody. Tape the poster boards end to end to form a huge holow square on the floor – up to 15 feet (457 cm) across.
Maricopa Community College's board game parody “MonApollo” focused on “taking ownership” of implementation issues connected to the district’s Apollo Project.
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This game requires dice and player tokens — the bigger the better. Large stuffed dice are sold in toy stores and novelty shops if you can’t make some. Player tokens can be anything — use your imagination. If the game board is on the floor, you might choose tokens that minimize back strain -for example, tokens that stand on pedestals a few feet high. You can make these from common sign holders, flag pole stands, plant stands, or whatever is available.
To play:
Divide the participants into as many as eight teams of at least five persons each. Announce that the object of the game is to “take ownership” of the various issues, like properties in a Monopoly game. Explain that the “legal tender” involved in not money, but rather ideas. Members of the first team throw the dice and move their game token the number of spaces displayed. When they land on an issue station — one of the spaces with an issue named on it — they are handed the corresponding work sheet or card with a pen and writing pad. The team then retreats from the playing board to discuss the issue, guided by the questions on the card. Once the team members have discussed and written down their ideas, they return to game board, hand the results to the facilitator, and take another turn. They land on space that directs them into a new discussion, and they repeat the process as many times as time frame allows. In the time between, the remaining teams also take turns throwing the dice, moving their tokens, and completing discussions in various lengths of time — from five to 20 minutes a turn. This occurs in a specific order only at the beginning of the game, when each team takes its first turn. Thereafter, whoever returns to the board takes a turn in order of appearance. It is OK for more than one to discuss the same issue — that is why you need more than one copy of each issue card — but a team gets another throw of the dice if it lands on a certain issue for the second time. Imitations of the “Chance” spaces in Monopoly TM can require players to draw from a stack of cards on which some tongue-in-cheek scenarios are written along with directions: for example: “Bank error doubles the telecommunications budget! Move forward five spaces.” It is necessary that every space that provides a joke on the board mainly exists to make the player eventually land on an issue for discussion. No stopping points like the “Jail” or “Free Parking” spaces in Monopoly TM, where tokens are left motionless to wait out other player's turns, are allowed. Every space that is not an issue station must contain some direction to roll again or to move a certain number of spaces. For example, a parody of the “Jail” space in Monopoly TM can be
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called “Writer’s Block” and contain the direction, “Break out by rolling again.” Therefore every turn leads to a discussion, even though it is possible for a team to land on other spaces before reaching their issue — adding both fun and randomness to exercise. If the “roll again” directions are clearly written on the extra spaces, the players will move quickly through their turns without being told what to do. The game ends at a set time limit. Whether you use this format or invent a new board game exercise, remember to schedule a walk-through prior to the Strategic Conversation to lest how well the game works. Play the game with resource team members. Make sure the props function properly and that the game is almost self-explanatory to new players. The walk-through might reveal an unpredictable area of improvement that must be ironed out before the Strategic Conversation is held.
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“LEARNERS LEAD; LEADERS LEARN.” — Dr. Paul A. Elsner Chancellor, Maricopa Community Colleges
Organizations that work with the public often face a special challenge: how to complete the circle between the internal and external communities — that is, the staff and its constituencies. Without planned give-and-take discussions, an organization tends to hear only from those people who have problems or grievances to air. This system results in the chasm between the organization and its constituency growing ever wider. The Strategy Conversation is designed to fill that need. It helps an organization connect in a positive way with the public it servers, leading to a better understanding of issues, a higher degree of support for decisions, and a stronger commitment to the organization by both the staff and constituencies. The time spent preparing Strategic Conversations is one of the best investments an organization can make to develop new understanding of complex issues among its staff and public! Strategic Conversation: Tools for Board Leadership and Meetings © 1997 by the Maricopa County Community College District 2411 West 14th Street Tempe, Arizona 85281-6941 (602)731-8000 www.maricopa.edu
Producciones G.P. - Caracas – Copyleft 2019
