DISCLAIMER Š 2016 SCAD DMGT 732 Facilitating Creative Thinking Team All images were created by the DMGT 732 Facilitating Creative Thinking team unless otherwise noted. Facilitating Creative Thinking is the official process book of the Savannah College of Art and Design graduate Design Management course: DMGT 732 Facilitating Creative Thinking and was created entirely by the students enrolled in this course. Its editorial content does not necessarily reflect the views of the Savannah College of Art and Design. It was produced in the Spring Quarter of 2016 and covers the period between March and June 2016. The 2016 Spring Quarter DMGT 732 process book features 7 sections: Course Overview, The Client, Facilitation, Next Stages, Appendices, References and List of Figures. Apple Macintosh OS X computers using Adobe Creative Cloud software (InDesign, Photoshop and Illustrator) were used to design this book.
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Figure 1. City of Savannah (Pavone, nd).
TABLE OF CONTENTS COURSE OVERVIEW NEXT STAGES Course Overview .................................................................iv iv Gameplan Map ..................................................................88 88 Mentor .................................................................................vv Actionplan Map ..................................................................90 Book Introduction ............................................................. viivi Team Members ..................................................................viii viii References ............................................................................. 94
THE CLIENT Hispanic Chamber of Commerce.......................................... x FACILITATION Introduction ........................................................................ 11 The Thread Between Us ...................................................... 2 Foyer .................................................................................. 8 Wishes .................................................................................8 14 Blinded Train ..................................................................... 14 20 Draw Out ........................................................................... 20 26 Vision to Vision ..................................................................26 32 Vision Map .........................................................................32 38 Organize Cards ...................................................................38 44 Five Bold Steps ...................................................................44 50 Supports and Challenges ...................................................50 56 Scribble ..............................................................................56 62 Once Upon a Dream ..........................................................62 68 Golden Connections ..........................................................68 74 Team Reflection .................................................................82 82 General Feedback ..............................................................84
APPENDIX Appendix A: Consent Forms ...............................................94 95 List of Figures .....................................................................95 100
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COURSE OVERVIEW DMGT 732 Facilitating Creative Thinking Successful design managers need to be able to create the conditions for creative thinking and innovation within an organization composed of a wide variety of professionals, most of whom are not familiar with design thinking. This course prepares students to lead teams in the envisioning of new ideas and solutions by developing skills in framing, imaging and group interaction as they apply the process of design conceptualization outside of the familiar domain of studio skills. In a series of simulations and group exercises, the students acquire experience in idea facilitation through working successfully with non-design people in a creative mode.
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Savannah College of Art and Design, 2015-2016 online catalogue
Figure 2. Active Listening.
MENTOR “I am a creative entrepreneur and trans-disciplinary scholar-practitioner working at the nexus of design, business, and engineering. My colleagues describe me as progressive, creative, innovative, generous, and industri ous. As a bi-cultural, bi-lingual, and bi-national I live in Europe and also in the US, currently on a sub-tropical island near Savannah, Georgia, where I teach Design Management at the Savannah College of Art and Design.” —Regina Rowland, Ph.D.
Figure 3. Prof. Regina Rowland.
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BOOK INTRODUCTION This book serves to document the work of 12 graduate students in DMGT 732, Facilitating Creative Thinking at the Savannah College of Art and Design over the course of the 2016 Spring Quarter. The class utilized the Drexler/Sibbet Team Performance Model (TPM) as a framework to actively learn the skills necessary to become effective team leaders. Accordingly, the students themselves operated as a team, using one another as test subjects in the process: based on the TPM, the students experientially role-played each of the seven steps in the model as classroom activities. Each role-play session was designed and led by one or two student facilitators, after which the class exchanged structured feedback to review and record what was experienced, what worked well, and what could be improved upon. vi
Figure 4. Start of Client Session.
This book contains the activities that took place in the client session divided into three parts: Activity Intent, Activity Description and Team Reflection. Activity Intent This section introduces the activity intent, the purpose and desired outcome of each activity. Activity Description This part includes the description of each activity in chronological order as happende on the workshop. Reflection This section is what facilitators thought about the activities that they conducted, and their assessment of improvements neccessary for a more successful or effective activity in the future.
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TEAM MEMBERS
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Figures 5–16. Design Team Portraits.
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THE CLIENT
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Figure 17. The Hispanic Chamber of Commerce. Figure x. Artifacts
At first the client shared the problems he could sight. He felt that the Hispanic community required more exposure, clear out the stereotype attitude with non-Hispanics and break the language barrier. Overall he was looking at generating a The Hispanic Chamber of Commerce is one of the 3 Hispanic + 1 year plan with the activities and events planned by the team. Chambers of Commerce in Georgia. It was created in October of 2014, it has 95 businesses as members and 70% The client is interested on clarifying roles of The Hispanic of them are Hispanic owned. Chamber of Commerce team members and empowering them so they feel more involved, invested, passionate and The main objective of the Hispanic Chamber of Commerce connected. Another priority is building alignment through is to help Hispanic businesses to be more productive and to integrate them to the main community while breaking clearing out the organization’s goals. the Hispanic stigma of illegality, incapability and low quality products. The Hispanic Chamber of Commerce also wants to create a business community where its members help each other by offering networking opportunities and facilitating access to resources. The client presented the Hispanic Chamber of Commerce and gave the team a summary of the organization mission, vision, priorities and general challenges.
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THE THREAD BETWEEN US Activity Intent The purpose of this activity is to create visual clear connections between team members in both personal and professional level, making evident the common ground between participants and breaking the ice to start the session. Activity Description The facilitator asks participants to make a circle and starts the activity creating first personal connections with a pink yarn. Personal connections are made by asking questions of things they love or like to do. One person asks the question and other team member replies. As team members answer questions, they pass the pink yarn around and create visible connections. Once every team member has made at least one connection, the facilitator asks team members to share their role within the organization. After every participant explains his/her role, the facilitator introduces a new round of connections using a green yarn. This time, participants will create connections using their roles as bonds, trying to find different ways to connect with each other. 2
The activity ends when every team member has at least one connection. The facilitator invites participants to observe the connections they ha ve created and asks them to explain how they felt about building this new connections. The facilitator invites participants to leave their connections on the floor and observe in silence the network theyust have created. The facilitator asks participants to keep creating new connections through the session and invites them to continue with the next activity. During the activity one of the facilitators takes notes of the connections.After the group leaves the room, facilitators recreate the network on the floor marked with the names of the participants. This network is later used in the Golden Connections activity.
Figure 18. The Thread Between Us.
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Figure 19–29. The Thread Between Us Activity.
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THE THREAD BETWEEN US
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Figure 30. Open Communication for the Team.
Team Reflection A thread between us served as an ice breaker between team members and settled a sharing environment during the facilitation session. In the first part of the activity team members discovered common personal interests and passions so they got to know each other better, opening opportunities to new dialogues within the team. In the second part, after every team member shared his/her role in the organization, the group made evident the work dynamics they had. This way team members started to notice possibilities of future work connections they could create. By the end of the activity, team members expressed they didn’t know each other that well and with a simple activity they realized they were more similar than they thought. Team members made the agreement to have open communication in the rest of the session.
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THE FOYER Activity Intent This activity will help align all participants’ understandings of the HCC’s general purpose. Activity Description In the first part of the activity, facilitators asked the participants to write down their own understanding of the purpose of a chamber of commerce. Then, the group was divided into two groups, where everyone shared what has been written in order to generate a definition each team. Then, the facilitators presented a general purpose for a chamber of commerce according to ACCE American Chamber of Commerce Executives. In the final stage, a leader from each of the groups described its team definition and explained the alignment with the one provided by the facilitators. As a result, participants have internalized the purpose for a chamber of commerce. The group has also realized the importance of keeping this in mind during the decision making process and guidance of new projects.
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Figure 31. The Foyer Introduction.
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“ A Chamber of Commerce is an organization of businesses seeking to further their collective interest, while advancing their community, region, state or nation. Business owners in towns, cities, and other territories, voluntarily form these local societies / networks to advocate on behalf the community at large, economic prosperity and business interest.� Source: ACCE American Chamber of Commerce Executives
2016 SCAD School of Design Adapted from Grove’s Road Map. roadmap
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“Our vision is to be the economic development organization of choice in the Savannah metropolitan area for Hispanics to go when starting, operating, and growing a succesful business enterprise.” - Hispanic Chamber of Commerce
2016 SCAD School of De
Adapted from Grove’s Road M roadm
Figure 32–42. The Foyer Activity.
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THE FOYER
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Figure 43. Opten Communication for the Team.
Team Reflection The Foyer guided the participants into reaching a better and deeper understanding of the purpose of a chamber of commerce. At the end of the activity, the members of the Metropolitan Savannah Hispanic Chamber of Commerce came to the conclusion that they now have the knowledge of the purpose of a chamber of commerce; which is crucial to be taken it into account when developing new projects and in decision-making processes.
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WISHES Activity Intent The intent of this activity is to align the wishes of Board Members for the HCC and lead them to think about their own solutions and ways to achieve them. Activity Description The facilitator guides the participants through the definition of their wishes for the Hispanic Chamber of Commerce. The wishes can be big, small, specific or broad, and all of them are written down in Post-it notes and shared. All of them are put in a poster (in the wishes section) for everyone to see and cluster the ones that are most related. Once the wishes are grouped, the team members can vote for the two wishes that are most important for them in order to choose one wish to move forward in the activity. Once the wish is selected, the team can start writing the advantages that having this wish granted would offer, the barriers that stand in the way and finally the bridges or possible solutions to overcome them. The activity allows participants to see what the rest of the members think is important and gathers ideas from all of them on how to achieve them through group or personal efforts. 14
Figure Figure44 x. Wishes . Wishes Introduction.
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WISHES
ADVANTAGES
BARRIERS
BRIDGES
16 2016 SCAD School of Design DMGT 732 Facilitating Creative Thinking Adopted from Synecticworld’s Synectics Creative-Problem-Solving Methodology
Figure 45–56. Wishes Activity.
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WISHES
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Figure 57. Understanding Team Desires.
Team Reflection The activity allowed the participants to see their different perspectives and views on the Chamber through the wishes they had for it. The wishes aligned well and were easily grouped in categories. They revolved around listening to each other, organization, setting clear goals and, mainly, focusing on their mission. To focus on the mission was the wish chosen for further discussion. This allowed for the group to describe the advantages and value that having a clear mission and following it provides and set up a good stage for the activities that followed in the session. Pointing out the advantages lead the group members to understand that a mission would help them focus their efforts on what they really need to do, lead to better results, success and, consequently, more trust from the community. The barriers standing in the way had to do mostly with resources. The lack of human resources, physical resources, financial resources and time makes their mission harder to achieve. However, other barriers revolved around lack or organization, lack of a clear plan of action, inconsistent focus, and lack of communication. All of these are directly in the hands of the participants and require their own efforts to bridge them.
As they were asked to think about ways to overcome the barriers, the team came up with concrete tasks that could be achieved. A business plan with assigned responsibilities, timely dissemination of information, getting the support of more members and better follow up on the current members were some of the most measurable suggestions. The discussion after the activity, however, lead to more team oriented bridges such as working together, learn from their mistakes, apologizing to each other and helping fellow members in their own responsibilities. The development of the activity allowed them to connect what they want with how to get it and, in the way, highlighted the importance of their relationships with each other as a major support.
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BLINDED TRAIN Activity Intent The intent of this activity is to refocus on the day’s activities by helping Board Members build a feeling of belonging to the HCC. This activity also showed HCC leadership that situational leadership can be assumed by other Board Members in the organization. Activity Description The activity was called the blinded train and showed a way of build trust of the team by relying on the instructions of a team captain. The blinded train consisted in a competition between 2 teams to get from point A to point B and deliver a package, crossing an obstacle field. Participants could not give instructions verbally or by any sound means. And they could not break the chain and separate the train.
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Figure 58. Blinded Train.
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22 Figure 59–68. Blinded Train Activity.
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BLINDED TRAIN
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Figure 69. Creating trust in the HCOC.
Team Reflection The activity showed how different team members have to rely on their team captain to succeed on the task they were asked to accomplish. The first factor that came to the facilitator notice is the uncomfortability of the team when one of the senses was suppressed (vision).
The reflection by the team concluded in alignment with the purpose of the activity. The clear communication and sense of trust will influence the synergy of the team, and this activities are meant to forge bonds between the team and show possible flaws.
To overcome this, listening clearly to the instructions as well as trusting the leader was crucial for the team to achieve the goal. Suggestion of instructions was given by the supporters of the facilitation to each team but one instruction was obviated: when the team gets to the goal, how would they know how to throw it on the bucket? This sense of uncertainty showed another skill that leaders have to reinforce and is to improvise instructions to achieve the goal even if they are not what the team has discussed. The sense of “acting fast� was a challenge that the facilitators foresaw on the planning of the activity and was not given in the instructions on purpose.
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DRAW OUT Activity Intent This activity is designed to bring to the surface similar values within the members of the Hispanic Chamber of Commerce and align them with the more important ones to later help them define their vision for the HCOC. Activity Description The activity is a different way to make the participants come with their own values for their business. By paring them to rank the values they share their opinion and begin to understand better their team members. When the values are organized by order the first three will provide the team a support to create the vision.
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Figure 70. Draw out.
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Figure 71–76. Draw Out Activity.
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DRAW OUT
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Figure 77. Creating Trust in the HCOC.
Team Reflection This activity showed that the members needed to have a clear understanding of the values that were already set by the HCC. When they paired to talk about the values and rank them was a tough decision because not everyone thinks equally. When it was time to put the values in order there was language miscommunication because some words in spanish don’t have the same meaning in english, because of this a small issue emerged, but it was fixed quickly. At the end the team was happy having as their main values: trust, honesty and build great relationships.
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VISION TO VISION Activity Intent This activity is designed to create an understanding of the overall vision of the HCC by understanding the Board Members individual perspectives. Activity Description The activity was a kickstarter for forming a vision for the Hispanic Chamber of Commerce. We wanted the members to participate in smaller groups and form their own individual blurred vision of HCOC using visuals only, hence the name. The activity involved the members to keep silence and only use gestures to communicate while they formed a storyboard, translating to a sentence made of visuals.
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Figure 78. Vision to Vision.
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Figure 79–86. Vision to Vision Activity.
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VISION TO VISION
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Figure 87. Involving Other Senses in the Vision.
Team Reflection The activity showed how smaller groups also find it difficult to understand each other without verbal communication. Noticing how the group members made efforts to define and prioritize the symbols, with everyone trying a different version was a sight. However with time, one or the other member did give way to the others in order to complete the entire story board. While one team used very few icons and stayed precise, the other lined almost all of them to their vision of HCOC. Every member participated and wanted to make their recommendation to the positioning and priority of the icons as they deemed fit. The teams shared their vision with each each other, which was then compared to the vision of HCOC. Having them define a blurred vision and not being too specific with words, helped them to make direct and indirect connections to the original vision. The teams looked happy and content as they felt aligned and on track. 37
VISION MAP Activity Intent The intent of the activity was to align and clarify the personal vision of the board members towards the vision of the chamber of commerce. This activity also searched for sub-visions that would support the overall vision of the chamber and bring focus towards the actions that must be taken. Activity Description The teams were asked to form 2 teams and come up with their own perception of the vision of the chamber of commerce with supporting sub-visions. Guided by the facilitators’ methods and taking into account each team’s vision, teams collaborated to create 6 different sub-visions. Both teams shared their vision and sub-visions, followed by bringing them together with the facilitator’s guidance. The last step was reaching a final single vision with its corresponding sub-visions.
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Figure 88. Vision Map.
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METROPOLITAN SAVANNAH
HISPANIC
CHAMBER OF COMMERCE
VISION
2016 SCAD School of Design DMGT 732 Facilitating Creative Thinking Adapted from Grove’s Mandala Vision Map. https://grovetools-inc.com/collections/mandala-vision
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Figure 89–99. Vision Map Activity.
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VISION MAP
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Figure 100. Considering a Larger Inclusive Vision.
Team Reflection Vision Map divided the group into teams, this surfaced an uncomfortable constraint with one of the teams: the presence of the board president. This showed hassle over the concepts of vision, mission and objectives. The facilitators clarified that even if the vision that each team was formulating weren’t exactly the vision stated by the chamber, the purpose of the activity was to understand how different members perceive the chambers vision in their own words and perspectives. To break this mindset challenge in team 1, the facilitators shifted the sub-visions into metaphors that every participant could relate to the chamber embracing the values. Each metaphor highlighted the skills of every team member and their perception of the chamber. As the metaphors started to populate the sub-vision, the facilitators visualized them with simple graphics for them to reinforce the metaphor, and when it was the time to formulate correctly the sub-visions into ongoing actions as
verbs ending in -ing the team was able to quickly shift the metaphors into actions. Team 2 was encouraged to describe their personal vision in single words. They then grouped the words to understand common values. From these terms they created briefe insights that lead to a team vision. Each member’s ideas were included in their overall version. There vision showed that they were very concerned with community, something not largely prevalent in the chamber vision. When both teams shared their visions they were asked to passionately express their own team vision. When the facilitators showed the vision of the chamber, a clear overlap of the vision concepts took place. This opened the opportunity for new ideals to come into consideration, which was a crucial milestone for the board: to collectively embody the vision, enhance the sense of belonging and feel passionate about being a part of this board. 43
ORGANIZE CARDS Activity Intent Challenge Participants to work toward a goal using nonverbal and verbal Communication. Activity Description This activity is designed to have 2 groups work in teams toward a common goal of sorting a deck of card into a particular pattern. The pattern is displayed on the board for participants to see. In round one participants are challenged to complete the goal as fast as possible without talking. In round two they have time to strategize before the round begins. They are also allowed to talk during the 2nd round. Both rounds are timed and recorded to be are compared to the opposing group and as well as the time from each round. A wrap up concludes the activity.
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Figure 101. Organize Cards.
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Figure 102–114. Organize Cards Activity.
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ORGANIZE CARDS
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Figure 115. Collaborating on a High Speed Environment.
Team Reflection At the beginning of this activity, the facilitators became aware that particular members were becoming overpowering voices of the team as a whole. In response the facilitator choose to make the first round a silent version. This was to encourage others to communicate with body language and encourage verbally quite participants to take the lead using a different form of communication. The second round allowed conversation, however as observed by the facilitator both team used limited conversation. In conclusion the Hispanic Chamber of Commerce learned that communication, strategy, and leadership help create and reach common goals. They also learned that things can be accomplished using different ideas, techniques, and leader roles to complete the task at hand.
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FIVE BOLD STEPS Activity Intent The intent of this activity was to help participants identify key strategies or bold steps that are necessary and significant for them in order to achieve their vision. This activity centers the team from the abstract mindset into the analytical mindset of how to achieve it. Activity Description The facilitators ask participants to refresh their vision and sub-visions, there must be a clear understanding of these. Then, participants as a single group discuss about what are necessary actions for them to take in order to achieve their vision. The bold steps or key actions were then organized in order of importance with guidance from the facilitators.
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Figure 116. Five Bold Steps.
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Figure 117–124. Five Bold Steps Activity.
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FIVE BOLD STEPS
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Figure 125. Climbing the Vision Mountain..
Team Reflection The Five Bold Steps activity showed the different ways team members communicate in a whole group. Throught discussing ideas, actions and activities, the group figured out the significant steps that the company can take to achieve the vision. Narrowing down the number of the significant steps helped team members to realize and pay more attention to the most important strategies. By the end of the activity, team members expressed that because of the clarification of their next significant steps, they will have more passion for them. In addition, because they have a small numbers of the significant steps, they would like to work together and try their best to make sure they are supporting those five. What is more, they believed that they will have more strategies next year after they do well on their basic five steps.
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SUPPORTS AND CHALLENGES Activity Intent An activity to identify the current and future challenges of the Hispanic Chamber of Commerce and to identify supports they currently have and the ones they can potentially have. Activity Description The facilitator guides the participants through the definition of the challenges that the Hispanic Chamber of Commerce has encountered or may encounter in the future. The challenges can be big, small, specific, or broad, and all of them are come from the discussion between all members. Once the challenges are stated, the facilitator starts guiding the participants to discuss and come up with the supports that may help the Hispanic Chamber of Commerce to overcome the challenges that has been stated. This activity allows participants to see how does every member define existing and future challenges, as well as find supports to manage the challenge by collaborating with each other.
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Figure 126. x. Supports The Supports and challenges for Growth.
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Figure 127-131. Supports and Challenges Activity.
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SUPPORTS AND CHALLENGES
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Figure 132. Identifying Supports and Challenges. Figure x.New Climbing the vision mountain
Team Reflection This activity showed that the team reached a consensus with each other on most important challenges as well as existing and potential supports to help them overcome those challenges since they were discussing challenges and supports under the unanimous vision and bold steps of the chamber. However, no participant realized that all themselves could also be a part of the supports, which means they paid more attention on supports from outsiders rather than from the chamber itself.
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SCRIBBLE Activity Intent The purpose for this activity is to break the ice and promote participants to relax and focus the participants mental energy to think in the next process steps. Activity Description The participants will remain seated with a letter size piece of paper ready and a pen. The participants will be asked to set the pen on the paper, close their eyes and start scribbling on the paper, randomly and carelessly. Then after a minute they will be asked to open their eyes, see what they have scribble and use the color markers to make sense of their drawings by making connections. At the end participants will share their outcome of making the connections.
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Figure 133. Scribble.
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Figure 134-145. Scribble Activity.
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SCRIBBLE
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Figure 146. Finding Meaning from Clutter.
Team ReflectionN US From the feedback, we collected that this activity was successful, because the team members understood easily and engaged to the activity main goal which was give them the opportunity to think outside the box, and making room for creativity by creating new things from something that is unknown, in this case carelessly drawings. At the end group members experienced a relaxed and fun activity, and also had the opportunity to shared their masterpieces with each other, which lead them to talk and participate. A Suggestion for improvement for this activity was to have more time to reflect in each others drawings before moving forward.
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ONCE UPON A DREAM Activity Intent By defining Dreams and Fears participants will be able to move forward with the supports and challenges activity and create their future dreams for the Hispanic Chamber of Commerce. Activity Description This activity is one of the simplest ones because is the last step. The participants are asked to think of their fears and dreams for the HCC. As the dreams are set on the future the participants are allowed to imagine and picture what would they like to see happening in a long term. First is better to ask them about their fears and encourage them to revise the wishes map to have a better understanding. To finish with the good part the participants are asked to dream about the future of the HCC.
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Figure 147. Once Upon a Dream.
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Figure 148–153. Once Upon a Dream Activity.
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ONCE UPON A DREAM
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Figure 154. Tangible Dreams.
Team Reflection The activity worked really fluently because the team had already done the supports and challenges in the Five Bold Steps Map and the Wishes map. It was nice to see that it was a harder job to think about the fears than the dreams. Clearly they see themselves in the HCC future and look forward to be present in its growth.
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GOLDEN CONNECTIONS Activity Intent The purpose of the activity is to make evident new connections and agreements made between team members throughout the facilitation session, and to provide closure and reflection about their progress comparing the first mesh made in The thread between us with the new one. Activity Description The facilitator welcomes the participants and asks them to step in front of their name marks on the floor and reminds them about the connections they made at the beginning of the session and asks them to observe them. Then, the facilitator explains that the activity is similar to the one they made to open the session, and explains that this time they will make gloden connections (passing around the golden yarn) based on what they learned about each other throughout the activity. This new connections represent the agreements and new ideas they develop ed by working together during the day. The activity ends when everyone has makes at least 1 new connection. they are more connected now and that they have common goals together. 74
The facilitator asks team members how they feel about this new agreements and connections. The facilitator closes the activity by inviting participants to remember they are now more connected than before and that they need to keep creating this kind of new connections in their daily work dynamic. The facilitator invites participants to go to the next activity.
Figure 155. Golden Connections.
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Figure 156–165. Golden Connections Activity.
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GOLDEN CONNECTIONS
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Figure 166. The New Connections.
Team Reflection Golden connections made visible the new agreements and connections created throughout the facilitation session and made evident that the group built trust and alignment around a common goal during the session. It served to settle new ways to connect team members oriented to specific actions.
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GENERAL FEEDBACK What the participants expected: The participants mostly expected a boring day of arguments and long confusing discussions about the chamber. Some of them, however, expected team building exercises and to learn from their peers what was important to them and how to work together to achieve it. What the participants experienced: Participants thought the activities were dynamic and fun, and were even eager to take them back to their own businesses. They were able to learn about their fellow board members, their ideas and the importance of working together as a team. Sharing their points of view they were able to understand more clearly the vision and role of the chamber. They enjoyed the engagement of all the facilitating team, their professionalism and their organization.
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What the participants appreciated: The participants appreciated the high level of organization, engagement, enthusiasm, participation, experience and friendliness of the facilitators. They were engaged by the activities, thought they were very thorough, well guided and that they provided them with a lot of useful information for the future. They felt they learned a lot. What the participants would have liked more of: The participants enjoyed the experience but would have liked to have more time for some of the activities and to finish the two additional maps. Outside of time restriction, the participants would have liked a previous discussion to assess the current understanding of the responsibilities they had already stated and an action plan which had been included at the beginning in the desired outcomes by the participants. Except for that, the group was grateful for the experience, the connections established and the team work.
Figure 167. General Feedback.
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732 TEAM REFLECTION
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Figure x. The new connections
Team Reflection The DMGT 732 Team was able to organize and design a successful session for the participants. The participant’s expectations weren’t completely clear, but it was clear from their feedback that they engaged in an experience that exceeded their expectations. They were able to make connections with each other, and that was the primary goal of the Team as they planned the day.
However, during the time allotted the primary outcomes of building trust and connection between the team members and aligning on the Chamber’s vision was achieved. This was clearly demonstrated by the participant's statements during the Wrap Up and through the friendlier environment that developed between them during the day.
The activities were adequate for all the participants involved and no one seemed uncomfortable with any of them during the day. The relationship between the participants and the team members was friendly and trusting. The DMGT 732 Team recognized that time was limited and planned the session to ensure some specific outcomes were met. The participants, as their feedback showed, would have appreciated more time to develop some of the activities and maybe planning for an additional half day could have allowed the Team to guide the participants through the Gameplan and Roadmap. Figure 169–171. High Performance Team.
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GENERAL FEEDBACK
Stage 1: Orientation
Stage 2: Team Building
As the Board Members engaged in the session, a sense of team purpose could be felt, and identity and membership were achieved. However, because all the Board Members have other responsibilities like day jobs and then come together at particular times for HCC meetings, it could have been easy for this sense of identity to get lost.
The Facilitators observed that the participants started the session with a more formal and distant relationship. However, by the end of the session they aligned themselves toward a clear goal in more relaxed environment built on trust and common ground.
The Facilitators recommend that the HCC engage in team building activities at the start of every meeting in order to remind each other of what brings them together. In addition, the Facilitators suggest that the agenda is sent before the meeting so that everyone can clearly understand the goal for each meeting. This could help create meetings that are more proactive and less informative. By working together in a team, rather than just informing each member, a stronger organization will be built.
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The Facilitators suggest that the Board Members practice honest conversation and feedback during meetings. They should be respectful and open minded while also reminding each other to do the same. Getting together in more relaxed environment outside of work meetings will also allow everyone to build personal connections and a higher level of trust.
Figure 172. Drexler/Sibbet Team Performance ModelÂŽ.
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GENERAL FEEDBACK
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Stage 3: Goal Clarification
Stage 4: Commitment
-The Facilitators observed that the Board Members shared the common vision of the HCC, which existed prior to them joining the organization. While most participants share a common general version of the vision, many Board Members view different ways of achieving that goal. Some Board Members are more focused on community building, while others are more focused on business building.
-The Facilitators observed at the beginning of the session that the Board Members were not aligned in decision making; there was a clear leading role that guided activities. As the session continued the Board Members developed a clearer idea of how tasks should be divided and understood that there is some work that has to be done as a group to accomplish their goal.
-The Facilitators recommend that the defined subvisions be integrated into the overall vision. This does not necessarily mean that the main vision statement has to change. However, incorporating these sub-visions will allow Board Members to feel more ownership of the HCC, build stronger ties to the HCC, and be more outspoken about group integration. Ownership leads to commitment and membership.
-The Facilitators recommend that working as a group continues so that the Board Members have a constant understanding of their tasks and how it clearly fits within the HCC’s goals. The more the group builds and develops team spirit and communication, the more room there is for budding ideas, overall commitment, and understanding within the HCC.
Stage 5: Implementation -As the session reached the end the Facilitators observed that there was a clear alignment of the Board Members’ understanding of roles, vision and relationships within the group. However, the danger of the leader not joining them exists. The Facilitators were happy to know that the Board Members clearly understood the processes that they participated in during the session and want to use them later at their jobs. Unfortunately, the possibility of Board Members lack of commitment to the HCC could transform into an incredible challenge.
-The Facilitators suggest that the Board Members continue working together to achieve their desired goals. They need to trust each other and create bonds to solve future problems the HCC will face. The leader should try to understand the needs of all Board Members and have an open mind about their suggestions. Alignment among Board Members is a key factor for the HCC to succeed and it is highly recommended that the team continue team building activities in and outside the HCC meetings to create a Unified Hispanic Chamber of Commerce.
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GAMEPLAN MAP 2
Gameplan/ Zeppelin Map
Post-itÂŽ
Time: +2 hours
Markers
What is this map? This map is an action oriented map that engages previously stated bold steps, one at a time. It helps identify team membership and resources that will be engaged by team members. Overall, by stating stages or tasks with each desired outcome it provides focus on the primary objectives of the bold step at hand. Why are we using this? This activity is placed in the implementation stage. It creates clear processes, alignment, and disciplined execution. By visualizing team membership and tasks to be accomplished, team members are engaged into identifying the tasks necessary to reach the objectives placed. Common understanding of step-specific teams will make bold steps easily reachable, thus generating value across the whole organization. 88
DETAILS
BOLD STEP 4 BOLD STEP 3
BOLD STEP 2
BOLD STEP 1
TEAM/ RESOURCES
BOLD STEP 5
OTHER OBJECTIVES PRIMARY OBJECTIVES VISION
METROPOLITAN SAVANNAH
HISPANIC
CHAMBER OF COMMERCE
DESIRED OUTCOMES
HOW TO OVERCOME CHALLENGES
2016 SCAD School of Design Adapted from Grove’s Gameplan Map. gameplan
Figure 173. Drexler/Sibbet Gameplan Map® Adaptation.
Step 1: The Gameplan focuses on one bold step at a time. Transfer the vision and bold-step on the game plan and explain that these are the starting points to developing the map. Step 2: Participants now focus on writing objectives in post-it notes without cataloguing them either primary or other objective. The notes are placed in the mountain under the vision. Step 3: Engage participants into identifying the stages or tasks to be taken in regards of this bold step leading to the vision.
The desired outcome and how to overcome challenges for each task are filled in simultaneously. Step 4: Once we have the tasks with each desired outcome we move again into the objectives. Participants now asses each previously written objective, cluster them accordingly with any new objectives and place them in either primary or other objectives. Step 5: Wrap up the activity by having an open table discussion where the team can express any doubt. Follow this by offering a self reflection from each team member.
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ACTIONPLAN MAP 3
Action Plan Airplane Map
Post-itÂŽ
Time: +2 hours
Markers
What is this map? This map is an action oriented target map taking into account the previously stated bold steps and vision. It helps create a big picture of actions and target dates. The team set high level goals help the organization to set a direction. Overall, it illustrates the specific identification of various milestones an organization would want to achieve. Why are we using this? This activity should be staged second to the stage 1 activity to understand and set targets. By visualizing the targets on a poster, solidifying the steps and timeline, the team can build a common understanding of the upcoming path to decide the work to be done. Revisiting vision and bold steps map is encouraged, as this activity will illuminate an unforeseen path forward. 90
ACTION PLAN
BOLD STEPS
DA
TES
OVERALL GOALS DA
TES
DA
TES
DA
TES
DA
TES
DA
TES
DA
TES
DA
TES
OTHER OBJECTIVES STEP 1 OWNER
PRIMARY OBJECTIVES
STEP 2 OWNER
VISION
STEP 3 OWNER
STEP 4 OWNER
STEP 5 OWNER
HOW TO OVERCOME CHALLENGES 2016 SCAD School of Design Adapted from Grove’s Road Map. roadmap
Figure 174. Drexler/Sibbet Actionplan Map® Adaptation.
Step 1: Bring bold steps and vision from Stage 1 activity and place them in the designated placeholders on this map.
Step 4: Set a schedule and set specific dates and deadlines for each step on the top yellow air-balloons.
Step 2: Discuss amongst the team the objectives that support the vision. Divide them into primary and other objectives.
Step 5: Once we have the dates, goals and bold steps on the board, the team should identify the challenges that would hinder the process. With the challenges, the team should also mention ways of overcoming them. Overall, a collection of challenges and their solution should be pinned on the map.
Step 3: From the primary objective the team should develop overall goals and match them to the specific bold steps. The team should also be able to define measureable steps to achieve these goals.
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Figure 175. Group Photo.
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REFERENCES American Psychological Association. (2009). Publiction manual of the Amercian Psychological Association, sixt Edition. American Pyschological Association. Grove Consultants International (nd). Five Bold Steps Map. Grove Consultants International (nd). Graphic Gameplan Map. Grove Consutants International (nd). Graphic Road Map. Grove Consultants International (nd). Team performance model overview. Grove Consultants International (nd). Team leder guide. Pavone, S. Savannah city. [Online image]. Retrieved April 24, 2016 from http://www. savannahroofingexperts.com/ Sibbet, D. (2011). Visual teams. Hoboken, NJ: John Wiley & Sons. 94
APPENDIX A: CONSENT FORMS
Figures 176–177. Consent Forms.
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APPENDIX A: CONSENT FORMS
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Figures 178–181. Consent Forms.
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APPENDIX A: CONSENT FORMS (CONTINUED)
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Figures 182–184. Consent Forms.
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LIST OF FIGURES
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Figure 1. City of Savannah (Pavone, S.) .....…………………….......iiii Figure 2. Active Listening ..………………….............................……iv iv Figure 3. Prof. Regina Rowland ..……………................................vv Figure 4. Start of Client Session .…………..................................vi vi Figures 5–16. Design Team Portraits .………...........................viii viii Figure 17. The Hispanic Chamber of Commerce ...............……xx Figure 18. The Thread Between Us ..…................................…..33 Figure 19–29. The Thread Between Us Activity ..…................44 Figure 30. Open Communication for the Team .…..................66 Figure 31. The Foyer Introduction .…………...............................99 Figure 32–42 . The Foyer Activity ...............................……......10 10 Figure 43. Open Communication for the Team ………...........12 12 Figure 44. Wishes Introduction ……...................................…..15 15 Figure 45–56. Wishes Activity ………..................................…..16 16 Figure 57. Understanding Team Desires ……......................….18 18 Figure 58. Blinded Train ......................................................….21 21 Figure 59–68. Blinded Train Activity ……................................22 22 Figure 69. Creating Trust in the HCOC ...................................24 24 Figure 70. Draw Out .............................................................…27 27 Figure 71–76. Draw Out Activity .....…....................................28 28 Figure 77. Creating Trust in the HCOC .…….......................…..30 30 Figure 78. Vision to Vision .……...............................................33 33 Figure 79–86. Vision to Vision Activity ..….........................…34 34 Figure 87. Involving Other Senses in the Vision .....…......……36 36 Figure 88. Vision Map .……......................................................39 39 Figure 89–99. Vision Map Activity .….....................................40 40
42 Figure 100. Considering a Larger Inclusive Vision ….............42 45 Figure 101. Organize Cards .….................................................45 46 Figure 102–114. Organize Cards Activity ………......................46 48 Figure 115. Collaborating on a High Speed Environment …48 51 Figure 116. Five Bold Steps …….......................................……..51 52 Figure 117–124. Five Bold Steps Activity ………..............….....52 54 Figure 125. Climbing the Vision Mountain .………...............…54 57 Figure 126. The Supports for Growth ……..............................57 58 Figure 127–131. Supports and Challenges Activity …...……..58 60 Figure 132. Identifying New Supports and Challenges .…….60 63 Figure 133. Scribble ...........................................................……63 64 Figure 134–145. Scribble Activity …..................................……64 66 Figure 146. Finding Meaning from Clutter ....................……..66 69 Figure 147. Once Upon a Dream .......................................…..69 70 Figure 148–153. Once Upon a Dream Activity ..……........…..70 72 Figure 154. Tangible Dreams ……........................................….72 75 Figure 155. Golden Connections ........................................….75 76 Figure 156–165. Golden Connections Activity ……................76 78 Figure 166. The New Connections .….....................................78 81 Figure 167. General Feedback ...........................................…..81 82 Figure 169-171. High Performance Team …......................…..82 85 Figure 172. Drexler/Sibbet Team Performance Model® ……85 89 Figure 173. Drexler/Sibbet Gameplan Map® Adaptation .…89 91 Figure 174. Drexler/Sibbet Actionplan Map® Adaptation ...91 92 Figure 175. Group Photo …………..........................................…92 Figure 176–184. Consent Forms .............................................95
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Spring 2016 Savannah, Georgia.