10 Oct, 2018

Try This: Brainwriting for Rapid Engagement

By |2021-08-19T20:20:56-04:00October 10th, 2018|Categories: Workshop, Program, & Curriculum Design|Tags: , |0 Comments

No, that’s not a typo.

But since you’re thinking of brainstorming, let’s identify how it’s different from our focus for today, brainwriting.

When it comes to generating ideas, brainstorming typically consists of getting a group of people together to generate an idea on how to approach a particular problem. During this process, a few things may happen:

  • It’s a drawn out process
  • Sometimes the most vocal of the group tend to dominate the conversation
  • There’s one person documenting the ideas (and can’t fully participate because they’re too busy writing down everyone’s ideas)
  • The person documenting typically has the most power in how the idea looks when written down
  • There are a lot of ideas, but fewer suggestions on what to do with these ideas
  • There’s a greater chance for boredom

In comparison, brainwriting addresses these concerns by:

  • Limiting the amount of time the group generates ideas
  • Everyone participates equally rather than the most vocal of the group
  • Everyone is writing down their ideas instead of one person
  • Everyone decides how their idea looks written down
  • Everyone has the opportunity to provide a variation of the ideas, which promotes for creativity and insights into next steps
  • It’s more engaging

Brainwriting is a more effective process because it allows for more individuality in generating ideas rapidly, rather than conforming to groupthink. Rather than focusing on one person at a time, this method reduces the amount of talking that occurs during brainstorming, which can take time away from idea generation.

This activity is ideal for:

  • Understanding how an idea looks from multiple perspectives
  • Understanding how problem can be solved based on multiple perspectives
  • Having a more engaging process for group work within a training or workshop
  • Including more creative exercises within a focus group
  • Creating a more equitable way for introverts and extroverts people to participate

Here’s what you need:

  • Sheets of paper
  • Pens or pencils 

The steps:

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1 Aug, 2018

Ask Nicole: How to Bring Ideas to Life in Your Workshop or Training

By |2021-08-19T20:14:35-04:00August 1st, 2018|Categories: Workshop, Program, & Curriculum Design|Tags: , , |0 Comments

Have a question you’d like to be featured? Let me know.

The purpose of a workshop or training is inform your audience of key concepts in a manner that is engaging. And your job as the trainer or facilitator is to keep the interest of your audience.

There are a variety of reasons why someone may zone out in your workshop or training, but the most important reason (I believe) this occurs is because

Your audience isn’t fully understanding the subject matter. 

Ability aside, some people aren’t able to grasp or recall subject matter just by listening to you speak. But there are some tricks you can keep up your sleeve.

Here are some tricks I’ve used to bring ideas to life in my workshops and trainings:

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26 Apr, 2017

How to Authentically Engage for Lasting Impact

By |2021-08-19T19:32:24-04:00April 26th, 2017|Categories: Workshop, Program, & Curriculum Design|Tags: , |0 Comments

If you want to authentically engage and make a lasting impact, you need to get at the heart of a person’s lived experience.

This is the heart of the design thinking process. This process has been used by businesses for who knows how long, and anyone–social workers, educators, students and more–can use this process.

In fact, design thinking helped me fall back in love with the Reproductive Justice movement because I was rapidly burning out. I wanted another way to remain engaged in the movement, and wanted to reenter the movement from another angle. Being introduced to design thinking by CoreAlign and the American Evaluation Association  a few years ago was the answer.

In short, design thinking (which came out of the Design School at Stanford University), is a structured approach to generating ideas by getting into the mind of of the audience you’re trying to reach.

We’re designers, in one form or another. Teachers develop class curricula based in district expectations and well as students’ learning styles. Social workers and others in the helping professions create evidence-based interventions that meet the needs of the populations they work with. Businesses create products based on user feedback. The best way to make something better is by going to the source.

Here’s the process:

The first step in the design thinking process is discovering why the audience does what they do, their physical and emotional needs, their worldview, and what’s meaningful to them. This is the most important step in the process because in order to create a solution, you must identify why finding a solution matters to them.

It’s having a conversation, and it moves people from being statistics to names and faces. Having conversations with the intended user and observing them in their environment allows you to see behaviors within the context of  their lived experience. Insights from these conversations hones into what really matters from their perspective. Oftentimes, we think we know what the problems are, and we create programs, services, and initiatives that aren’t successful because the voices of the people we’re wanting to reach weren’t involved in the process.

I’ll go into depth of each part of the design thinking process later, but today we’re going to use a tool that allows you to to get at the heart of a person’s lived experience: The User Persona.

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5 Aug, 2015

Why Do Ice Breakers Suck So Much? (6 Tips for Bypassing the Awkwardness)

By |2023-10-09T12:31:25-04:00August 5th, 2015|Categories: Workshop, Program, & Curriculum Design|Tags: , |0 Comments

I don’t like ice breakers.

From the first workshop I remember attending to the workshops I attend now, I don’t like ice breakers.

I don’t even like including ice breakers in my own workshops. When you’re done developing your workshops and you’re all excited, nothing let’s you down quicker than remembering you forgot to include an ice breaker.

“Tell us one interesting fact about yourself”. “Choose an adjective that describes you using the initial of your first name”. “Two truths and a lie”. Announce that you’re about to start an ice breaker activity, and be prepared for the deep sighs and low groans.

(And everyone knows your two truths are lies too.)

I thought it was because I’m an introvert. There’s nothing more anxiety-provoking than sitting in a circle and waiting for your turn. Your heart begins to beat faster at the thought of speaking in front of strangers, hoping that your voice doesn’t crack or that you stutter. For me, I don’t like being the center of attention (which is odd as a workshop facilitator). But it’s not an introvert thing. Even the extroverted of the extroverts I know don’t care for ice breakers.

One of the reasons we hate ice breakers is because they feel forced. Participants come to your workshops already with the mindset that they’ll be interacting with each other in some capacity. The difference between an exercise within a workshop versus an ice breaker is that the interactions within an exercise can be more natural and allows participants to talk to one another without the icky discomfort that comes with ice breakers.

Whether you like ice breakers or not, they’re here to stay. Here are some tips on creating ice breakers that make sense and are enjoyable (at least as much as an ice breaker can be enjoyable):

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15 Apr, 2015

One Key Strategy to Set the Tone for Your Workshop

By |2021-08-19T18:43:45-04:00April 15th, 2015|Categories: Workshop, Program, & Curriculum Design|Tags: , |0 Comments

image

Over the weekend, I attended the annual Civil Liberties & Public Policy conference at Hampshire College. The topic of the conference is “From Abortion Rights to Social Justice: Building the Movement for Reproductive Freedom”, and it was an eclectic mixture of students, activists, and grassroots and nonprofit professionals.

I returned to CLPP to facilitate “The Revolution Starts with Me: Recipes, Remedies, Rituals and Resources for Activist Self Care”. As in years past, this workshop had over 40 participants and was well-received.

At the start of every workshop I do, I make sure to explain the purpose and intent of the workshop and its activities, share what’s going to take place, and what I feel is going to be the take-away points and “call to action” for my participants.

One major component of my workshops is establishing the ground rules. Known as “group agreements”, “safe space agreements”, “community norms”, and many more names, ground rules are the first step in setting the tone for how the facilitator and participants will interact with each other during their time together. Here are some things to keep in mind:

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