This document outlines a workshop on extreme collaboration from 2009. It provides an agenda that moves from the individual level to connectivity, then to teams and X-teams (extreme collaboration teams), and finally from tasks to activities. The agenda covers frameworks, how-to guides, know-how, and top-notch examples. It also lists references on teambuilding, virtual team spaces, and X-teams. The goal is to provide guidance on achieving extreme collaboration to get work done efficiently.
This document discusses common mistakes that facilitators make which can undermine successful meetings and trainings. It outlines 21 mistakes across three paragraphs, providing examples and recommendations to avoid each mistake. The mistakes include failing to open sessions strongly, using inappropriate humor, repeatedly calling on the same people, not having participants repeat questions, and not providing real-life examples or anecdotes. For each mistake, the document offers "Jim's Gems," which are tips and best practices for facilitators to create more engaging and productive sessions.
The document discusses what was learned from creating a preliminary task and applying it to a full opening sequence product. It was learned that planning processes like storyboarding, audience research, and securing proper locations are important. During shoots, assigning roles, using scripts and shot lists, and filming additional shots are helpful. When editing, learning new software skills improves the final product. A variety of feedback, including focus groups, helps with improvements. Strong team communication, contribution, and positivity are essential for collaboration.
Eve Ash - Creating a Culture - presented at Education Leaders Forum 2012SmartNet
The document summarizes a workshop on creating a culture of fun, learning, and respect in the workplace. The workshop was facilitated by Eve Ash and covered topics like the leadership sins to avoid, ways to motivate employees without spending money, agreeing on work performance goals, and handling problems and mistakes in a constructive way. The overall message was about inspiring leadership, empowering employees, and building a positive work environment and culture.
The team worked on several projects to enhance their teamwork and communication skills, including planning social events, charity events, guest speaker events, and training exercises. They experienced challenges with scheduling meetings and coordinating availability. They learned the importance of planning, time management, communication, and using tools like risk assessments. The team demonstrated strong teamwork and were able to overcome difficulties when things did not go as planned. They reflected on what went well, including clear roles and responsibilities, and what they learned, such as not leaving things to the last minute.
Professional Learning Communities PD 2015Jaime Crouse
This professional development workshop was created as part of SFA's Master in Ed. Leadership Principal Prep program for a fictional school as an assignment for AED 519 Instructional Leadership.
1. The document discusses strategies for effective leadership training and team building activities for adult learners. It emphasizes that adults learn best when they are actively involved through discussions, group activities, and receiving frequent feedback.
2. The document provides examples of icebreaker activities and team building exercises that encourage interaction, communication, problem solving and trust building among participants. These include activities with props, building structures from blocks or spaghetti towers.
3. Team building activities benefit groups by improving communication, demonstrating cooperation, building trust, and creating an enjoyable learning environment. They are an effective way to train leaders and engage adult learners, in line with understanding how this audience prefers to learn.
This document discusses using LEGO bricks to facilitate collaboration and strategizing in user experience research (UXR). It describes how the presenter was trained in the LEGO SERIOUS PLAY method in Denmark and has since used bricks to help teams work together, build shared experiences, and ensure everyone contributes. The document outlines advantages like ensuring everyone can participate through a common medium and advantages of the formal SERIOUS PLAY program. It provides examples of how bricks can be used with users, stakeholders, and within teams to understand viewpoints, reach consensus, and make sense of complex problems. Planning brick sessions and recording outputs are also discussed.
This document discusses common mistakes that facilitators make which can undermine successful meetings and trainings. It outlines 21 mistakes across three paragraphs, providing examples and recommendations to avoid each mistake. The mistakes include failing to open sessions strongly, using inappropriate humor, repeatedly calling on the same people, not having participants repeat questions, and not providing real-life examples or anecdotes. For each mistake, the document offers "Jim's Gems," which are tips and best practices for facilitators to create more engaging and productive sessions.
The document discusses what was learned from creating a preliminary task and applying it to a full opening sequence product. It was learned that planning processes like storyboarding, audience research, and securing proper locations are important. During shoots, assigning roles, using scripts and shot lists, and filming additional shots are helpful. When editing, learning new software skills improves the final product. A variety of feedback, including focus groups, helps with improvements. Strong team communication, contribution, and positivity are essential for collaboration.
Eve Ash - Creating a Culture - presented at Education Leaders Forum 2012SmartNet
The document summarizes a workshop on creating a culture of fun, learning, and respect in the workplace. The workshop was facilitated by Eve Ash and covered topics like the leadership sins to avoid, ways to motivate employees without spending money, agreeing on work performance goals, and handling problems and mistakes in a constructive way. The overall message was about inspiring leadership, empowering employees, and building a positive work environment and culture.
The team worked on several projects to enhance their teamwork and communication skills, including planning social events, charity events, guest speaker events, and training exercises. They experienced challenges with scheduling meetings and coordinating availability. They learned the importance of planning, time management, communication, and using tools like risk assessments. The team demonstrated strong teamwork and were able to overcome difficulties when things did not go as planned. They reflected on what went well, including clear roles and responsibilities, and what they learned, such as not leaving things to the last minute.
Professional Learning Communities PD 2015Jaime Crouse
This professional development workshop was created as part of SFA's Master in Ed. Leadership Principal Prep program for a fictional school as an assignment for AED 519 Instructional Leadership.
1. The document discusses strategies for effective leadership training and team building activities for adult learners. It emphasizes that adults learn best when they are actively involved through discussions, group activities, and receiving frequent feedback.
2. The document provides examples of icebreaker activities and team building exercises that encourage interaction, communication, problem solving and trust building among participants. These include activities with props, building structures from blocks or spaghetti towers.
3. Team building activities benefit groups by improving communication, demonstrating cooperation, building trust, and creating an enjoyable learning environment. They are an effective way to train leaders and engage adult learners, in line with understanding how this audience prefers to learn.
This document discusses using LEGO bricks to facilitate collaboration and strategizing in user experience research (UXR). It describes how the presenter was trained in the LEGO SERIOUS PLAY method in Denmark and has since used bricks to help teams work together, build shared experiences, and ensure everyone contributes. The document outlines advantages like ensuring everyone can participate through a common medium and advantages of the formal SERIOUS PLAY program. It provides examples of how bricks can be used with users, stakeholders, and within teams to understand viewpoints, reach consensus, and make sense of complex problems. Planning brick sessions and recording outputs are also discussed.
This document discusses forming effective teams. It defines key terms like group and team, and explains why teams are important. It outlines seven elements of successful team cohesion: goals and objectives, right resources, communications, game plan, training, rewards, and leadership. It also describes the typical stages teams go through in building cohesion - forming, storming, norming, and performing. The document provides tasks for teams to demonstrate behaviors from these stages and analyze how well their team is cohesive. The overall message is that teams require understanding roles, clear goals, communication and adapting through different stages to be truly effective.
The document outlines the vision and expectations for a school using the ACED framework. The framework focuses on Assessment, Creativity, Engagement, and Differentiation in lessons. It also details the school's high expectations for students, including being punctual, wearing uniform, taking pride in work, and not disrupting others. Revision strategies are also discussed, emphasizing interleaving topics, using flashcards, and creating mind maps with keywords and images to aid recall.
The document describes how Willamette University implemented Process-Oriented Guided Inquiry Learning (POGIL) to enhance their student orientation leader training. POGIL involves placing leaders into small groups with a facilitator to solve problems and develop skills. It helped leaders engage with each other, reflect meaningfully, and challenge themselves. Example POGIL activities focused on inclusive language and responding to mental health issues. Assessment found POGIL improved leaders' preparation and relationships with each other and new students.
Fledging and mature Agile teams go through periods where their ceremonies lack the desired level of engagement. In this session, we'll work together to identify common behaviors and anti-patterns of one of the iconic Agile ceremonies and discuss ways to get your teams to re-engage in ways that support self-organization, agility, and adaptability.
1) The document outlines an AIESEC conference focused on leadership, learning, and innovation.
2) It describes various sessions at the conference around developing leadership skills and strengths.
3) It includes an exercise where participants rank the importance of items needed to survive on a simulated moon landing, intended to demonstrate the value of collaboration over working individually.
This document provides an overview of how to lead activity challenges through an online platform. It describes logging in each day, previewing recommended daily sessions comprised of multiple activities, setting up and timing the activities, rating the activities, and earning points and pins for progress. It also covers completing sessions automatically if needed, viewing a module calendar, encouraging at-home training sessions for additional points, printing activities, and auto-completing student sessions. The goal is to get classes more active through fun, structured sessions while tracking individual and group progress online.
The document provides details about an experiential training and team building program conducted over 3 days and 2 nights for 30 participants from various backgrounds within a corporate organization. The program aims to resolve conflicts, improve communication and management skills, boost morale, and develop high-performing teams through a variety of indoor and outdoor learning activities including icebreakers, simulations, problem-solving exercises, and physical challenges. A sample itinerary outlines the schedule and objectives of sessions focused on team bonding, leadership, communication and working together effectively.
Session 1-Workshop Objectives and Expected outputs -.pdfNyakanaJoseph1
This document outlines the agenda for a one-day orientation training workshop for the board members of Coalition Against Traffiking in Persons-Uganda (CATIP-U). The workshop will cover organizational history and culture, strategic direction, expectations for board roles and responsibilities, team building, and corporate governance. Sessions are facilitated by Nyakana/Consultant and include presentations, group discussions, and a motivational talk. The goal is to orient the board on CATIP-U's strategy and increase individual and team performance.
Career Hacking: Tips and Tricks to Making the Most of Your CareerAndy Piazza
The slides for my Career Village talk at BSidesNoVA 2020. These are mostly geared towards the #infosec crowd, but there is a lot of actionable advice for any career field.
How should teams use Spikes? Which sizing and estimating technique are we teaching? What about dedicated SMs or POs and tasking out stories during Sprint Planning? When there is more than one coach, we all give different advice. From the team’s perspective, they sometimes want options but they often just want a single “right” answer and are frustrated with different answers. In Christen’s talk, she will cover a few key areas where coaches disagree on the techniques and share some of her experience when working with multiple coaches that led to a common approach and consistent guidance. With examples and advice in this talk, you will have some common practice ideas to take back to the office and discuss with your fellow coaches.
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
This document summarizes a workshop aimed at helping partners of the ECPP (Plymouth) create sustainable impact in their communities as a result of the SS2N program. The workshop covered defining what success looks like, harnessing joined-up thinking, creating an ongoing framework, discussing personal and shared values, and imagining what success would look like tomorrow. Participants were tasked with finding small actions to progress toward their goals in the next month. By the end of the workshop, partners better understood goals and values, what a successful outcome might entail, and had homework to work toward signals of success.
In this presentation, I ask several rhetorical and provocative questions about school life, workload and external factors that impact on teacher workload.
This document outlines the agenda and content for a presentation on flipping the classroom. The presentation discusses:
1. Setting goals for flipping, such as flipping a whole class or individual lessons.
2. Strategies for creating instructional videos, including recording equipment, editing software, and tips for effective videos.
3. Engaging students by demonstrating the video process and providing accountability measures like checks for understanding.
4. Communicating the new approach to parents and involving them through blogs or social media.
5. Examples of how class time could be spent, such as discussions, hands-on activities, and projects instead of re-teaching content from videos.
This document outlines Project Journey, which aims to build rapport with school principals so that teachers and students will join their website. It describes an 8 step process including appointment setting, building rapport, cold calling, contacting the district superintendent, and using specific tactics. The project will promote benefits for teachers and students such as free workshops, photo storage, and an email newsletter. The document provides scripts for contacting gatekeepers and principals to schedule appointments, as well as materials to showcase the lending program. It also includes a database of target schools.
This document discusses how people respond and adjust to change. It begins by explaining that change is constant and inevitable, though it makes people feel nervous and scared. It then outlines the typical stages people go through when facing change: exploration, shock, resistance, and integration/acceptance. Later sections discuss how to help people adjust to change by increasing awareness, training, coaching, and recognizing successes. The document also covers topics like how the brain works, neuroplasticity, brain-based learning principles, and an activity demonstrating motor learning and memory in the brain. The key takeaways are that changing your brain can change habits, learning complex tasks takes time, and neuroplasticity allows the brain to continuously learn and form new connections.
Retrospectives are not just about making you feel bad for missing your commitments, pointing fingers at your colleagues, and hearing your talkative team members go on and on. They are supposed to help your team become great. This workshop is for anyone that participates in retrospectives, doesn’t always feel they are useful and wants to learn a better way to accomplish the intended goal.
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
The document summarizes the findings of interviews conducted with 79 young people aged 16-25 across several countries to understand their needs and interests regarding entrepreneurship education and online learning platforms. Key findings include that entrepreneurship is not well understood and is often confused with simply starting a business. Respondents expressed interest in an online platform that provides entrepreneurship education and a way to connect with mentors and other young entrepreneurs globally. The interviews highlighted a need to better define the value proposition to focus on those with experience using the internet and adjust the platform based on customer feedback.
Success Presentation For Teacher Only Day 2009nixit
The document summarizes the journey of implementing an inquiry learning model in a classroom. It outlines the initial questions around inquiry learning [1] and describes the multi-step process used, called SUCCESS, which includes setting the scene, uncovering questions, collecting resources, collating information, editing and examining findings, sharing results, and self-reflecting. [2] It provides examples of what each step looks like in the classroom with learning intentions and success criteria. [3] Overall feedback is positive but challenges around time, resources and assessment are noted, with plans to address these areas.
This document discusses forming effective teams. It defines key terms like group and team, and explains why teams are important. It outlines seven elements of successful team cohesion: goals and objectives, right resources, communications, game plan, training, rewards, and leadership. It also describes the typical stages teams go through in building cohesion - forming, storming, norming, and performing. The document provides tasks for teams to demonstrate behaviors from these stages and analyze how well their team is cohesive. The overall message is that teams require understanding roles, clear goals, communication and adapting through different stages to be truly effective.
The document outlines the vision and expectations for a school using the ACED framework. The framework focuses on Assessment, Creativity, Engagement, and Differentiation in lessons. It also details the school's high expectations for students, including being punctual, wearing uniform, taking pride in work, and not disrupting others. Revision strategies are also discussed, emphasizing interleaving topics, using flashcards, and creating mind maps with keywords and images to aid recall.
The document describes how Willamette University implemented Process-Oriented Guided Inquiry Learning (POGIL) to enhance their student orientation leader training. POGIL involves placing leaders into small groups with a facilitator to solve problems and develop skills. It helped leaders engage with each other, reflect meaningfully, and challenge themselves. Example POGIL activities focused on inclusive language and responding to mental health issues. Assessment found POGIL improved leaders' preparation and relationships with each other and new students.
Fledging and mature Agile teams go through periods where their ceremonies lack the desired level of engagement. In this session, we'll work together to identify common behaviors and anti-patterns of one of the iconic Agile ceremonies and discuss ways to get your teams to re-engage in ways that support self-organization, agility, and adaptability.
1) The document outlines an AIESEC conference focused on leadership, learning, and innovation.
2) It describes various sessions at the conference around developing leadership skills and strengths.
3) It includes an exercise where participants rank the importance of items needed to survive on a simulated moon landing, intended to demonstrate the value of collaboration over working individually.
This document provides an overview of how to lead activity challenges through an online platform. It describes logging in each day, previewing recommended daily sessions comprised of multiple activities, setting up and timing the activities, rating the activities, and earning points and pins for progress. It also covers completing sessions automatically if needed, viewing a module calendar, encouraging at-home training sessions for additional points, printing activities, and auto-completing student sessions. The goal is to get classes more active through fun, structured sessions while tracking individual and group progress online.
The document provides details about an experiential training and team building program conducted over 3 days and 2 nights for 30 participants from various backgrounds within a corporate organization. The program aims to resolve conflicts, improve communication and management skills, boost morale, and develop high-performing teams through a variety of indoor and outdoor learning activities including icebreakers, simulations, problem-solving exercises, and physical challenges. A sample itinerary outlines the schedule and objectives of sessions focused on team bonding, leadership, communication and working together effectively.
Session 1-Workshop Objectives and Expected outputs -.pdfNyakanaJoseph1
This document outlines the agenda for a one-day orientation training workshop for the board members of Coalition Against Traffiking in Persons-Uganda (CATIP-U). The workshop will cover organizational history and culture, strategic direction, expectations for board roles and responsibilities, team building, and corporate governance. Sessions are facilitated by Nyakana/Consultant and include presentations, group discussions, and a motivational talk. The goal is to orient the board on CATIP-U's strategy and increase individual and team performance.
Career Hacking: Tips and Tricks to Making the Most of Your CareerAndy Piazza
The slides for my Career Village talk at BSidesNoVA 2020. These are mostly geared towards the #infosec crowd, but there is a lot of actionable advice for any career field.
How should teams use Spikes? Which sizing and estimating technique are we teaching? What about dedicated SMs or POs and tasking out stories during Sprint Planning? When there is more than one coach, we all give different advice. From the team’s perspective, they sometimes want options but they often just want a single “right” answer and are frustrated with different answers. In Christen’s talk, she will cover a few key areas where coaches disagree on the techniques and share some of her experience when working with multiple coaches that led to a common approach and consistent guidance. With examples and advice in this talk, you will have some common practice ideas to take back to the office and discuss with your fellow coaches.
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
This document summarizes a workshop aimed at helping partners of the ECPP (Plymouth) create sustainable impact in their communities as a result of the SS2N program. The workshop covered defining what success looks like, harnessing joined-up thinking, creating an ongoing framework, discussing personal and shared values, and imagining what success would look like tomorrow. Participants were tasked with finding small actions to progress toward their goals in the next month. By the end of the workshop, partners better understood goals and values, what a successful outcome might entail, and had homework to work toward signals of success.
In this presentation, I ask several rhetorical and provocative questions about school life, workload and external factors that impact on teacher workload.
This document outlines the agenda and content for a presentation on flipping the classroom. The presentation discusses:
1. Setting goals for flipping, such as flipping a whole class or individual lessons.
2. Strategies for creating instructional videos, including recording equipment, editing software, and tips for effective videos.
3. Engaging students by demonstrating the video process and providing accountability measures like checks for understanding.
4. Communicating the new approach to parents and involving them through blogs or social media.
5. Examples of how class time could be spent, such as discussions, hands-on activities, and projects instead of re-teaching content from videos.
This document outlines Project Journey, which aims to build rapport with school principals so that teachers and students will join their website. It describes an 8 step process including appointment setting, building rapport, cold calling, contacting the district superintendent, and using specific tactics. The project will promote benefits for teachers and students such as free workshops, photo storage, and an email newsletter. The document provides scripts for contacting gatekeepers and principals to schedule appointments, as well as materials to showcase the lending program. It also includes a database of target schools.
This document discusses how people respond and adjust to change. It begins by explaining that change is constant and inevitable, though it makes people feel nervous and scared. It then outlines the typical stages people go through when facing change: exploration, shock, resistance, and integration/acceptance. Later sections discuss how to help people adjust to change by increasing awareness, training, coaching, and recognizing successes. The document also covers topics like how the brain works, neuroplasticity, brain-based learning principles, and an activity demonstrating motor learning and memory in the brain. The key takeaways are that changing your brain can change habits, learning complex tasks takes time, and neuroplasticity allows the brain to continuously learn and form new connections.
Retrospectives are not just about making you feel bad for missing your commitments, pointing fingers at your colleagues, and hearing your talkative team members go on and on. They are supposed to help your team become great. This workshop is for anyone that participates in retrospectives, doesn’t always feel they are useful and wants to learn a better way to accomplish the intended goal.
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
The document summarizes the findings of interviews conducted with 79 young people aged 16-25 across several countries to understand their needs and interests regarding entrepreneurship education and online learning platforms. Key findings include that entrepreneurship is not well understood and is often confused with simply starting a business. Respondents expressed interest in an online platform that provides entrepreneurship education and a way to connect with mentors and other young entrepreneurs globally. The interviews highlighted a need to better define the value proposition to focus on those with experience using the internet and adjust the platform based on customer feedback.
Success Presentation For Teacher Only Day 2009nixit
The document summarizes the journey of implementing an inquiry learning model in a classroom. It outlines the initial questions around inquiry learning [1] and describes the multi-step process used, called SUCCESS, which includes setting the scene, uncovering questions, collecting resources, collating information, editing and examining findings, sharing results, and self-reflecting. [2] It provides examples of what each step looks like in the classroom with learning intentions and success criteria. [3] Overall feedback is positive but challenges around time, resources and assessment are noted, with plans to address these areas.
Securing BGP: Operational Strategies and Best Practices for Network Defenders...APNIC
Md. Zobair Khan,
Network Analyst and Technical Trainer at APNIC, presented 'Securing BGP: Operational Strategies and Best Practices for Network Defenders' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
Honeypots Unveiled: Proactive Defense Tactics for Cyber Security, Phoenix Sum...APNIC
Adli Wahid, Senior Internet Security Specialist at APNIC, delivered a presentation titled 'Honeypots Unveiled: Proactive Defense Tactics for Cyber Security' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
HijackLoader Evolution: Interactive Process HollowingDonato Onofri
CrowdStrike researchers have identified a HijackLoader (aka IDAT Loader) sample that employs sophisticated evasion techniques to enhance the complexity of the threat. HijackLoader, an increasingly popular tool among adversaries for deploying additional payloads and tooling, continues to evolve as its developers experiment and enhance its capabilities.
In their analysis of a recent HijackLoader sample, CrowdStrike researchers discovered new techniques designed to increase the defense evasion capabilities of the loader. The malware developer used a standard process hollowing technique coupled with an additional trigger that was activated by the parent process writing to a pipe. This new approach, called "Interactive Process Hollowing", has the potential to make defense evasion stealthier.
Discover the benefits of outsourcing SEO to Indiadavidjhones387
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
4. Master of Science
in Engineering Management
Thesis: Managing Team Excellence
by Six Sigma through DMAIC model
Introduction of MSc Thesis
Unconscious
Incompetence
Conscious
Incompetence
Conscious
Competence
Unconscious
Competence
Shared
Competence
Graduation Ceremony
8. Outdoor vs. Workplace, Company Teambuilding
Outdoor is Fun’n’Sun,
but outdoor effects impact less
than the Workplace teambuilding.
9. Agenda
”Workplace Teambuilding for High Performance”
▪ Briefing: Outdoor vs. Workplace, Company Teambuilding
▪ Day 1/Mo (1h) Knowing your Team.....- Belbin Team roles assessment
▪ Day 2/Tu (1h) Starting your Team…- Bull’s Eye Positive-Bombardment
▪ Day 3/We (1h) Supporting your Team….……...…..- Coaching&Feedback
▪ Day 4/Th (1h) Engaging your Team………..- Subarctic Survival Situation
▪ Day 5/Fr (1h) “Moment of Truth” of your Team….- Presenting to Win
▪ “On the Way to Marriage” vs. Workplace Teambuilding Hi-Performance
▪ Feedback
▪ Certificate
10. ▪ Goal: Each Team member has more qualities than what you can see!
▪ Task: Belbin Team member roles assessment and discussion.
▪ Ref.: BELBIN ( www.belbin.com ) and IEDC ( www.iedc.si ).
Day 1/Mo (1h) Knowing your Team
– Belbin Team roles assessment
11. ▪ Goal: Creating a Positive Team Environment (“Ice Breakers”).
▪ Task: “Round-Table” to give 5 positive compliments to each Team member.
▪ Ref.: Prof. Donald Nightingale ( videolectures.net/iedcgmp_nightingale_interview/ ).
Day 2/Tu (1h) Starting your Team
– Bull’s Eye Positive-Bombardment
Being Positive
is the KEY…
Being Negative
is Pointless…
12. ▪ Goal: Understanding your Boss, your Team members and your Customers.
▪ Task: Role-Play: Helper(coach)&Seeker(manager)&Observer(feedback).
▪ Ref.: Prof. Donald Nightingale ( videolectures.net/iedcgmp_nightingale_stle/ ).
Day 3/We (1h) Supporting your Team
– Coaching&Feedback
Coaching is the bridge
to support your Success!
Give feedback as often as
necessary, but do it wisely!
…Reflect!... and call to your
Parents to say THANK YOU!
Use your own skills as a
Father/Mother at the Office…
13. ▪ Goal: The Team’s total score is better than the members’ sum-up score.
▪ Task: Rank order 15 salvaged items by survival importance.
▪ Ref.: Human Synergistics ( www.humansynergistics.com ).
Day 4/Th (1h) Engaging your Team
– Subarctic Survival Situation
Teambuilding Simulations!
Scramble for the Arctic (FT.com)
14. ▪ Goal: Sharing the feedback of this training by getting the moment “A-ha!”.
▪ Task: Presentation using Story Board, Open Gambit, USP, WIIFY, Point B.
▪ Ref.: Jerry Weissman (www.powerltd.com) and IEDC (www.iedc.si).
Day 5/Fr (1h) “Moment of Truth” of your Team
– Presenting to Win
GRAB
the attention…
… and DEPOSIT
at Point B.
…NAVIGATE through
the presentation…
15. “On the Way
to Marriage”
Workplace
Teambuilding Hi-Perf
First Day Starting your Team
Friendship Knowing your Team
Valentine’s Day Supporting your Team
Engagement Engaging your Team
Wedding “Moment of Truth” of your Team
But, like in any Marriage,
Workplace Teambuilding
for High-Performance
does not stop here!!!
It is to be continued…
“On the Way to Marriage” vs. Workplace Teambuilding
19. Results Contents
▪ Briefing: Assumptions vs. Achieved
▪ Day 1/Mo (1h) Knowing your Team.....- Belbin Team roles assessment
▪ Day 2/Tu (1h) Starting your Team…- Bull’s Eye Positive-Bombardment
▪ Day 3/We (1h) Supporting your Team….……...…..- Coaching&Feedback
▪ Day 4/Th (1h) Engaging your Team………..- Subarctic Survival Situation
▪ Day 5/Fr (1h) “Moment of Truth” of your Team….- Presenting to Win
▪ Wrap-Up
▪ Feedback
20. ▪ Assumptions
▪ Help the trainer in his goal to grow as a manager.
▪ Maybe learning something new, but not priority.
▪ Hoping that will be not seen as a new Cult ☺.
▪ Achieved
▪ It was enjoyable.
▪ The team is stronger connected and more confortable to each other.
▪ The work requests to help/assist increased between the team.
Assumptions vs. Achieved
21. Day 1/20.08.07 (14h-15h) Knowing your Team
– Belbin Team roles assessment
▪ Story of the day:
▪ This training was conducted on the workplace area of the participants.
▪ The start began a little chaotic with interruptions due to the daily work.
▪ But, minute by minute the team composed together.
▪ Feedback:
▪ The participants learned new perspectives from their team members that were not known.
▪ It was an interesting first day that met the expectations.
▪ Keeping the motivation “in fire” to start the next day.
▪ To be improved:
▪ A better way to make more cleared the new perspectives/profiles of each team member, throughout
the training.
22. Day 1/20.08.07 (14h-15h) Knowing your Team
– Belbin Team roles assessment
Nelson
Michael
Ralph
Daisy
Alain
Bob
1st Choice
23. Day 2/21.08.07 (14h-15h) Starting your Team
– Bull’s Eye Positive-Bombardment
▪ Story of the day:
▪ Michael and Alain were coming to the training discussing “who has the reason” about the
meaning of “gratinée” on cooking food.
▪ All the group was shocked with the spontaneously negative environment that they were creating
for this day.
▪ The Trainer had to interrupt them and start the brief of Day2.
▪ Michael was not on the mood anymore to continue, but was convinced to give a chance to the
team and calm down.
▪ The team start with the Bull’s Eye game, and because of the team dynamics created by the game,
Michael began to participate on the game.
▪ At the end of this “Ice Breaker” game, Michael and Alain were again speaking very friendly to each
other.
▪ Feedback:
▪ Bob missed a final Wrap-Up.
▪ Ralph said that is was a good exercise when you don’t know each other.
▪ Bob and Michael said that this exercise would make better sense at the end of all the training.
▪ Improvements:
▪ A Learning Journal will be implemented on the next trainings.
▪ The Learning Journal will push each day to have a natural Wrap-Up,
and will push the participants to be more open to the learning process.
24. Day 3/22.08.07 (14h-15h) Supporting your Team
– Coaching & Feedback
▪ Story of the day:
▪ Bob received an urgent task that should be ready for tomorrow morning, minutes before the
starting of the today session. The task was a technical PowerPoint presentation that demanded an
intensive back-office work.
▪ Bob was in stress and decided to not participate.
▪ The Trainer convinced Bob to give a chance to the team, and that the team will help him
afterwards on his task.
▪ On this role-play Helper vs. Seeker, Bob (Seeker) present his new task problem to Alain (Helper).
▪ Alain by following the Helper guidelines pushed Bob to think for other ways about his new task.
▪ The outcome was excellent for Bob.
▪ Before, Bob was expecting to finish his work task only tomorrow morning, just minutes before of
the customer meeting!.
▪ With this game, Bob found a way to improve the process of his new task and finish it at 19h00.
▪ Feedback:
▪ It was considered as the best enjoyable day!
▪ For this day, two groups were created, and a final Wrap-Up was missed to share the experiences
between all.
▪ Improvements:
▪ A Learning Journal will be implemented on the next trainings.
▪ The Learning Journal will push each day to have a natural Wrap-Up,
and will push the participants to be more open to the learning process.
25. Day 4/23.08.07 (14h-15h) Engaging your Team
– Subarctic Survival Situation
▪ Story of the day:
▪ Michael started the team discussion on the worst possible way. Michael opened the discussion by
being over-dominant and imposing the “voting system”.
▪ Fortunately, when rating the 2nd item the team forced Michael to start to analyze the situation
and weighting the different options of the team members.
▪ The team tried to apply all the experiences of the previous days.
▪ The team finished the discussion on time!
▪ The team result was 60% better than the individual team member best result (Michael).
▪ Feedback:
▪ Everyone was impressed by the difference of the results made by the team and the ones made
individually.
▪ Watching the DVD “Subarctic Survival Situation” was important to give credibility and an extra
interest to the game.
▪ Improvements:
▪ A Learning Journal will be implemented on the next trainings.
▪ The Learning Journal will push each day to have a natural Wrap-Up,
and will push the participants to be more open to the learning process.
26. Day 4/23.08.07 (14h-15h) Engaging your Team
– Subarctic Survival Situation
Scoring Grid
Team Results
(best score = 0)
A Average Individual Score 45,5
B Team Score 16
C
Gain (Loss) Score
(A-B)
29,5
D
Percent change
(C/A*100)
64,8%
E Best Individual Score 34
F Number of Members Better than Team 0
27. Day 5/24.08.07 (11h-12h) Moment of Truth of your Team
– Presenting to Win
▪ Story of the day:
▪ It was the most stressed day!
▪ On the day before, the Trainer tried to motivate the team members for this day.
▪ It was asked to the team to think about a presentation to be creative and memorable using the
techniques and forms of the book “Presenting to win, the Art of telling a story” by Jerry Weissman.
▪ At 9h00 Daisy approached the Trainer that she didn’t want to participated, and that she will send an
email with the training feedback.
▪ Trainer motivate Daisy to relax, no stress. If she didn’t want to Present her point of view, at least she
could share her feedback.
▪ Michael and Alain called the Trainer to post-pone this day to next Monday, to have sometime to think
about it on the weekend.
▪ Afterwards, Daisy went to speak to Michael and Alain to press even more the Trainer to post-pone the
Day5 to Monday.
▪ Immediately after Daisy, Bob went, also, to speak with Michael and Alain that they could not give up,
and they have to show up.
▪ The Bob action to recall the group to participate was made voluntarily without the Trainer
request/interference!
▪ Finally all come up well, and everyone enjoyed the day!
▪ Feedback:
▪ The game to rate the presentation of each team member according to some rules was very well
accepted.
▪ Improvements:
▪ The Learning Journal will be the basis for preparing the presentation of Day5.
▪ The Day5 was reconstructed to be a flow of activities that are to built on the top of each other.
▪ The first activity would be to review the learning journal and to be finished with the Presentation.
28. Day 5/24.08.07 (11h-12h) Moment of Truth of your Team
– Presenting to Win
Theme of Presentation: Feedback of the training
Evaluation by the Team to each individual Member Presentation
Team
Opening
Gambit
Unique
Selling
Proposition
Point B Agenda
Road Map
Opportunities
Road Map
Leverage
Summary Point B
What is the
message that you
understood?
Did you
believed in the
Speaker?
What action the
Speaker request
to do?
Nelson 100% 100% 100% 25% - - 100% 100%
“Subarctic” kind of
games to be
repeated
Yes
1 time a week.
All time.
Practice, practice
and practice
Bob 100% 100% 75% 50% - - 50% 100%
Remember the
training
Emotive
Remember the
training
Daisy 0% 100% 75% 100% - - 50% 100%
Attitude.
Be Positive.
Sincere
Good Attitude.
Be Positive.
Alain 75% 100% 100% 100% - - 0% 100%
TeamWork.
Improvement.
“the end was
good!”
TeamWork.
Improvement.
Michael 100% 75% 75% 25% - - 100% 75%
Individual Profiles.
Improvement.
Sense of Team
Ok
Feeling the
Profiles of Day1
throughout all the
training
Ralph - - - - - - - - - - -
29. Wrap-Up
▪ Certificate Delivery
▪ The Certificate was a enjoyable way to finish this training.
▪ The Certificate idea came from Bob on Day1.
▪ “Stories of the Day”
▪ All the stories around of this training were the most valuable lessons for the
trainer.
▪ Nevertheless, improvements were made to try to not repeat those stories, but
hopefully different kind of stories will appear☺.
▪ Last but not the least…
▪ The team is ready to share their experiences to other work colleagues.
▪ The team is better connected and ready to improve their synergies.
33. 33
From T-Teams To X-Teams
Individual
Team
Task
Connectivity
Activity
X-Team
Extreme Collaboration
Action-Centred Leadership model
(Royal Military Academy/UK, John Adair)
X-Teams Distributed Leadership model
(MIT Sloan/USA, Prof.Ancona)
35. 35
Framework
Extreme Collaboration, to Get Things Done
Team X-team
Individual Execution
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Team X-team
Individual Execution
Team X-teamTeam X-team
Task Activity
Individual Connectivity
Team X-Team
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Exploration
October 2009
Exploitation
November 2009
How-To Know-How Top-Notch
TeamBuild TeamSpace X-Teams
GCC TMN RU10 TMN RU20 TMN
tickets projects trials
36. 36
Framework
Individual > Connectivity
Team X-team
Individual Execution
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Team X-team
Individual Execution
Team X-teamTeam X-team
Task Activity
Individual Connectivity
Team X-Team
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Exploration
October 2009
Exploitation
November 2009
How-To Know-How Top-Notch
TeamBuild TeamSpace X-Teams
GCC TMN RU10 TMN RU20 TMN
tickets projects trials
37. 37
How-To
WCDMA Nokia RNC&FlexiBTS
Symptoms
TN-38 (rnclogcol)
OMS LogViewer (syslog)
HIT/RNW_database macro
HIT/Fishing&DMX macro
RNC TANG alarms-excel
RNC Doctor healthcheck
WBTS Snapshot
WBTS DirectAccessTool
KPI EosFlex Reporting Suite
Workflow Tools
RASTOOL access to Netact
RESOLVE case handler
BU-TS ftp server
PRONTO viewer R&D
Troubleshooting
RNC board diagnostics/restart
RNC disk mirroring
RNC backup procedures
WBTS COCO re-attach
WBTS restart levels
WBTS FTM diagnosis
OMS ghost alarms
OMS NW3iAdapter restart
OMS fshascli restart
Technical Documentation
NED
Technical Notes
SW Change Notes
Training Materials
Emergency – 4 hours
RASTOOL to Netact
• TANG/RNC alarms fetching
• TN-38 symptoms collection
• HIT/RNW database macro
• WBTS Snapshot
ESCALATION to BU-TS
• RNC board diagnostics
• RNC somafi recovery
• RNC boot restart
Support Websites
NOLS – Documentation Center
Inside – RA Technical Support
ShareNet-IMS Product Support
iSOURCE – NSN SW Portal
39. 39
Top-Notch
WCDMA Nokia RNC&FlexiBTS
EMIL tool Layer3 Analyzer
Call Processing Analysis
Radio parameters
HIT tool macro Programming
Customized Symptoms
Service Terminal Commands
EosFlex tool Reporting Suite
Customized KPI reports
KPIs and Counters
40. 40
Framework
Team > X-Team
Task Projects
Team X-team
Individual Execution
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Task Projects
Team X-team
Individual Execution
Task Projects
Team X-team
Task Projects
Team X-team
Task Activity
Individual Connectivity
Team X-Team
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Exploration
October 2009
Exploitation
November 2009
How-To Know-How Top-Notch
TeamBuild TeamSpace X-Teams
GCC TMN RU10 TMN RU20 TMN
tickets projects trials
44. 44
Framework
Task > Activity
Task Projects
Team X-team
Individual Execution
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Task Projects
Team X-team
Individual Execution
Task Projects
Team X-team
Task Projects
Team X-team
Task Activity
Individual Connectivity
Team X-Team
Exploration
October 2009
Exploitation
November 2009
Exportation
December 2009
Exploration
October 2009
Exploitation
November 2009
How-To Know-How Top-Notch
TeamBuild TeamSpace X-Teams
GCC TMN RU10 TMN RU20 TMN
tickets projects trials
45. 45
GCC TMN tickets
Task vs. Exploration phase (Reflecting the Past)
Meeting the customer&tier1 teams in first person
Putting Symptoms procedures in place (ready to go)
Immediatly applying practices of GCC Support
46. 46
RU10 TMN projects
Task vs. Exploitation phase (Enabling the Present)
Relationships with tier2 teams: GNOC,GNIC,NPO
Hands-on on equipment: learning by doing
Understanding the strengths of different kinds of tools
47. 47
RU20 TMN trial
Task vs. Exportation phase (Forwarding the Future)
Establishing direct links with BU-TS tier3 teams
Opportunity to get ‘Gold’ knowledge from Trial failures
Getting access to high-level troubleshooting tools
49. 49
Personal Experience
CV highlights of Augusto Tomas
Countries & Customers
as Mobile Radio Engineer:
Portugal TMN
Spain Telefonica,Orange
Germany T-Mobile, Vodafone
Luxembourg LUXGSM
Georgia Magitel
Russia MTC
Qatar Qtel
Saudi Arabia STC/Aljawal
Mozambique Vodacom MZ
South Africa Vodacom SA
USA AT&T/Cingular
Academic Education
Vienna University of Technology/Austria
MSc Engineering Management
Thesis:Managing Team Excellence by Six Sigma
Executive Education
MIT Sloan School of Management/USA
Exec Certificate in Management & Leadership
Certificate in Managing Technical Professionals
Professional Membership
American Society of Quality
Senior Member
Group of International Team Excellence Award
NSN Portugal – Projects from 01/08/2008 to 01/08/2009
Job role: RAN Technical Manager & Team Leader
Project 1 – RAN Swap from Siemens to Nokia
Project 2 – RAN Upgrade from RAS06 to RU10/RNC2600
Developing a Local Junior Team supported by Product Line
Developing a new Team Leader for the local NSN team
Converting Siemens Specialists into Nokia Specialists
Converting Nokia RNC450 Specialists into Nokia RNC2600 Experts
Enabling relationships between Local and Product Line teams
Enabling relationships between Local and Customer teams
augusto.tomas@gmail.com
Augusto Tomas
52. Imagination
Creativity
Innovation
using the metaphor of Formula 1!
The Creative Spirit – Workshop
12th September 2011 - Full Moon
EM fan club - TU Wien alumni club
Williams F1 Conference Centre - United Kingdom
53. Imagination, Creativity and Innovation…
based on book 'The Design of Business' by Prof. Roger Martin
Creativity
Innovation
Imagination
54. … using the metaphor of Formula 1!
inspired on book 'Performance at the Limit' by Prof. Mark Jenkins
Public interviews with Technical Director
Ross Brawn
“Innovation is pivotal in Formula 1 and that’s
what appealed to me about this challenge,
which combines many of my passions:
competition, the desire to be the best and, of
course, engineering innovation.
But more than that, it's about people and
working together to bring the best out in one
another, supporting each other through the
highs and the lows.”
“I've known Adrian Newey a very long time and
I'm a huge admirer of his work.
He works completely differently to how I do.
Adrian is much more hands-on and is actually
coming up with the stuff himself.
I'm not on a drawing board any more.
My approach is more about harnessing
engineers and helping them understand what
they need to do and try to manage the
situation.”
Public interviews with Technical Director
Adrian Newey
“I do enjoy regulation changes such as those
we had last year. They allow you to sit back
with the clean sheet of paper and from first
principles try to work out the best solutions to
those regulations. I try to absorb a particular
problem in me, as I look at the results, listen to
the drivers and the problem look at the
computer. If that’s stored in my subconscious, I
come in the days following with a sudden idea.”
“Ross Brawn is obviously a gifted engineer, but
from what I hear he takes a fairly managerial
approach to the job of technical director,
whereas my interest and strength has never
been management.
What I love and what gets me up is design, in
the broadest sense of the word – I don’t just
mean mechanical design, but aerodynamics,
the overall performance package of the car.
So I like being hands-on, yes.”
Public interviews with Technical Director
Gordon Murray
“Formula 1 was an amazing place to be an
engineer in the ’70s. That was what I loved
about it. You could have an idea in the bath, go
to work the next morning and draw the bits,
make them the next day, test them the day
after, and then race that weekend and go a
second per lap quicker. Now you have 200
aerodynamicists working 240 days a year to go
half a second quicker.”
Car&Driver: That brings us to the BT46B,
which used a fan to increase downforce and
won a single race before being withdrawn?
Gordon Murray: There was nothing in the
rules in ’78 to say that you couldn’t have a
sucker car as long as the primary function of
the fan was cooling the car. I even got a letter
saying the car was legal and we could run it
until the end of the season, and then they’d
change the “primary function” rule.
Ross Brawn, BGP1 - F1 2009 winner Adrian Newey, RB6 - F1 2010 winnerGordon Murray, BT46B - F1 1978 winner
CreativityInnovation Imagination
55. Formula 1 – The Creative Spirit – Workshop
Imagination, Creativity and Innovation, using the metaphor of Formula 1!
▪ 08h00-08h30 Registration (coffee&cookies)
▪ 08h30-09h30 Tour of the Williams F1 Grand Prix Collection
▪ 09h30-11h00 Imagination Workshop
▪ 11h00-11h30 Coffee Break
▪ 11h30-13h00 Creativity Workshop
▪ 13h00-14h00 Buffet Lunch
▪ 14h00-15h30 Innovation Workshop
▪ 15h30-17h30 FW22 F1 Simulator experience
▪ 17h30-18h00 Williams F1 Gift Shop
57. Tour of the Williams F1 Grand Prix Collection
“While we’re awake, we share one universe, but in sleep we each turn away
to a world of our own” (Heraclitus (c.535 BC - 475 BC), Greek philosopher)
The Williams F1 Conference Centre is the home of the Williams Grand Prix Collection, the largest
private collection of Formula One cars in the world charting the history of the Williams team.
58. Imagination Workshop
“Those who approach life like a child playing a game, moving and pushing
pieces, possess the power of kings.” (Heraclitus)
Yoga Nidra
“Higher Self”
Abstract Painting
“Inner Self”
Paperplane Challenge
“Authentic Self”
Power
Tools
Warm-Up test – Chakras – 7 energy levels
www.chakratest.org
59. Creativity Workshop
“Expect the unexpected, or you won’t find it.” (Heraclitus)
Scalextric Car Pro-Performance
Warm-Up & Testing
Scalextric Car Pro-Performance
Set-Up & Tuning
Live-Withs (Michael L. Ray)
Ball of Whacks (Roger Oech)
Power
Tools
Live-Withs
“Silicon Valley”
Warm-Up test – Enneagram – 9 network types
www.enneagraminstitute.com
60. Innovation Workshop
“A wonderful harmony is created when we join together the seemingly
unconnected.” (Heraclitus)
Six+1 Thinking Hats (Ed Bono)
Six+1 Ego States (Eric Berne)
Scalextric Track Design
Decision-Making
Scalextric Track Design
Team-Prototyping
Power
Tools
Controlling
Parent
Nurturing
Parent
Adaptive
Child
Free
Child
Warm-Up test – Belbin – 9 Team Roles
www.belbin.com
Cynical
Adult
Ethical
Adult
Little
Teacher
61. FW22 F1 Simulator experience
“Knowing many things, doesn’t teach insight.” (Heraclitus)
The Original F1 Simulator gives you the opportunity to
take the seat in an FW22 which was driven in 2000 by
Jenson Button and Ralf Schumacher.
The car offers realistic force feedback through the
steering wheel simulating the loading effect whilst
cornering, breaking and acceleration.
Controlled by the participant using the onboard brake
and accelerator pedals.
I'm
thinking in
the car!
64. Formula 1 – The Creative Spirit – Workshop
Participants Experiences
Creativity
Imagination
Innovation
65. Formula 1 – The Creative Spirit – Workshop
Participants Feedback
Dear Augusto, dear colleagues,
The reason I wanted to write you all, is to tell you a little bit about the 2011 event that Augusto organized.
We met close to London and visited the Williams Formula 1 headquarters.
We started by having a guided tour around the F1 museum where we saw all Williams cars from the beginning
of the Formula to today.
After the tour we did some great games/lessons together to build up the team and learn some management
skills. We then build our own racing car and competed against each other (this was a lot of fun).
The highlight of the event was of course the Formula 1 Simulator, where we were sitting in a real F1 car from
J. Button. First we had a practice round and then the competition started. This was much more difficult
than expected, especially to control the car.
Best regards from Frankfurt,
Baddy (graduated in 2008)
Co-Founder 1xINTERNET
www.1xinternet.de
66. About Me!
Augusto Tomas
augusto.tomas@gmail.com
▪ Leadership Education (Imagination)
– 'Ashtanga Yoga' by Joey Miles, retreat at Huzur Vadisi, Turkey
– 'The Artist Unfolded' by Andrew & Beatrice, retreat at St-Jean-de-Laur, France
– 'Hands of Light' by Susan Hewitt, retreat at Brighton, England
▪ Strategic Education (Creativity)
– Breakthrough Strategic Thinking – Cranfield School of Management, UK
– Converting Strategy into Action – Stanford University, USA
– Strategic Negotiation – China Europe International Business School, China
▪ Management Education (Innovation)
– MSc Engineering of Management – TU Wien @Vienna, Austria
– Executive Management Certificate – MIT Sloan @Boston, USA
– Young Managers Program Certificate – IEDC SoM @Bled, Slovenia
68. Show Case: Mercedes-Benz (Imagination)
Land, Sea, Air: The three-pointed Star representing the three modes of transport
69. Buddha
We are what we think.
All that we are arises with our thoughts.
With our thoughts we make the world.
Laozi
The Wise Leader knows how to be creative.
In order to lead, the leader learns to follow.
In order to prosper, the leader learns to live
simply. In both cases, it is the interaction
that is creative.
Confucius
Acquire new knowledge whilst
thinking over the old, and you may
become a teacher of others.
The Power of Knowledge
The Energy of Thought
The Flow of Interaction
Story Case: The Wise Men (Creativity)
Buddha, Lao Tzu, Confucius
Vinegar Tasters
(secrets revealed)
70. Special Case: The IDEO Founders (Innovation)
Bill Moggridge, David Kelley, Mike Nuttall
Designing Interactions
by Bill Moggridge, 2007
1982 - first GRiD Laptop
designed by Bill Moggridge
(ID Two)
Bill Moggridge
1987 - first ergonomically Microsoft Mouse
designed by Mike Nuttall
(Matrix Product Design)
Mike Nuttall
The Inmates Are Running the Asylum
by Alan Cooper, 1999
David Kelley
1983 - first Apple Mouse designed
by David Kelley
(David Kelley Design)
Creative Confidence
by Tom & David Kelley, 2015
A Tribute to Bill Moggridge 1943-2012
Caroline Baumann, the associate director of the Cooper-
Hewitt National Design Museum, said in a statement
about Bill Moggridge: "Beloved by the museum staff and
the design community at large, Bill touched the lives of so
many through his wise council, boundary-pushing ideas
and cheerful camaraderie.“
72. Results Actions
Plans
Alignment GapKnowledge Gap
Effects Gap
“Do not command more than
is necessary or plan beyond
the circumstances you can
foresee” Moltke
“Communicate to every unit
as much of the higher intent
as is necessary to achieve
the purpose” Moltke
“Everyone retains freedom of
decision and action within
bounds” Moltke
Flash: Prussian General Moltke, the Elder (Trinity)
based on book ‘Art of Action: How Leaders Close the Gaps Between Plans, Actions and Results'
The difference between what
we expect our actions to achieve
and what they actually achieve
The difference between what
we would like to know and
what we actually know.
The difference between what
we want people to do and
what they actually do.
"No battle plan survives contact with the enemy“
General Moltke, the Elder (1800-1891)
73. page 8:
"Riko-san seems comfortable with aliens and he
knows about elevators.
- Mitsubishi holds the record for the fastest
elevator in the world, he tells me.
- And do you know that our elevators in the new
Landmark Tower in Yokohama will be so smooth
that you'll be able to put a ten-yen coin standing
on its edge on the elevator floor when you enter,
and it will still be standing on its edge when you
reach the seventieth floor after
zooming up from ground level at world record
speed?
I want to tell him that most people keep their
coins in their pocket. But that is not the point...“
page 112:
“-We have our consortium. Now we need a name.
-Our work is about organizing knowledge.
We should call it knowledge systematisation, says our
academic mentor from Todai.
-Sounds too complicated, says Wanabe-B.
Can't we shorten it?
- How about know-sys?
We consult with our European partners, some of
whom are classical scholars as well as manufacturing
specialists.
Why don't we spell it Gnosis, they say, which is Greek
for knowledge inspired from above?
We believe, and Gnosis is born.
With newfound faith, we get to work.“
page 47:
“- But your real hobby is not golf, is it? says Riko-T.
It's programmable controllers, right?
Rumour has it that you take the circuit board home in
your bag at night.
- Only when I have a problem to fix, Reisi-C says.
I get good ideas while sleeping. It's handy to have the
circuit board close by to look at.
I recommend you do the same.
-Sleep on a controller circuit board? It sounds worse than
a noisy neighbour.
Ando-C introduces his work - a national project with
researchers from half a dozen big companies who meet
to share ideas every month. Reisi-C and Shinsetsu-GR
wants to hear the latest news.”
Focus: Niall Murtagh @Mitsubishi (Transcendence)
based on book 'The Blue-Eyed Salaryman: From World Traveler to Lifer at Mitsubishi'
74. ▪ Pineal Brain (beyond power) Spiritual model: Higher Self, Authentic Self, Inner Self ➔ Imagination
▪ Right Brain (beyond games) Autonomy model: Awareness, Spontaneity, Intimacy ➔ Creativity
▪ Left Brain (power games) Ego model: Parent, Adult, Child ➔ Innovation
Final: Eric Berne, M.D. (Transactional)
based on book ‘Games People Play: The Psychology of Human Relationships'
Inner
Self
Authentic
Self
Higher
Self
Ego Model
Left Brain
(Innovation)
Autonomy Model
Right Brain
(Creativity)
Spiritual Model
Pineal Brain
(Imagination)
IntimacySpontaneityAwareness
The Leadership Secret
of Gregory Goose
Dialogue in the Spirit
of David Bohm
Coaching Ourselves
of Henry Mintzberg
75. A Tribute to the best Formula 1 driver
Ayrton Senna (1960-1994)
Ayrton Senna’s
Motivational Message
SENNA - Exclusive Clip
('88 Monaco Grand Prix)
Ayrton Senna's qualifying lap
(‘88 Monaco Grand Prix)
78. What is Design Thinking?
Uncommon Knowledge: David Kelley on creativity, innovation, and design
79. What is the Secret?
People Empathy, Extreme Users, Radical Collaboration
80. Contents
Each Stage of Design Thinking Unfolded the next Stage like a Blossom
Open
Day
Jul’15
Creative
Club
Oct’15
Summer
Internship
Aug’15
Codex
Hackathon
Dec’15
Design
Kit
Nov’15
81. Open Day
Mini-Tour: ½ day program for graduate students
3
4
1
2
1 2 3 4
Desert Survival Walk the Talk Photo Finish!Bull’s Eye
The Best Ever!
Empathic Post-It Game!
Teambuilding Simulations
Human Synergistics
Walking around and
meet local teams
Celebrating the
Experience!
82. Summer Internship
From Novice to Expert in 5 weeks: Workshop for Experts by Eric
Week-1 Empathize Week-2 Define Week-3 Ideate Week-4 Prototype Week-5 Test
Inspiration “Gift-Giving game” by d.school Pedro Santos: VISMON expert Post-It vs. Napkin Visual Teams Empathy Map
Ideation “Mindsets” by IDEO.org Catarina Carneiro: DB expert Mind Map vs. Ishikawa Diagram Virtual Teams Thinking Loops
Implementation “Brainstorming” by OpenIDEO Marco Silva: Helppier expert Story Board vs. Game Plan Virtuoso Teams Feedback Grid
Understanding Design Thinking Pairing with the Experts Workshop Crafting Workshop Iterating Workshop Delivery
Mentor Student
Augusto Eric
Point of View Challenge Coaching
How Might the new tool Helppier transform
the F.A.Q of the VISMON company tool?
Eric, a Summer graduate student, has the
assignment to deliver a Workshop about the
new tool Helppier to the in-house Experts
of VISMON, in just 5 weeks. Eric does not
know nothing about Helppier or VISMON!
Iteration 1: Junior Peers Iteration 2: AvayaLive Iteration 3: Helppier Founders Delivery: VISMON Experts
“Too many Hmm… !” “Ready to Go!” “You are hired!” “Let’s implement it!”
84. Design Kit
Team Engaging by a MOOC @NovoEd.com
Keynotopia CV-App
Build on Ideas of others Show don’t Tell
Pulse Story Paper Idea Cardboard Prototype
Encourage Wild Ideas Bias to Action
After-Work City Party Team-Warming Testing TV-Celebrities Testing The “Oprah” of Portugal
Teresa
Guilherme
Mindset
Prototype
Outdoor
85. Codex Hackathon
Make a Curriculum Vitae form: gamifying power stories by Rafael
Live Login!
https://celfimatch.celfinet.com
User: candidate@celfinet.com
Pwd: #comeworkwithus
Success Hit in
Job Fair at JEEC 2016
Stocking Coding
86. Next Challenge
How Might Design Thinking be Powered by the Empathy of Golf?
Creative Golf Coaching
Celfinet HQ @Lisbon
Creative Golf Coaching
Celfinet R&D @Oporto
users
needs
insights
87. Out-of-the-Box Design Thinking
Applied Creativity made in Brazil
‘Creativity & Marketing’
by Roberto Duailibi
‘Creativity at Work and in Life’
by Roberto Barreto
‘Gluttony Magazine’
by Gema Custom Mags
89. Free Invitation @Stanford Driving Range! Welcome first comers @Golf!
Ultimate Test!
Ultimate Journey!
ASM Int’l Complex Design Thinking Castle
Ideation
with my daughter !!
Implementation
with a ‘ride’ from D.School ???
Design Golfing Center
How about Testing my Design Golfing with a team of D.School Experts (1-3 persons) ?
Inspiration
from Buckminster Fuller !
New Book: Design Golfing: A Creative Golf Workshop for Mind, Body and Spirit in 60 minutes
New Author: Augusto Tomas
Publisher: Balboa Press
Release Date: TBD, 2017 ???
Testing: Framework refined with friends around the world, from 6 to 66 year old, since 2008…
90. Design Golfing SET-UP
(15 min)
WARM-UP
(15 min)
POWER-UP
(15 min)
CHEER-UP
(15 min)
Design Thinking
Golf Book
(Briefing)
“Ben Hogan’s Five Lessons”
by Ben Hogan
“Golf is not a Game of Perfect”
by Bob Rotella
“Bad Golf My Way”
by Leslie Nielsen
“Quantum Golf”
by Kjell Enhager
UNDERSTAND
Golf Vision Game
(Western Brainstorming)
Peripheral-Vision
(3-Focus Points)
Movies-Vision
(Holo-Deck)
Tapping-Vision
(3-Touch Points)
Cosmic-Vision
(Light-Gate)
EMPATHIZE
Technique 1
(Preparation)
Grip-Focus
(Pendulum-Clock)
Back-Swing
(No-Flapping)
Tee-offset
(Dominant-Eye)
Keyword-Flow
(Tempo)
DEFINE
Ball 1 (Capture) slow slow slow slow User
Ball 2 (Clarify) soft soft soft soft Need
Ball 3 (Confirm) super super super super Insight
Technique 2
(Execution)
Stance-Contact
(Cross-Hands)
Down-Swing
(Arrow-Bow)
Step-Forward
(Mould-Break)
Breath-Flow
(Rhythm)
IDEATE
Ball 1 (Capture) slow slow slow slow One Conversation at a Time
Ball 2 (Clarify) soft soft soft soft Build on the Ideas of Others
Ball 3 (Confirm) super super super super Encourage Wild Ideas
Technique 3
(Completion)
Align-Hold
(Thumbs-Up)
Swoosh-Swing
(Butt-Slap)
Hips-Slide
(Launch-Pad)
Whistle-Flow
(Timing)
PROTOTYPE
Ball 1 (Capture) slow slow slow slow Fail Early
Ball 2 (Clarify) soft soft soft soft Fail Often
Ball 3 (Confirm) super super super super Succeed Sooner
Golf Swing Game
(Eastern Icebreaking)
wabi-sabi
(One Arm!)
jo-ha-kyu
(One Leg!)
samurai-banzai
(One Voice!)
kokoro-zazen
(One Heart!)
TEST
Yoga Meditation
(Debriefing)
Yoga Nada
by Music for Deep Meditation
Yoga Nidra
by Terry Oldfield&Soraya Saraswati
Yoga Regression
by Brian Weiss
Yoga Quantum
by Omnec Onec
STORYTELLING
Visual Thinking
by Bob McKim
Background Preparations Seeing Imagining Innovators
Design Golfing’s Framework vs. Design Thinking’s Highlights
New Book: Design Golfing: A Creative Golf Workshop for Mind, Body and Spirit in 60 minutes
New Author: Augusto Tomas
Publisher: Balboa Press
Release Date: TBD, 2017 ???
Testing: Framework refined with friends around the world, from 6 to 66 year old, since 2008…
91. “Augusto Tomas offers a truly unique perspective in this intriguing golf manual and
spiritual guide. Drawing on an eclectic set of influences, he shows how the game
has inspired his outer and inner journeys through life.” - Marshall Goldsmith, #1
Executive Coach in the World and New York Times #1 bestselling author of Triggers
The Mystical Swing
available @ Amazon
Published in 29th June, 2017 @Balboa Press & Amazon
Book Signing Event @Singapore & Indonesia