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  • Feedback Exercises and links to articles about feedback
    but chores as well BALANCED APPRAISAL THE 2 1 RULE OF THUMB In all of the examples above each giver gives one negative message and two positive ones which seems to be the right kind of balance in most appraisal work Such a balance arguably has a more positive impact than using a positive only rule which can result in positive comments seeming forced and insincere Such a balance also means that people are likely to be less defensive when receiving criticism You can check the impact by asking participants afterwards whether they feel knocked back or lifted Don t assume that the 2 1 rule of thumb is the optimum ratio for every occasion Regularly check on the impact that your appraisal sessions are having and adjust your approach accordingly GIVING AND GETTING USABLE FEEDBACK THE WARM SEAT NOT THE HOT SEAT The warm seat generates ideas for action points for the seated person Unlike the hot seat where individuals are put on the spot and face questions from others the warm seat is a comfortable seat from which the seated person asks the questions The most important feature of this reviewing method is that the seated person is in control if they feel too hot too cold or in any way uncomfortable they leave the seat to stop whatever is being said The group will have shared a number of experiences together and they are ready to think about applying what they have learned to situations outside the immediate learning environment The concept of action points is briefly explained and each person is asked to think of one or two questions to ask to the group which will help them with ideas for action points How could I be more What should I do if How could I get on better with Seating is arranged in a horse shoe facing the warm seat The first questioner sits in the warm seat and asks their question which is then clearly written up on a board behind the warm seat This arrangement focuses the group s attention both on the question and on the questioner If the questioner asks a question about a situation which is not well known to the group the reviewer should say It will not be easy to answer your question unless you tell us a bit more about The questioner may choose to change their question ask extra questions or give more information but assuming there is a time limit for each person s time in the warm seat the more they talk the more they reduce the time for answers TOWARDS GREATER LEARNER RESPONSIBILITY BEYOND THE WARM SEAT I like to encourage feedback that is normal natural and informal but I also find myself setting up special frameworks exercises rules etc to ensure that ALL participants have the opportunity to benefit from a useful and empowering supply of feedback TIMING I will try to set up a feedback session as early as possible in a programme a point where I think there is a good chance that everyone in the group has something positive and fairly substantial to say about everyone else Announcing the nature of the session well in advance can help learners to prepare for it You can even give a group control of the timing by asking them to let you know when they have each noticed examples of say co operative behaviour in each other person in the group REVIEW Relatively light feedback sessions can help to generate the trust that is needed for more ambitious feedback sessions to work well later on By carrying out reviews of feedback sessions the group can be encouraged to develop their own rules or can shape the nature of feedback that they will find acceptable and useful This helps them to take responsibility for their own learning as well as helping them to take responsibility for how they learn DEPTH Sessions that are either too deep or too shallow will soon put a group off feedback I find that open and progressive strategies of the kind described above help me to pitch feedback and other sessions at an optimum level and result in high ratings for feedback sessions at the end of a course You may choose to trust learners judgement completely or you may choose to use their judgement to inform your professional judgement Either way you are demonstrating that you value other people s judgements which is what feedback is all about FURTHER INFORMATION ON THIS SITE AND OTHER SITES MORE FEEDBACK EXERCISES Feedback Methods linked to the Active Reviewing Cycle Changing Places seeing yourself as others see you An exercise for developing empathy and providing feedback SEQ Style Effect Questions SEQ is one of many alternative ways in to giving feedback Its particular strength is that it tends to focus on what most people want to hear what they were like what effect they had how well they communicated plus an opportunity to ask their own questions to the group It is particularly suitable for providing feedback for leaders as well as providing a useful framework for you to receive feedback on your facilitation You will find a full description in the success section of the Active Reviewing Guide This FEEDBACK page is based on Playback A Guide to Reviewing Activities where you will find further exercises about feedback off line and in the book including observation egoing multi perspective reports self images and prediction work Another on line page from Playback is Rounds which includes ways of providing feedback through sentence completion exercises Giving and Receiving Feedback 18 methods listed in the September 2000 edition of Active Reviewing Tips Appreciating Success describes some more feedback exercises Lucky Duck Publishing has some excellent resources about feedback work with young children and teenagers in a school setting once you have re arranged the furniture This includes Circle Time and a positive no blame approach to bullying The Personal Image Feedback Program

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  • Top 20 Active Learning Books | All profits go to Save the Children
    at amazon co uk Brilliant NLP What the Most Successful People Know Do and Say David Molden Pat Hutchinson Synopsis Have you ever wondered how it is that two people faced with the same set of circumstances can produce opposite results How some people seem to be able to achieve more whilst still remaining cool calm and collected There are people who just seem to have life sorted out the way they want it We may refer to the more successful people as lucky but in fact Neuro Linguistic Programming NLP shows it s nothing to do with luck and everything to do with how we think NLP is a powerful set of tools for making things happen for you at work and in life Now Brilliant NLP makes mastering the techniques of NLP easy how it works and more importantly how to use it to become more effective efficient powerful and successful The potential is already there inside you This book shows you how to unleash it on the world DON T BE GOOD BE BRILLIANT Amamzon co uk How to Run a Great Workshop The Complete Guide to Designing and Running Brilliant Workshops and Meetings Nikki Highmore Sims Product Description You ve been asked to run a training session workshop or meeting What you need now is a foolproof way of making it both memorable and enjoyable to run and to know that what you are doing will achieve the desired outcome and have lasting positive effects on your team Anyone who has ever endured death by powerpoint or a dry chalk and talk session knows how not to do it but how do you make sure that you get it right This interactive guide is designed especially for busy managers people whose main role is not training and will take you through a simple step by step process that results in stimulating fun and effective workshops and presentations Just some of the many scenarios the book will help you tackle include How to put together training session from scratch when you have blank page blank face syndrome here s the step by step solution You ve done some training but you aren t getting the desired results from your sessions here s what do to about it You haven t time to write 80 sexy PowerPoint slides for a session you are running here s what to do instead that will be even more effective and take half the time You re dreading the experience of being up the front here s how to shift the onus from you to your participants How to be remembered for the right reasons Here s how to ensure that happens This is a book that walks the talk it presents what you need to know in an engaging interesting effective and quick way exactly how you will be presenting in your meetings and worshops when you have finished reading it Amazon co uk Introducing NLP Neuro Linguistic Programming Joseph O Connor John Seymour Product Description Neurolinguistic Programming NLP is one of the fastest growing developments in applied psychology This handbook describes in simple terms what gifted people do differently and enables the reader to learn these patterns of excellence This approach gives the practical skills used by outstanding communicators Excellent communication is the basis of creating excellent results The purpose of NLP is to increase personal choice it provides powerful and elegant tolls for change in a changing world NLP skills are proving invaluable for personal development and counselling education and business This book includes how to create rapport with others influencing skills understanding and using body language how to think about and achieve the results the reader wants the art of adding key questions effective meetings negotiations and selling accelerated learning strategies how to run one s nervous system This book won the 1991 prize for the best book on hypnotherapy and related topics from the British Council of Hypnotist Examiners Amazon co uk Team Building Activities for Every Group Alanna Jones Book Description 107 interactive games and activities can be found in the pages of this easy to use book Each game is fun experiential easy to lead unique and requires minimal resources With 65 team challenges and 42 activities that help any team get to know one another become comfortable with each other and open up there is something for every group If you work with youth corporate groups therapy groups church groups scouts families school groups sports teams at camp or with any other group who must work together you will find helpful games and activities in this fun energetic and purposeful book amazon com Read this enthusiastic review Also see More Team Building Activities for Every Group by the same author below The Big Book of Team Building Games Trust building Activities Team Spirit Exercises and Other Fun Things to Do John Newstrom Ed Scannell Before you buy be sure to read these mostly critical reviews at Amazon co uk Synopsis A collection of games and activities designed to liven up departmental meetings and build morale Each game builds team spirit communication and trust among people who work together The 70 games are designed for the manager who s looking to Raise sagging morale in a department Liven up boring staff meetings Improve communication Promote a culture of harmony and cooperation Have fun with your work team Facilitator s Pocketbook John Townsend Paul Donovan Phil Hailstone Product Description The facilitraining rainbow won t lead you to a pot of gold but it will enable you to decide on the most suitable approach for your next facilitation session This innovative decision making model is central to The Facilitator s Pocketbook a comprehensive guide covering all stages of facilitation from planning through to implementation Interpersonal skills including attitudes and values and session skills including energising and problem solving are dealt with at length This second edition contains significant new material notably the addition of a detailed case

    Original URL path: http://www.reviewing.co.uk/reviews/popular-books.htm (2016-02-10)
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  • Doing Reviewing; Reviewing by Doing; Reviewing Adventure Activities: a series of three articles
    vital one but tends to be the stage most at risk if review time is limited This stage recognises that experiences especially adventurous ones stimulate the senses and arouse emotions This stage focuses on the quality of the experience What was it like How did it feel Young people may have difficulty expressing themselves If the experience was new and different they may need to find new and different ways of communicating their experiences perhaps through using drama and other expressive arts EXAMINE The third stage is more analytical and rational All talk reviews tend to arrive too soon at this stage especially if reviewers are too impatient to draw out the learning from the activity If the experience has been a whole person experience it is important to use review methods which match the fullness of the experience using review methods for example which encourage the creative and analytical parts of our brains to communicate with each other Analytical thinking is an important feature of any reviewing process but it can be easier to capture the broader developmental benefits of adventure at the earlier expressive stage of this learning sequence EXPLORE The fourth stage is the most practical stage It involves trying out something that has been prompted by earlier stages of the cycle It might involve preparing carefully for the next adventure but it could equally involve making a commitment to dive in and find the confidence and courage to take bigger risks This planning stage would usually involve setting targets and raising safety awareness but it is equally important to keep the sense of curiosity and exploration alive if the experience is to be both educational and adventurous Active reviewing methods examples 1 EXPERIENCE What happened ACTION REPLAY A highly versatile active review method for all stages but especially this one is re enactment or action replay Just as on television the action is played back either to examine an incident more closely or to re run an event worth celebrating action replays as a reviewing technique break free from the constraints and expense of television and involve group members in re enacting the incidents The purpose is the same i e to examine or celebrate what has just happened but initially action replays can be a fun activity of their own Once the leader has demonstrated the possibilities group members can take it in turns to direct the action deciding what to replay when to hold reverse repeat slow down or fast forward 4 The purposes and variations of action replays are endless they are lively and fun they encourage honest accounts of what happened they bring out alternative perspectives of the same event they help to bring out key issues they stimulate interest in group dynamics they encourage young people to be more observant REPLAY WITH PUPPETS An alternative form of action replay is for group members to choose or make objects to represent themselves which they then operate as puppets This is especially useful if space or confidence is limited but it can be an equally effective way of reliving the experience SKETCH MAP If the experience was a journey or can be represented in the form of a map then using a large piece of paper the group work together to produce a map of their adventure The map shows incidents observations and high and low points along the way The process of making the map will often quite naturally carry a group forward into the next two stages of this review process PERFORMING TO AN AUDIENCE The above techniques are not intended for audiences outside the group but if a group wishes to communicate their adventure to others e g to celebrate a success or to be honest about what did not go well then the above techniques could double as a rehearsal for a performance or presentation to others Performing in front of others could be an even bigger adventure than the original one on which it is based 2 EXPRESS What was it like Most of the techniques for stage one can be continued or adapted to focus attention on expressing feelings associated with the adventure There are also many new reviewing activities that can be introduced at this stage UPS AND DOWNS One of the most direct ways of finding out about young people s ups and downs is literally to ask them to move their heads or hands up and down as someone talks through the experience being reviewed A valuable outcome from this exercise is when young people express surprise at another s position Differences are more likely to show up if participants first record a number say 10 high 0 low for particular moments or stages of the adventure Discussion can be prompted if necessary by encouraging young people to look around and ask questions if anyone else s position interests or surprises them This feature of the exercise enhances group and social development by increasing young people s awareness of the feelings of others 5 Ups and downs is a quick and easy way of allowing each individual to express their feelings These instant snapshots prompt individuals to talk more openly about their feelings These snapshots may also indicate issues that are worth examining in stage three LINE UPS Line ups are a similar concept to ups and downs People arrange themselves along an imaginary line which represents a spectrum of feelings One end can represent feeling confident out of my depth right supported influential etc The other end represents an opposite feeling It is usually better if the language used is suggested by the young people themselves It is a good idea to use a curved line so that everyone can see each other Alternatively the centre of the room or review space can represent the more positive end of the line with the walls representing the opposite end Discussion is encouraged where necessary as for ups and downs VISUAL METAPHORS Although line ups are a useful tool they are little more than warm ups for the expressive stage of a review A more three dimensional representation of an adventure can be achieved by selecting and developing suitable visual and active metaphors For example the phrase out of my depth mentioned in line ups could be part of a swimming pool metaphor Ask the group to imagine that the room or review space is a swimming pool Show them where the edges shallow end and deep end are and ask them to get in the right place for particular stages of the experience under review This is not simply a line up from shallow to deep encourage the group to use the metaphor creatively For example someone may have felt they were taking it easy floating on an air bed Someone may have felt like a pool attendant Another may have felt they were bomb diving others all the time etc When everyone has found the right place they should find some way of showing what they are doing there If the mood and the metaphor are right then playing creatively with the metaphor can help young people to find a powerful means of expressing themselves Listen out for any metaphors that young people are using naturally in their conversation they may be particularly good ones to play with 6 CREATIVE ARTS The creative arts offer plenty of scope for helping people to describe their experience the art form may speak for itself and be a substitute for words the process of making creating may help people to sort out their thoughts and feelings after which they can express themselves more clearly in words the process of making creating especially if a paired or group task may require young people to communicate with each other more about the experience the art object found or made may serve as a visual aid or confidence booster in helping someone to talk about their experience Experiences can be represented creatively in many ways including a collection of objects or souvenirs finger painting a sketch or painting a collage mural cartoon poster newspaper story photographs video song play model or junk sculpture 7 3 EXAMINE What do you think The first two stages encourage people to relive and stay inside the experience This is now the stage for stepping outside the experience and looking back on it from a more detached and critical point of view THE VISITOR If a group have been making a collage representing their adventure now is the time to step back and study the collage and encourage discussion about it For example try asking If a visitor turned up and saw your collage what do you think they would notice What questions might they ask This can be followed up by finding a volunteer from the group to take the part of an interested visitor In effect the visitor will have become the facilitator of a group discussion which is based initially on observations and questions which group members will have themselves supplied 8 WHERE DO YOU STAND This review activity is best done outside as it needs plenty of space It is a similar concept to line ups except that it requires people to make assessments and judgements rather than simply asking people to recall facts and feelings as in stages one and two Everyone stands in a line as if starting a race and closes their eyes The facilitator now asks individuals to make judgements about group behaviour during the activity by asking questions one at a time For example How much encouragement did you receive from others How good was the group at making decisions How determined was the group to succeed How well did the group keep to safety requirements How successful was the group To what extent were the aims achieved The answers are silent ones After each question ask everyone to take up to x paces forward for positive answers and up to x paces backwards for negative answers After the last questions group members open their eyes turn towards each other and talk The exercise can be repeated with similar questions about individual achievement How much did you encourage others How much do you feel you achieved etc Variations are endless combinations of eyes shut and eyes open or starting off in a large circle facing inwards or outwards using questions from the group etc PERSONAL GIFTS There are many variations of this appraisal activity in which young people find make or mime gifts for each other The gifts either represent something that the donor appreciates about the person or they can be in the form of I wish you could have more of this The session should be arranged so that appreciates outweigh criticisms One method of ensuring this is to split the group in two and to ask each half group to work together to find make or mime three gifts for each individual in the other half group two gifts should be in the form We admire you for this and one gift should be in the form We wish you had more of this Personal appraisal does not need to be related to a particular context but as a review technique the qualities represented by the gifts should have been in evidence during the activity under review For example the gifts might convey the message We admired you for your courage when trying to rescue the bird but we wish you wouldn t go it alone so much and had asked us to help too We admired you for staying calm when you needed rescuing Once young people realise that everyone will be giving and receiving feedback they sense the fairness and the potential value of this kind of exercise and become very committed to making it work JUMPING TO ACTION Some assertions made during a review can be tested out immediately If someone says We are very trusting in this group or We are not very trusting in this group this could be a good cue for a trust exercise to test out the assertion It may be a fairly crude test of the assertion but it will at least highlight the issue and provide a fresh angle from which to consider it Similarly an assertion that We do listen to each other or We are not very good at listening to each other can be a cue for a listening exercise It is useful to anticipate likely review issues and have a few quick exercises ready for action This is yet another situation where action replays are a useful standby So you would like this group to be more trusting Let s see what that might be like Let s replay the part s of the activity where you weren t very trusting and try to be more trusting this time round However the replay works out it should provide a fresh perspective on the issue and a more detailed picture of what is possible 4 EXPLORE What next And now for something completely different Sometimes it is best to make a fresh start and set out on a new adventure with an open mind But if there have been significant outcomes from the review process so far it may be important to keep these in mind when setting out on the next activity or adventure REPETITION A group may simply want to repeat an activity because they want to improve in some way second time round Check with the group What are you trying to find out by doing this activity again Once you and they are clear about their motivation it may be possible to suggest variations which will make the repetition more worthwhile for example by changing roles or responsibilities or by reducing or increasing the challenge REHEARSAL If a group is taking on a particularly difficult challenge or seems likely to repeat mistakes then it can be useful to rehearse the activity This can involve trying out different ways of doing the activity either almost for real or by acting out as in action replays This might involve acting out how the group will work together or it could involve picturing things going wrong and acting out how they would cope SEEING INTO THE FUTURE Most of the techniques already described for looking at the past can also be used to for looking at the future Just as re enactments can be adapted to apply to the future pre enactments so can ups and downs line ups visual metaphors and creative arts All of these techniques can be used to create pictures of how a group or an individual would like things to be for the next activity Once group members have pictured a future state that they would like to achieve they can work out the steps towards it Rather than simply stating or writing down the steps each of the steps can be illustrated or acted out depending on which active or creative medium the group is working in THE EXTRA PERSON An imaginary extra person in the group can be created by asking What kind of person would you want to join this group to help you be more successful Encourage the group to name describe and adopt this extra person for the adventure and look after them during the adventure If the idea does not capture the imagination of the group then abandon it But if the idea takes off it can provide excellent stimulation for review The creation of the character in the first place is a way of encouraging the group to analyse what they are lacking And having an imaginary character can add a fascinating extra dimension to the review process These are some of the basic principles and building blocks of active reviewing They can be brought together in various ways to encourage full involvement in reviewing and to sustain a lively and supportive climate for learning The four stage reviewing sequence EXPERIENCE EXPRESS EXAMINE EXPLORE provides a guide for managing the reviewing process This vivid all round approach to reviewing quickly leads to young people remembering or anticipating review issues during an outdoor adventure and so being more alert and aware during the activity itself Heightened awareness means that young people will be getting more value from the activity and will be more able to see and make connections with other events in their lives The ultimate aim of reviewing exercises is to make reviewing a habit thus stimulating and developing people s ability to learn from experience 9 References and Resources for Reviewing by Doing 1 L K Quinsland and A Van Ginkel 1984 How to Process Experience The Journal of Experiential Education 7 2 p 8 13 2a Reldan Nadler and John Luckner 1990 Processing the Experience Theory and Practice Northern Illinois University 2b Clifford Knapp Processing the Adventure Experience in Miles and Priest 1990 Adventure Education Venture Publishing Inc 2c Schoel Prouty and Radcliffe 1988 Islands of Healing Project Adventure Inc pp 65 86 chapter on sequencing 3 Bert Juch 1983 Personal Development Theory and Practice in Management Training Shell International Wiley 4 Roger Greenaway 1990 More Than Activities Save the Children Fund p 52 action replay 5 For more about happy charts see More Than Activities as above p 50 6 For using metaphor and related ideas see Sue Jennings Creative Drama in Groupwork Winslow Press p 145 7 More Than Activities see 4 above p 53 8 A tougher version of this idea An Inspector Calls is described in John Hunt and Penny Hitchin 1989 Creative Reviewing Groundwork p 60 9 Creative Reviewing as above Staff Training Edition Supplement page v Tip If you clicked to view the references use your back button to return to your place in the article Reviewing Adventure Activities by Roger Greenaway Introduction 1 CLIMBING reviewing to build on success 2 SKIING reviewing to develop learning skills

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  • How movement can help thinking and learning by Roger Greenaway
    the reasons supporting them Findings 4 Turntable helps participants to explore the merits of different future options Futures Action Replay Movement Action Replay involves re enacting selected episodes of the event being reviewed It is like viewing recorded highlights or video clips except that no technology is involved Replay does not involve actually doing the same activity again but it does involve going through the same motions and saying the same words as far as can be recalled Re performing what happened can make people feel that they are back in the original experience This means that reflection at this point will be closer to the experience which prompts and enables further learning from experience Things A dummy remote control helps the director to re stage the scenes A dummy microphone helps to make interviews more lively and focused Neither artefact is essential but they do both help to improve the quality of the performance Some of the original objects can help to add realism to the replay but miming tends to be quicker easier and less distracting People People who took part in the original activity are invited to take part If key people such as members of the public or people from other groups are not available their part can be performed by someone else Also a new role appears in the reconstruction which is that of the interviewer Good interviewers bring out information that was not apparent or available at the time The interviewer can be the facilitator or a participant The interviewer is free to ask any questions and is not limited to questions about what happened What happened is the starting point for Action Replay it is where the exploration begins Storyline Movement The storyteller creates a graph showing their ups and downs during the event being reviewed A recommended variation is to lay out the graph on the floor using a 5 metre rope This large scale version allows the person to walk along their graph as they tell their story Things a 5 metre rope is ideal Alternatively improvise with any objects that can be readily used for making a wiggly line such as a pack of cards pens shoes sticks foam tubes Pen and paper works too but is less flexible and a rope is the ideal aid for walking through the story People At least one person listens to the storyteller They are usually given questions to ask at high or low points in the story to help bring out learning Horseshoe Movement At the beginning each person moves to their chosen position on a curved line The position represents where they would place themselves on the spectrum which might for example extend from agree at one end to disagree at the other This is usually followed by talking with a friendly neighbour before moving into a whole group discussion at which point there can be more movement if and when people s views change Things No extra objects are needed

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  • 'How Active Reviewing and Reflection Support Learning and Change' by Roger Greenaway
    or drama or through verse music or metaphor provides alternative modes that help people get unstuck Participants discover new ways of thinking new ways of expressing themselves and new ways of understanding and explaining things It is true that new angles can be discovered through astute questioning in all talk reviews but new angles can often be more readily produced by changing the ways in which people create tell and compare their stories about their experiences For example For sharing an experience the learner storyteller reflects on their experience by making a storyline showing their ups and downs The storyline becomes a visual aid that allows the audience a glimpse of the big picture before hearing the detail of the ups and downs For talking about group dynamics the learner arranges and rearranges objects into patterns showing how roles relationships and group performance have been changing For examining critical moments the learner recreates critical moments through action replay Typically participants replay themselves New information emerges when the replay is paused and people are interviewed about what they were doing feeling and thinking at the time This re staging of key moments tends to bring out greater honesty and understanding For exploring future scenarios the learner walks through a map of past journeys and new possibilities explores new routes and discovers various consequences It is difficult to achieve this quality of reflection when following the more passive traditions of private reflection or group discussion Fruitful private reflection requires a high level of mental discipline that includes sustained curiosity accurate recall high self awareness the ability to see other perspectives and plenty of imagination More perspectives are clearly available in group discussions but when people sit in the same chair all the time it can look and feel as if everyone is

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  • Reviewing for Wellbeing
    the facilitator can bring that person s attention to things they deserve more credit for by inviting them to move further in while providing evidence to support their invitation The process tends to draw attention to those who are most in need of positive feedback In most groups there is a strong urge to bring in those who remain on the outside because participants like helping those who appear to need most help Young people like caring for others The questions for Spokes should be about performance and behaviour rather than internal feelings This allows others to refer to real evidence on which to make their invitations Examples of questions directly related to wellbeing are How much did you give praise or encouragement to others How much did you do to help solve the problem How much did you attempt to overcome the challenge How much did you respond in a respectful way to other people s ideas How much did you demonstrate a caring attitude towards others How much did you develop or apply new skills during the activity How much did you contribute to decision making The examples above are closely based on the indicators of wellbeing listed at the start of this article But the two part Spokes process self assessment followed by invitations will have a positive impact on wellbeing whatever desirable aspect of performance you ask about Definition of Mental Wellbeing Contents From snippets to stories One feature of the methods described so far is that they produce brief snippets of information Rather than giving sustained attention to any one person these methods tend to briefly highlight one point and then move on either to keep the process moving or to ensure that everyone gets a go At some time it pays to slow down and use methods that give more sustained attention to the individual and their emerging story Rather that seeking isolated snippets the following methods give more sustained attention to the stories and the storytellers If you ask an open question such as How was it people will often give an unbalanced response that either selects all the best bits or all the worst bits Storyline brings out relative ups and downs in a story and helps to make the story a balanced one The questions What helped enabled you to achieve this high point and What helped enabled you to recover from this low point are designed to pay attention to the factors that worked well especially if they relate to how the storyteller influenced what worked well Each story becomes a story of what worked well Storyline also helps to develop emotional wellbeing because it helps the storyteller to recognise and express their feelings it helps listeners to appreciate that others may have different feelings in the same situation and it helps everyone to understand how feelings affect behaviour My favourite place for Storyline is on a grassy slope using a rope of about 5 metres The storyteller arranges their

    Original URL path: http://www.reviewing.co.uk/articles/reviewing-for-wellbeing.htm (2016-02-10)
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  • Reviewing in Twos
    other person just listens you might learn more from listening to yourself speaking than you would by listening to your partly formed thoughts Twos brings in an extra perspective If the other person responds from their own perspective this can help you to step outside your habitual thinking patterns and to see things differently People like to do a good job for others When roles are to be reversed there is a mutuality and shared responsibility which generally means that partners will try hard to make the process valuable for each other The motivation to help others can be stronger than the motivation to do something to benefit oneself Reviewing in twos taps into this altruistic instinct to do a good job for each other Twos creates a potential supporter and spokesperson Your are less alone after reviewing in pairs you automatically have a potential ally who can speak up for you without you having to speak up for yourself all the time Reviewing partnerships tend to work well You may be lucky and have a partner who excels as someone who can help you learn from experience Yes you can be unlucky too but a good set up by the facilitator improves everyone s chances of finding that their partner or learning buddy does their job well See Section 4 below The comparison above shows how valuable paired reviewing can be But it would be an oversight not to mention that reviewing alone can also be valuable When alone twice as much time 100 of the time can be spent reflecting There are no issues of trust or confidentiality to hold you back You have greater freedom and choice unless there is a very demanding task to do alone You can think at your own pace without having to compromise You have more choice about how you reflect because you only have yourself to please Naturally there are also some drawbacks when reviewing alone compared to reviewing in pairs More self discipline and commitment are needed for reviewing alone and if your reviewing habits when alone are not very productive then it will be important that any opportunity for reviewing alone is set up in a way that helps you to avoid bad habits and develop better ones Contents 4 Planning for reviewing in twos Here are some choices you cannot avoid when setting up reviewing in twos so it is worth thinking them through rather than making these choices on automatic or by default How will partners be chosen If your purpose is to encourage lots of fairly brief conversations each person simply pairs up with anyone from the shrinking pool of people they have yet to pair up with during the exercise But if you are setting up something like a learning buddy system that is to last for some time and even beyond the course then it makes sense to ensure that pairs are well matched are committed to supporting each other and know how to do so It takes time to set this up well By making the first paired review a trial session participants are less likely to get stuck in a pairing that isn t working well How long will participants stay with the same reviewing partner Unless your purpose is to establish a long term learning partnership as in the example above the benefits of frequent changes usually outweigh the disadvantages If people stay in the same reviewing pairs all the time there is a risk that some pairs will be stuck in a low functioning partnership It is in no one s interest to sustain unproductive pairings so ask participants to find a new partner each time you ask them to review in twos This strategy is a kind of safety net that rescues people from unrewarding partnerships Expressed more positively regularly changing reviewing partners increases the chances that most of the time everyone has a good experience of reviewing in pairs What is the source of the experience about which you are asking people to reflect The experiences being reflected upon can come from many sources These include Reflecting on an input such as a presentation performance or a film Reflecting on group experiences in which the pair have both been participants Reflecting on a paired task that the pair have just conducted together Reflecting on one person s performance in a group activity that was observed by the other Reflecting on one person s experiences not necessarily witnessed by the other For example something that happened at work or in the community Reflecting on their paired review Examples of paired reviewing methods suited to each of these situations follow in Section 5 below What roles can the listening partner take The risk of ending up with an unhelpful listener can be reduced by providing clear briefings and by providing an easy way for the speaker to change the rules or opt out if they find the process is not working well Here are some potentially helpful roles that the other person can play when reviewing in pairs LISTENER just listens giving the reflector the opportunity to think aloud SOUNDING BOARD listens and responds to any questions the reflector may ask SUMMARISER repeats key phrases summarises asks for clarification BUDDY notices empathises supports and possibly advises COACH agrees objectives provides feedback and asks questions that assist reflection INTERVIEWER with a script asks set questions or follows a certain review sequence CURIOUS CHILD just keeps asking why The reflector can stop the process at any point DEVIL S ADVOCATE tests and challenges what the reflector says This needs careful briefing to ensure that the challenges are provided provided and perceived as being part of a helpful process The reflector should stop the process if they feel it is no longer of value What will you ask people to do when reviewing in twos Participants are more likely to stay on task if there is something for them to do as part of the reviewing process other than just talking Participants can be asked to make choose and use visual communication aids to help them reflect and communicate such as diagrams maps pictures or movable objects Or participants can be asked to tell the story of their learning journey as they walk between points representing stages of their journey Or participants can walk and talk together as they follow a question trail or as they walk to different parts of a model that is scaled up to fill the working space A review that involves some degree of movement can help the facilitator to see at a glance if there are any pairs that seem to need extra support to engage in the process You can find more detailed examples of these active methods in Section 5 and Section 6 below Will you ask pairs to report back in any way If reviewing in twos has been working well and producing significant learning there is a risk that any sharing at the group level is going to be relatively superficial and less interesting for speakers and listeners alike sharing learning in a group can be an anti climax Sometimes such sharing is primarily for satisfying the facilitator s curiosity or for providing a quality check rather than for enhancing the learning of participan ts The more confidence you have as a facilitator in paired reviewing the less need there is for a sharing session But if it is important to have a sharing session consider giving a separate briefing for this after the paired reviews This is because the quality of the initial paired review can suffer if pairs start thinking about how they will share their learning before they have had time to learn anything worth sharing But there are exceptions where preparing to share can help to keep pairs on task It is usually wise to encourage brevity and creativity in the sharing method so that the sharing stimulates responses that add further value Will you give time for individual work after reviewing in twos If reviewing in twos has worked well then each individual may appreciate some time on their own to add their thoughts to their learning journal their ideas and applications notebook their action plan their blog etc If you are working within a groupwork paradigm you may prefer that everything begins and ends in the group but if you are hoping that individuals will transfer their learning to other contexts then reflecting alone can sometimes be a more productive way to finish a review session Time for individual recording after significant reviews will almost certainly assist with the transfer of learning Suitably designed group sessions can also provide powerful ways of supporting learning transfer When working in groups it should not always be assumed that the end of the process is in the whole group Sometimes a paired reflection without sharing is a suitable way of ending a review session And sometimes the best ending can be providing time for individual recording Contents 5 Matching reviewing methods to the sources of experience These paired reviewing methods are chosen to match different sources of experience such as the vicarious experience of watching a film or the shared experience of working together or an experience occuring elsewhere about which the narrator is telling their partner Reflecting on an input such as a presentation performance or a film Walk and Talk a paired learning conversation on the move After sitting and watching a presentation performance or a film it is helpful if the review process is reasonably active Participants may well have the dual needs of wanting to talk about the performance and wanting a bit of exercise These two needs can be satisfied by walking and talking with a partner To ensure the time is shared 50 50 you can ask people to swap roles at half time or you can use a chat card process in which the pair work together through a series of questions with one person giving the first answer to the odd numbered questions and the other person giving the first answer to the even numbered questions Another way of providing a structure for reflection is to create a question trail or designate certain parts of the route to specific topics For example each side of a field or square can be associated with a topic or question that guide conversations as pairs walk along each side together Reflecting on group experiences in which the pair have both been participants Storyline making a graph showing the ups and downs of feelings or progress This exercise can be done on paper but the large scale version using a 5 metre rope on the floor has more impact for both the storyteller and the listener The making of the graph can be valuable time for reflection and preparation Walking along the graph tends to improve the quality of the storytelling Optionally brief the listener to ask questions at key points eg What helped you reach this high point or How did you recover from this low point Such questions tend to prompt or reinforce learning Picture Postcards choosing five pictures to illustrate a story about facing a challenge This can be followed by an unstructured conversation with a partner But it is more likely to be a learning conversation if their is a suitable set of questions that helps people to analyse their story Some questions can focus on the story Which is the most significant picture and why Some questions can bring out patterns Would these pictures also illustrate your response to other challenges If so how Some questions can make connections with the future Imagine a future challenge that you respond to really well Choose up to 5 pictures to illustrate your future inner world story of this achievement Reflecting on a paired task that the pair have just conducted together Empathy Test guessing how a partner has answered a scaled question Pairs A and B stand back to back half a metre apart The facilitator asks a question that can be answered on a scale eg How difficult was it for you to Person A answers by positioning one hand on an invisible vertical scale stretching from the floor to the highest they can comfortably reach Without looking at shadows or reflections person B guesses the height of their partner s hand by positioning their own hand at the height that they think their partner has chosen Now ask everyone to turn to face their partner while keeping their hands in place long enough to register their relative positions Clarify that full stretch 100 in case pairs with a height difference get confused when comparing scales Leave about 30 seconds for conversations before asking your next question which should be for B to answer by hand height and for A to guess the height of B s hand Continue alternating with fresh questions so that each person has from 3 to 5 guesses Reflecting on one person s performance in a group activity that was observed by the other Goal Keepers receiving instant feedback from a partner during a group task Goal Keepers speeds up the process of learning from feedback The first task is for each person to prepare 2 or 3 cards by writing in big letters a word or short phrase that they want to pay special attention to when it is their turn to join in the group task The words state the areas on which the performer wants feedback During a group task each performer s learning partner or Goal Keeper is an observer who looks after their partner s cards goals and occasionally shows them to their partner with either a thumbs up meaning you are doing this well or with a thumbs down meaning remember what you wrote on this card This instant feedback process is not a full review so allow time for further reviewing in pairs whenever roles are swapped Reflecting on one person s experiences not necessarily witnessed by the other Back to the Future an audit of exisiting assets that will help a partner achieve their goal One person in each pair chooses a picture that represents their goal This person describes their goal to their partner and lays it on the floor Both people move 5 metres away from the goal Laying down a rope connecting them to their goal is a nice optional extra The person who chose the picture now faces away from the picture goal and their partner asks What strengths do you already have that will help you on this journey Subsequently a number of other words can be substituted for strengths such as values support experience The person giving the answer moves backwards towards their goal a small step for what seem to be slightly useful assets and a big step for assets that they expect to be really helpful The backwards walking allows the walker to keep all their assets in view The process boosts confidence and helps to ensure that the walker includes these assets in their plan for achieving their goal It makes sense to follow up this audit with a plan It is not a substitute for a plan Reflecting on their paired review Rank ordering arranging a list of factors that have supported learning These factors can be in the form of a pre made set of cards that the group have agreed to in advance Or the list can be created by the group in answer to your question When you are reviewing in twos what do you expect from your partner in order to make it a valuable learning experience for you The list can be numbered and kept on view so that all pairs can readily refer to the list as they each place the items in rank order as a form of feedback for their partner Contents 6 Using paired work to encourage reflection in action Ask two people to do a job that is normally done by one person and they start thinking aloud sharing ideas pooling their knowledge explaining the rationale behind their proposed course of action reviewing their performance as they go How are we doing Do you have any ideas Great let s try it out What do you think Why did didn t it work Shall we try it this way Working in pairs creates the perfect opportunity for voicing thoughts in these ways Working alone internal dialogues are less coherent and less open to scrutiny Working in groups allows everyone to voice their ideas but the bigger the group the fewer the opportunities for everyone to be thinking aloud So Reflection in Action generally works best in pairs Is performance or learning enhanced when thinking aloud with others Quiz teams probably think so conferring improves their chances of finding the right answer A more dramatic example comes from pair programming where software developers work together on a single computer One is the driver who keys in the code The other is the navigator who is the principal source of ideas They switch roles every few minutes It has proved to be a more creative and efficient way of working compared to having developers each working alone on their own computer It is interesting to speculate about other job roles that might become more efficient if performed in pairs co facilitating co leading co working co operating or co anything Part of the increased efficiency happens because working and thinking together has such potential for accelerating learning This principle can be readily applied in the training room For example if you have any concerns that there are too many people for a group task consider replacing the potential for redundancy with a learning buddy system You can adopt the driver navigator system where one person is hands on while the other is hands off In a game of strategy where individuals

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  • Tools for Training and Transfer
    in large groups Creating a culture of action Movement in Learning There are many ways of making reviewing active and there are many benefits from doing so Even the most abstract topics can be explored in dynamic ways These active reviewing techniques help people to communicate more effectively explore ideas and values and focus on progress towards their goals Creating a culture of participation Tools for Learning How democratic is your practice This session focuses on tools and responsibilities that you can place in the hands of learners so that their own questioning and facilitation skills are brought into play Ongoing review and evaluation will help to ensure that pace style and content are relevant to your work as trainer facilitator or consultant DAY 2 Creating a culture for all learning styles Creative Reviewing Learning is a creative process and we will explore a number of reviewing methods that build on this principle Some methods go for quality while others draw on the speed of intuition and the effectiveness of visual communication Creating a culture for learning Designing Reviews It often happens that learning exercises are carefully designed but reviews are improvised Without spoiling your appetite for improvisation you will be challenged to see how far you can go towards designing the reviewing of activities and programmes in advance Creating a culture of transfer Making Learning Stick Using your learning from this programme we will try out a number of different transfer strategies associated with near transfer These strategies will increase the chances that you will use what you have learned Creating a culture of change Making Learning Sticky Using your learning from this programme we will try out a number of different transfer strategies associated with far transfer These strategies will help you to continue your learning and development

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