Posts Tagged ‘risky learning’

A story about letting go of control at a conference

Tuesday, August 31st, 2010

kayaking 1332642424_63f32ab9cb_o

The last session of Conferences That Work is called a group spective—a time for participants to look back at what has happened for the group and forward to possible futures together. During the spective, I use a variety of activities to encourage and support reflecting, sharing, brainstorming, and deciding on next steps. One process is a simple go-around, where each participant in turn answers a few open-ended questions about her conference experience and her ideas about what might happen next.

When using a go-around format, the first person to speak can have a significant influence on the subsequent sharing round the circle. Her brevity, tone, and emphasis tend to be picked up and echoed by others, in the same way that a boat’s subsequent track on a river can, in places, be greatly influenced by a minor current at one crucial spot.

I used to worry that this could pose a potential problem—what if the first person who spoke had little to say, or was very negative about the conference?—and I would pick someone to start who I thought would provide a “good” model of how to share at the go-around.

My eyes were opened at a conference where I thought we had, over the years, arrived at a close-to-perfect schedule. At the group spective, I casually chose the attendee sitting next to me to start the go-around sharing—and listened in dismay as he offered criticisms and made pointed suggestions for improvement. The overall tenor of his remarks was quite negative. Other attendees followed his lead, refining his critique and adding their own judgments. Despite my initial consternation, as I listened I realized that good ideas were being expressed, ideas that could well improve the conference format in ways we hadn’t considered. Slowly, my excitement about these new possibilities overcame my fear of the critical tone of the spective.

During the discussion that followed, it became clear that attendees were also pumped up about these potential format changes. Many felt these could make an already great conference even better. Rather than make spot decisions during the spective, we ended up using an online survey over the next couple of weeks to consider and compare the proposed scheduling alternatives.

At the following year’s conference, we incorporated several of the changes suggested at the spective. There was wide agreement that the new design was better than anything we had done before.

It’s scary to let go, to let the unexpected happen. It’s hard to find the courage to watch without interfering, as an unexpected event leads to a host of consequences. As we sit in our boat, formerly safely floating down the conference river, but now suddenly veering alarmingly towards an indistinct muddy bank, most of us have a natural tendency to want to grab a paddle and attempt to wrest the craft back into the middle of the flow. Yet, if we surrender to the current, using our facilitation paddle merely to moderate our speed and make fine course corrections, we may find that the bank, once we reach it, is full of unexpected delights and possibilities.

[Adapted from a story in Conferences That Work: Creating Events That People Love]

Did you ever let go of control at a conference? What lessons did you learn?

Image attribution: flickr user donaldjudge

Encouraging risky learning at conferences

Tuesday, January 26th, 2010

risky learning_276440895_472debfb4fThink of the last time you were with a group of people and made a stretch to learn something. Perhaps you admitted you didn’t understand something someone said, wondering as you did whether it was obvious to the others present. Perhaps you challenged a viewpoint held by a majority of the people present. Perhaps you proposed a tentative solution to a problem, laying yourself open to potentially making a mistake in front of others. These are all examples of what I call risky learning.

Whatever happened, was the learning opportunity greater compared to safe learning—the passive absorption of presented information?

Traditional conferences discourage risky learning. Who but a supremely confident person (or that rare iconoclast) stands up at the end of a presentation to several hundred people and says they don’t understand or disagree with something that was said? Who will ask a bold question, share a problem, or state a controversial point of view, fearing it may affect their professional status, job prospects, or current employment with others in the audience? People who brave these concerns are more likely to be exhibiting risky behavior than practicing risky learning.

Yet it is possible to provide a safe and supportive environment for risky learning. Here’s how we do it at Conferences That Work.

First, and perhaps most important, is the commitment attendees make at the very beginning of the conference to keep confidential what is shared. This simple communal promise generates a level of group intimacy and revelation seldom experienced at a conventional conference. As a result, participants are comfortable speaking what’s on their minds, unencumbered by worries that their sharing may be made public outside the event.

Second, because Conferences That Work are small, there is an increased chance that attendees will be the sole representatives of their organizations and will feel comfortable fruitfully sharing sensitive personal information to their peers, knowing that what is revealed won’t filter back to coworkers. Even when others are present from the same institution, the intimacy our conferences helps to develop amity and increased understanding between them.

Third, our conference process makes no presuppositions about who will act in traditional teacher or student roles during the event, leading to fluid roles and learning driven by group and individual desires and abilities to satisfy real attendee needs and wishes. In an environment where it’s expected that anyone may be a teacher or learner from moment to moment, participants overcome inhibitions about asking naive questions or sharing controversial opinions.

Finally, Conferences That Work facilitators model peer conference behavior. When they don’t know the answer to a question they say “I don’t know.” When they need help they ask for it. When they make mistakes they are accountable rather than defensive. Consistently modeling appropriate conduct fosters a conference environment conducive to engaged, risky learning.

Ultimately, each attendee decides whether to stretch. But Conferences That Work, by supplying optimum conditions for risky learning, make it much easier for participants to take risks and learn effectively.

Image attribution: http://www.flickr.com/photos/seandreilinger/ / CC BY-NC-SA 2.0

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Testamonial

I learn more at this conference than any other meetings I attend all year. — Conference participant


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