Ken Jennings: “Welcome to America’s favorite answer and question game, Adrian! The answer is ‘The Fishbowl Sandwich’.”
<DING!>
Adrian:“If you had to pick one unique/creative/innovative session format or strategy you successfully implemented or you’ve witnessed that resulted in better interaction and engagement, what would that be and why?”
—Merijn van Buuren question via LinkedIn, July 17, 2024
Ken Jennings: Right!
And, just like that, I was on to the next round!
We can dream
Here’s how I answered Merijn’s question:
“In 2015, I invented the fishbowl sandwich. It’s a session format where hundreds of people can profitably discuss and learn more about a “hot” topic—typically “hot” because it involves difficult challenges for the participants—and crowdsource creative, unexpected solutions by drawing from the ideas and experiences of the entire audience.
A well-designed and facilitated fishbowl sandwich is the best way I know to uncover, share, and develop solutions in a single session. People are often unaware that they know things that could be of immediate value to other group members. The fishbowl sandwich process finds these individuals and helps them share their knowledge and expertise. It encourages active participation and ensures that multiple perspectives are heard.
As a bonus, you can also use a fishbowl sandwich to offer structured consulting to group members grappling with a specific issue or problem.”
Having only one tool in your tool chest of conference session designs and formats won’t get you far. No problem! I also wrote The Power of Participation: Creating Conferences That Deliver Learning, Connection, Engagement, and Action, which Julius Solaris called “a mandatory read for the modern event professional”.The book comprehensively covers twenty-seven fundamental session formats that transform traditional conference sessions into a powerful learning and connection experience for your attendees. That’s why Jerry Weinberg described The Power of Participation as “a catalog of tools for designing meetings”.
For each format, the book includes:
A descriptive overview.
When to use the format.
Required resources and pre-planning.
Step-by-step implementation guidance.
Thousands of event professionals have purchased Event Crowdsourcing and The Power of Participation. They’ve beefed up their event design toolkits with the tools to tackle the hardest event design jobs.
Want a simple way to improve meeting session learning? Provide a shared Google Doc where all participants can take notes, ask questions, and get answers!
A shared Google Doc is an easy, familiar tool you can use to facilitate and improve real-time conversation and learning around presented content. And when the session is over, participants have a convenient archive for reference.
The idea was sparked by discovering this deleted tweet thread. “I learned today that a group of students used a Google doc to take lecture notes–they all took notes simultaneously in a collective file.”
“As they took notes they would mark places they were confused or couldn’t follow the lecture–other students would see & explain, real time.”
“At the end of the semester, as they are prepping for finals, they have this massive document of notes, questions, & explanations from peers.” —from a 2016 since-deleted tweet thread
Now this isn’t an original idea. I’ve used collaborative Google Docs at meetings since 2010 to collaboratively brainstorm and solve a problem, for scribing answers to The Three Questions, and to capture the pluses and deltas in a group spective. And a quick web search will discover numerous examples of teachers who use this technique in elementary through college classrooms.
Here’s an example from a community college class…
A group of us did something similar in 2014 when we live-blogged the PCMA Convening Leaders conference. Offering the same technique to all participants at meeting sessions may be new. (If it isn’t, let us know in the comments below!)
Create a short link to each Google Doc. I use a link that combines an abbreviation for the event with a short version of the session title. For example, an “Improving Diversity, Equity, and Inclusion” session at the 2022 XYZ conference might have the link tiny.cc/XYZ2022ImproveDEI.
Add the session title and the short link to the top of the linked Google Doc.
Repeat for all meeting sessions.
For meeting owners
Before the meeting publicize that meeting session participants can and are encouraged to create collaborative notes on each session. Right before the meeting provide participants with a list of links to the collaborative docs for each session. Also, ask session presenters to display the URL for their session’s Doc and encourage participants to use it.
For session presenters
Even if meeting organizers haven’t adopted the above approach, there’s nothing to stop presenters from incorporating this technique into their sessions.
After the meeting or presentation
Change the access for each Doc to “viewer” (people with the link can see the document but not edit it) and then make the session notes available appropriately. You could share them on a private website, email the Doc links to participants, or use any other distribution method that fits.
What do you think?
If you use this method to improve meeting session learning or have ideas on extending it, please share your experience in the comments below.
I belong to a couple of small groups that have been meeting regularly for decades. The men’s group meets biweekly, while the consultants’ group meets monthly. I have been exploring and writing about facilitating change since the earliest days of this blog. So in 2021, I developed and facilitated for each group a process for working together to explore what we want to change, and then change our lives.
Each group spent several meetings working through this exercise.
What happened was valuable, so I’m sharing the process for you to use if it fits.
The process design outline
It’s important for the group’s members to receive instructions for the entire exercise well in advance of the first meeting, so they have time to think about their answers before we get together.
Exploring our past experiences of working on change in our lives
We begin with a short, three-question review of our past experiences working on change in our lives.
These questions give everyone the opportunity to review:
the life changes they made or attempted to make in the past;
the strategies they used; and
what they learned in the process.
This supplies baseline information to the individuals and the group for what follows.
The questions cover what:
we worked on.
was tried that did and didn’t work.
we learned from these experiences.
We each share short answers to these questions before continuing to the next stage of the process.
For the rest of the exercise, each group member gets as much time as they need.
Sharing what we would currently like to change in our lives
Next, we ask each person to share anything they would currentlylike to change in their life. This includes issues they may or may not be working on. Group members can ask for help to clarify what they want to change.
Exploring and discussing what we are currently working on to change our lives
Next, each person shares in detail which of the above issues they are currently working on, or want to work on, to change in their life. This can include describing their struggles and what they are learning, and also asking the group for advice and support.
Post-process review
Exploring long-term learning is important. So, after some time has elapsed, perhaps a few months, we run a post-exercise review of the outcomes for each person. This helps to uncover successes as well as difficulties that surfaced, and can also lead to additional appropriate group support and encouragement.
Here’s an example — what I shared and did
Things I’ve tried in the past to make changes in my life that didn’t work
Trying to think my way into making changes w/o taking my feelings/body state into account
e.g. trying to lose weight by going on a diet.
Denial—doing nothing and hoping the change will happen.
What I’ve learned about successful ways to change my life
Anything that improves my awareness of feeling or body state can be a precursor to change: e.g. mindful eating or emotional eating.
Creating habits: e.g. brushing my teeth first thing in the morning; setting triggers (calendar reminders, timers for meditation or breaks).
The habit of daily exercise and regular yoga improves awareness of my body state.
Three issues I worked on
Tidying up and documenting my complicated life before I die.
Living more in gratitude; developing a daily practice.
My post-exercise three-month review
I’m happy with the way I continue to work on the long-term project of tidying up my office, getting caught up on reading, and documenting my household and estate tasks. To help ensure that I work on it every day, I created a simple spreadsheet with columns for various short tasks that advanced my goals. Checking off time spent on one of these tasks each day shows me I’m making progress, and this feels good.
I created a buddy system with another group member who wanted to meditate more. We send each other an email when we’ve meditated. This has greatly improved the likelihood I’ll meditate every day.
After trying a simple daily gratitude practice, I decided to let it go for the time being until my daily meditation became a fully reliable habit. Sometimes, small steps are the best strategy!
Detailed instructions
Interested? OK! Here’s how to run this exercise.
First, explain the process and see if you get buy-in from the group about doing this work. It’s helpful to explain that each person can choose what personal change they want to work on. There are no “right” or “wrong”, or “small” or “large” personal change issues. Any issue that someone wants to work on is valuable to that person, and that’s all that counts.
I think it’s helpful for everyone present to participate, rather than some people being observers, but ultimately, that’s up to the group to decide.
Well before the first meeting, share the following, adapted to your needs, with group members.
Working together to change our lives – the first meeting
“We’ve decided to work together on what we are currently trying to change in our lives. As we will have about an hour for this work at each session, we’ll need two or more meetings for everyone to have their turn.
For the exercise to be fruitful, we will all need to do some preparatory work before the meetings.
Our eventual focus will be on what we are currently trying to change in our lives, and how we are going about it.
We’ll start with questions 1) and 2) below, which are about the past. Please come with short (maximum 2½ minutes total per person) answers to them. Please answer question 3) in 90 seconds or less. At subsequent meetings, we will spend much more time on questions 4) & 5).
Please come to the first meeting prepared to answer the following three questions:
==> 1) What have you tried to make changes in your life that didn’t work? What have you learned over the last 20 years?
==> 2) What have you learned about successful ways to change your life over the last 20 years?
Don’t include childhood/teen lessons learned, unless you really think they’re still relevant to today’s work.
Remember: a maximum of 2½ minutes for questions 1) and 2) combined!
==> 3) What would you currently like to change about how you live your life? (You might not be working on it. You can ask for advice if you want.)
Be as specific as possible in your answer to question 3). Your answer should take 90 seconds or less! (But we’ll provide more time if you want or need help clarifying your goals.)
Working together to change our lives – subsequent meetings
At subsequent meetings, we’ll each take turns to answer questions 4) and 5) below. You’ll have as much time as you need to answer these questions and partake in the subsequent discussion.
==> 4) What are you currently working on to change in your life?
==> 5) How are you going about making the changes you shared in your answer to question 4)? What are the struggles and what are you learning? What advice would you like?”
Running the meetings
At the first meeting, you’ll typically have time for everyone to share their answers to the first three questions. Keep track of the time, be flexible, but don’t let participants ramble. It’s very helpful for the facilitator to take brief notes on what people share. If there’s still time available, I suggest you/the facilitator model the process by sharing their answers to questions 4) and 5) and holding an appropriate discussion. Use subsequent meetings as needed for every group member in turn to answer and discuss these two final questions, and write notes on these discussions too.
The post-exercise review
When this exercise has been completed for everyone, I suggest the group schedule a follow-up review in a few months. If your group starts with check-ins, it can be useful to regularly remind everyone about the review and ask if anything’s come up that someone would like to discuss before the review meeting.
Before the post-exercise review, let group members know that the facilitator will share their notes for each person in turn, and ask them to comment on what’s happened since.
At the start of the post-exercise review, explain that this is an opportunity to share information — discoveries, roadblocks, successes, etc. — without judgment. It’s also a time when group members can ask for ideas, advice, and support from each other.
Finally, you may decide to return to this exercise at a later date. After all, there’s much to be said for working on change throughout our lives. The above process may be the same, but the answers the next time may be quite different!
Have you tried this exercise? How did it work for you? Did you change/improve it in some way? I’d love to hear about your experience with it — please share in the comments below!
One of the best and simplest ways to build active learning and connection into any meeting is to regularly use pair share. (See Chapter 38 of The Power of Participation, or Chapter 27 of Event Crowdsourcing for full details.) I’ve recently noticed that in some circumstances, trio share — pair share but with three participants — works better.
Advantages of pair share
Pair share has a lot going for it. It’s the most efficient way to ensure that every participant periodically switches into activelearning, which, as explained in The Power of Participation, provides:
Pair share duration is minimal. I commonly allow each partner a minute to share their response. Including instructions, a typical pair share might take around three minutes. Getting every participant to actively think and respond to a question or issue in this time pays rich dividends.
Comparing trio share with pair share
A trio share takes longer than a pair share, given the same sharing time per participant. The example above would require at least an extra minute. I say “at least” because it generally takes longer (at least at in-person meetings) to create trios than pairs.
In addition, the conversational directness and intensity may be less in a trio share, since each participant is talking to two people instead of one.
On the other hand, each participant is connecting with two other people, rather than one.
None of these differences is a deal breaker. In the past, I have tended to use pair share, simply because my time with participants is limited and pair shares are quicker.
Since the coronavirus pandemic, however, I’ve noticed something new.
When trio share works better than pair share
Ultimately, you can’t force adult attendee participation. Nevertheless, at in-person meetings it’s rare to have people sit out pair sharing. The reason, of course, is unspoken social pressure. Anyone choosing not to participate is obvious to the people around them.
When the coronavirus pandemic forced meetings online, I began to see more people avoiding session pair shares. I’d allocate pairs into Zoom breakout rooms, and, quite often, one or two people didn’t join their allocated room but stayed in the Zoom lobby.
As the host, I’d gently check in with those remaining behind. Sometimes they hadn’t accepted the breakout room assignment and would do so. But more often than not, it turned out they were absent (it’s hard to tell when their camera’s off).
Their unfortunate partners who went into the breakout room had no one to talk to!
At in-person meetings, this is easy to handle. I ask anyone without a partner to raise their hand, and then pair up isolated people.
Online, this takes too much time, and those without a partner suffer.
Using trio share instead of pair share online
So I’ve started using trio share for online meetings. There are two reasons.
First, trio share reduces the impact on “orphaned” participants. If one person in a trio doesn’t join, the remaining pair can still reap the benefits of pair share.
And second, trio share gently increases social pressure for attendees to participate. Bowing out of pair share affects one other person. Avoiding a trio share affects two.
To conclude
Whatever you do, some people will opt out of small group work. Their reasons are — their reasons. We need to accept that. Switching to trio share for online work is a small tweak that seems to improve participation. And creating a meeting environment where small group work is more likely to occur is always worthwhile.
What’s your experience of using pair share and/or trio share at in-person and online meetings? Please share in the comments!
In 2005, I joined a men’s group. Eight of us get together for two hours every fortnight. One man chooses a topic and leads the meeting. A couple of months ago, Brent offered the following life story exercise via a preparatory email sent in advance.
The life story exercise
Please read this short bit about Nabokov from the New Yorker:
‘Butterflies have extraordinarily short life spans, and Nabokov seems particularly intrigued by this quality of ephemeral metamorphosis. As he considers the frailty of the natural world, Nabokov also delves into the brittle nature of memory—how some paths remain vivid in our minds and others are lost or hidden. Memory, he notes, can be elusive, like the fragile creatures he pursues. Often, the stories we tell ourselves about the past happen to be superficial ones—and there is another central story that lies underneath, waiting to emerge.’
—Vladimir Nabokov’s “Butterflies”, The New Yorker, June 12, 1948
Can you tie together any memories of summer with this idea of Nabokov’s that “the stories we tell ourselves about the past happen to be superficial ones—and there is another central story that lies underneath, waiting to emerge?”
On reading the life story exercise, I immediately thought of my story “It Wasn’t the Lobster“. Though it took place twenty-five years ago, it seemed a perfect fit for Brent’s request. So that’s what I shared at the meeting.
What happened
To my surprise, other members also shared older stories. All the men in our group are over sixty years old, but we heard several childhood stories on a wide variety of topics. The exercise turned out to be unexpectedly and delightfully revealing.
If you meet in some kind of small peer group, try Brent’s exercise. Consider expanding it to any memories or stories of the past rather than a specific time period. Brent won’t mind…
Sharing our experience of others directly with them can be incredibly powerful. Let me tell you a story…
Not long ago, I was working at a multi-day workshop with a 6-person group that included someone I’ll call D. D self-described themself as mentally ill, bipolar, and with psychological issues. They spoke slowly and described themself as not emotionally available, and often confused about what they said.
D also shared that they:
Felt isolated and wanted to get better at connecting with people;
Believed that other people couldn’t easily understand them and didn’t like them; and
Had a hard time deciding whether to attend the workshop.
It quickly became apparent that D was intelligent, perceptive, sensitive, thoughtful, and communicated clearly.
So from time to time during the group sessions, I’d tell D my experience of them. When appropriate, I’d say something like “By the way, you told us earlier that you think people find you hard to understand. I want you to know that I think you communicate really well, and I’ve had no problem understanding you.”
I didn’t have to worry about the rest of the group. They had a similar experience of D and regularly reinforced this and similar sentiments.
As the workshop continued, D visibly relaxed. We were impressed by how D had handled and was dealing with the many difficulties in their life. Our group liked D and told them so several times.
An unexpected conclusion
At the end of the workshop, participants had the opportunity to stand up in front of everyone (about 80 people) and share what they’d learned. Given what I knew of D, I didn’t expect them to contribute. So I was totally surprised when D got up and walked to the front of the room. Slowly, D said:
“I’m really nervous.
I learned that there are people in this world who like me, who understand me, and who I can have an emotionally intimate relationship with.”
D stopped and stood there, looking at us all.
I was weepy and the applause was loud and sustained.
Yes, sharing our experience of others directly with them can be incredibly powerful.
Do you have examples of the power of sharing your experience of others with them? Please tell us in the comments!
I’ve been facilitating The Solution Room, a popular plenary session, for 14 years. It’s a 90 – 120 minute session that engages and connects attendees and provides peer-supported advice and support for a current professional challenge chosen by each participant. Participants routinely evaluate the session as a highly helpful and valuable experience.
Over the years I have made numerous small improvements to The Solution Room. Here’s the process I use, developed intuitively over time, illustrated with a recent tweak.
Practice
If you’re going to improve what you do you need to practice. Each time I run The Solution Room is an opportunity to implement any new ideas gleaned from the previous time I ran it. Even if I don’t have any changes to make, practice typically makes my delivery and the consequent session a little better.
During The Solution Room, each participant has a turn facilitating the exploration and support of another participant at their table. While preparing everyone for this phase, I verbally share a set of directions on how to do this. Here they are:
Read the challenge that is in front of you out loud.
Start asking questions of the person whose challenge it is to clarify the issue. If necessary, encourage everyone at the table to join in to ask clarifying questions and give advice and support.
Take notes of the ensuing discussion on the paper in front of you.
While running recent Solution Rooms I noticed that table facilitators had no problem implementing #1 and #2, but #3, the note-taking, was sometimes skipped during the intense discussion that followed each challenge presentation.
Respond
Now I’ve noticed something that could be improved, it’s time to respond. “Respond” means thinking about what I might be able to do to make my process better.
Typically, for me, this involves musing over a period of time on what I noticed. (I typically run five or six Solution Rooms a year, so there’s no big time pressure to implement a change.) I’ve found this works best when I don’t immediately fixate on the first idea I get. Coming up with three or more options seems to lead to the best outcomes.
I considered rephrasing my instructions, emphasizing the importance of note-taking in some way beforehand or during the “rounds” of peer consulting. Finally, I had the idea of creating a laminated card with the instructions on each table and asking table members to pass the card around to each consultation facilitator in turn.
Implement
The next step then is to implement my potential improvement. For The Solution Room, I need to create the instruction cards and modify my instructions to participants so they remember to pass the card to the next facilitator.
Test
At the next opportunity, I test my change, by implementing it and noticing what happens.
Repeat!
Continual improvement needs an action loop. We go back to practicing, noticing…
Conclusion: Improve your facilitation practice!
I hope this continual improvement practice I’ve shared helps you improve the quality and effectiveness of your facilitation. Do you have your own approach to improving what you do? Share your ideas in the comments below!
Getting your attendees to do something new at your event can be hard. For example, Seth Godin illustrates the problem:
“Want to go visit a nudist colony?”
“I don’t know, what’s it like?”
“You know, a lot of people not wearing clothes.”
“Show me some pictures, then I’ll know.”
Well, actually, you won’t.
You won’t know what it’s like merely by looking at a picture of a bunch of naked people.
The only way you’ll know what it’s like is if you get seen by a bunch of naked people. The only way to have the experience is to have the experience.
Not by looking at the experience.
By having it.
—Seth Godin, Experiences and your fear of engagement
Now you’re probably not taking your attendees to a nudist colony for the first time. (Nudist associations, I did say probably.) But introducing a new event format where an attendee has to do something different, like interact with other attendees or play a game, will usually evoke uncomfortable feelings for some or many attendees, ranging from mild unease to outright fear.
So how can we encourage attendees to take the risk to try something new?
By having them do something new together.
A caveat — allow attendees to opt-out
Whatever we are asking attendees to do, it’s important to always provide an option for individuals to opt out. How to do this depends on the circumstances. For example, running an activity as a concurrent breakout or an add-on to the main program implies that participation is optional. But if the activity is a plenary session, then you should always give an opt-out provision after introducing the activity and before participation starts.
(This doesn’t mean that attendees necessarily get to pick and choose how they will be involved with the activity. For example, when I run The Solution Room I make it clear that those present who choose to attend can do so only as participants and not as observers. If they choose not to participate, I ask them to skip the session.)
Strong scientific research performed over fifty years ago has shown that groups are more likely to accept taking risks than the members individually (e.g. see diffusion of responsibility and level of risk-taking in groups for supporting research). Seasoned facilitators know this. Working with groups we can routinely get members to do things collectively that they might balk at as individuals.
Simply asking a group to do something perceived as risky is not all that’s required, however. Supplying or obtaining agreements on how the group members will work together helps create a safe(r) working environment for risk-taking. In addition, if the group members are mostly strangers to each other, it can be helpful to provide appropriate and meaningful activities for them to get to know each other before moving into new kinds of work. Finally, begin with low-level risk activities and then move to those perceived as more risky. This will help a group obtain experiences that they would have resisted had I asked them to participate right away.
The power of group process
Change is hard. However, the potential of group process to successfully introduce people to beneficial experiences that might be judged beforehand as scary or risky allows us to create powerful new experiences for attendees at our events. Furthermore, new experiences that incorporate valuable learning and build new personal connections are one of the most powerful ways to make meetings relevant and memorable.
That’s why I love to design and facilitate group work at conferences. I’ll probably never get to facilitate the kind of exposure in Seth Godin’s example (and that’s fine by me). But group work has the power to engage and transform attendee learning and connection in ways that conventional broadcast sessions cannot match. It should be top-of-mind for every event professional who wants to hold engaging and successful meetings.
Here’s a simple and effective variant of pair share — a fundamental participative technique that fosters connection and learning via discussion with a partner during a conference session.
Malii Brown
It was conjured up the other day by Malii Brown while we were co-facilitating a peer conference roundtable.
To keep participants alert during round-the-circle sharing at roundtables, I break every 20-25 minutes, either for a short bio-break or a relevant exercise involving movement. I often use pair share as one of these exercises (see The Power of Participation for a complete description) by asking participants to stand up and spend a few minutes introducing themselves to someone they don’t know.
On this occasion, Malii and I were alternating facilitation, and she got to introduce the pair share. Malii asked everyone to find someone they didn’t know. Then she simply said:
“Share with each other what’s on your mind right now.”
Here’s a video excerpt of the resulting pair share. (I’ve removed the sound to maintain confidentiality, but you should know that the volume was substantial!)
I liked the energetic conversations Malii’s suggestion triggered, and have added this prompt to my mental toolbox for future use. This is a nice example of the kind of learning that can occur when co-facilitating—thanks Malii!
At the workshop, the talented Patrick Short and Alan Montague reintroduced me to an improv game called Color/Advance. It’s a simple game for two players, a storyteller and a listener.
At any time while the storyteller tells a story, the listener can give either of two commands: “Color” or “Advance”. Color instructs the storyteller to describe whatever she is talking about in more detail. Advance tells her to continue with the story. Improvisors typically use the game to improve storytelling skills. They use the listener’s requests as feedback to determine when:
More detail will spice up the story; and
It’s time to continue with the plot.
It struck me that one could use Color/Advance in a different way, as a group process tool in a conference session or workshop. Often, when I lead a meeting, I have limited information on what the participants want to get out of it. With up to about fifty participants I normally use the Post It! technique to uncover the wants and needs of the group. Then I tailor the session to fit as well as possible, covering a judiciously selected set of the topics mentioned.
This approach works very well. However there’s no standard way for attendees to indicate during the session that they would like more or less information to be shared on the current topic. It’s not unusual for people to occasionally ask for more detail. But few will spontaneously volunteer that they’ve heard quite enough about a topic and they’d like to move on to the next one.
So why not use Color/Advance as a tool for session participants to give them control over what they want to cover during a session?
Here’s what I suggest
How to use Color/Advance
After you’ve used Post It! to create an impromptu outline of the topics to include, explain that at any point anyone can say “Color!” meaning that they want more detail of what was said. Or, they can say “Advance!” which means “I’ve heard enough about this, please move on to the next topic.” Also explain that people can respectfully (and succinctly) disagree, so that the wishes of one person are not imposed on the entire group.
I love discovering how to harness human process in new ways. Body voting makes preferences and opinions public. A fishbowl allows a group to have a useful discussion. And, thanks to my experience at the AIN 2015 World Conference, we have a new tool Color/Advance for conference session or workshop participants to fine-tune the information shared to match their wants and needs.
If you have thoughts about or used this technique, please let us know in the comments!
Ken Jennings: “Welcome to America’s favorite answer and question game, Adrian! The answer is ‘The Fishbowl Sandwich’.”
The book comprehensively covers twenty-seven fundamental session formats that transform traditional conference sessions into a powerful learning and connection experience for your attendees. That’s why Jerry Weinberg described The Power of Participation as “a catalog of tools for designing meetings”.
How to work with others to change our lives
One of the best and simplest ways to build active learning and connection into any meeting is to regularly use 
In 2005, I joined a men’s group. Eight of us get together for two hours every fortnight. One man chooses a topic and leads the meeting. A couple of months ago, Brent offered the following life story exercise via a preparatory email sent in advance.
How can you improve your facilitation practice? Here’s an example that illustrates what I do: a mixture of 
Getting your attendees to do something new at your event can be hard. For example, Seth Godin illustrates the problem:
