TPI RAS - Facilitator newsletter

THE FACILITATOR RAS ISSUE 3 | PAGE 1 REACH • ACHIEVE • SUCCEED

The Facilitator RASDecember 2012 | Issue 3

From potential to performance_

REACH • ACHIEVE • SUCCEED

TPI®’s core values govern the traits,qualities and behaviours which are fundamental to our ways ofworking. They represent TPI®’shighest priorities and deeply helddriving forces. TPI®’s values form the cornerstones of, and are theliving enactment of all we do and accomplish.


In this edition we present superbexamples that demonstrate inparticular our second value,Bringing Solutions. We see howthe TPI® UK/Ireland facilitators’use their agility, creativity andinnovation to position TPI®’seducation. Our newslettershowcases advancements infacilitation at scale with theprojects undertaken by JamesWood with The ManchesterCollege and Coundon Courtschool. We also highlight theapproach taken in terms offacilitation and projectmanagement in the corporatesector by Sarah Tate, who hasrecently been doing sterling workwithin RBS.

Also included in this issue is an interesting contemporaryperspective on technology andlearning, and the art of pedagogywith the article “Learning Without From potential

to performance_

Stay in touch_We want to feature your greatstories!

This newsletter will be a regular feature providing a platform for you to celebrate your work. We would like to include as wide a variety of articles from facilitators describing yourexperience of using TPI® programmeswith groups in a range of differentsettings - highlighting our success,triumphs, joys and challenges. A keyfeature of the development of bestpractice is in ‘sharing the learning’ and we encourage you to take the time to contribute an article on programmes delivered, photoscelebrating achievement, inspirationaloutcomes and stories or anything thatyou think will be interesting or useful to other Facilitators. We look forward to your contributions. If you would likeany assistance putting together aninput, please feel free to contact us.

We would also love for you to join us on the Facebook and Linkedin Groups.Details can be found within thefacilitator section of the website.

Contents_Welcome_ Lynne Oliver 2

Focus on_ Marcela Hurtado & José Eusebio López 3

News_ The Power Of One 4Mind Buzz™ 5Learn To Lead 6

Features_ Large Scale Programmes 8A Corporate Phase 2 11Learning Without Teachers 13

Regulars_ TPI® Concept Focus 15Top Tips for Facilitation 17

Reminders_ Facebook 19Connecting Post-Prog 19Future Editions 19

Our Values:

● One Community

● Bringing Solutions

● Exceptional Customer Service

● Developing people

New Directions

Welcome_

Lynne Oliver Head of Product, Processesand Quality (PPQ), TPI® UK

Teachers”, and we introduce you toa new TPI® process, Power of One,and a review of Mind Buzz™. Wealso share how STEPS® is makingan impact with young communityleaders in Dublin.

Regular features include aspotlight on world-class facilitatorsand this edition introducesMarcela and José Eusebio fromMexico, and how their uniqueapproach to facilitation bringsabout solutions. In addition to thisthere are the facilitator Top Tipsand the Concept Focus.

New Directions encourages all of us to be responsive andsolutions-driven. These arechallenging, interesting andexciting times. This is our future!

Enjoy.


Hola desde Mexico!

It was an experience that deeplytouched our lives. From thosefirst days we knew that theinformation was so powerful andthat we wanted to share it with themany people in Mexico that wereliving below their potential. Weknew that our country hungers forsuch powerful knowledge and “setof good news” and we feltprivileged to be able to deliver itby becoming TPI® facilitators.

Everything happened so quickly.At the beginning it was our hobby,our side activity. Both of us agreedto dedicate our weekends toorganise IIE® open seminars for our friends and families withwhom we wanted to share thisinformation. When we met withLou Tice again, he asked how wecould help TPI® reach the nextlevel in Mexico and we offered totrain facilitators, design qualityassurance programmes, doawareness events for thecorporate world and createcustomised marketing material inSpanish for different sectors. Lounot only accepted but kept askingfor more. He raised the bar everytime we met and helped us buildour own self-efficacy.

After a few months we weretrained in measuring the cultureand the leadership styles of

organisations and weaccompanied Lou in several large-scale projects in Mexico. When werealised that our weekends, nightsand vacation days did not provideenough time, both of us decidedto quit our IT jobs and follow our passion!

We love being facilitators. InSpanish the word “Facil” means“easy” - to facilitate means not toteach, but to “make easy” and thatis what we love to do. Help people,make it easy for them to bring outthe incredible potential theyalready have within.

Throughout this time we have hadthe opportunity to work with adifferent range of people: housemothers, government employees,entrepreneurs, teachers,teenagers, firemen, students.

We feel privileged to have metLou Tice and had him as our

mentor. We are committed to helpTPI® grow, not only in Mexico, butalso in Latin America.

Our challenges in Latin Americaare unique. We have such greatpotential, but in most cases we donot even know it or believe it.Teaching this life-changinginformation to our people canresult in the possibility of adifferent and much better life. Inmany cases this onvolves a newpossibility away from the guerrillasand the drug trafficking.

Now, we are currently working withcultural transformation processeswithin organisations and we lookforward to creating communityregeneration projects. Our visionkeeps expanding as we advance.

We believe that facilitating is ourown personal way to leave thisworld better than how we found it,not only for this generation, but forfuture ones also!

Best regards to our UK andEuropean colleagues!

Focus on_

Marcela Hurtado & José Eusebio LópezIt is our pleasure to share our story with TPI®. It all started when we attended a Live Seminar with Lou Tice in Seattle.

TEACHING THIS LIFE CHANGINGINFORMATION TO OUR PEOPLE CAN MEAN A

POSSIBILITY FOR A DIFFERENT ANDMUCH BETTER LIFE

News_New TPI® Product

This one-day workshop focuses on YOU and your power to

create the results you want. Froman organisational perspective theworkshop leads to greater levels of engagement and alignmentwithin the workforce.

How does it work?

The Power of One workshoprevisits and magnifies importantconcepts introduced in IIE® tofurther strengthen the individualjourney with the curriculum.

These include:

● Self-Efficacy ● Self-Talk ● Culture ● Leadership ● Potential ● Comfort Zones ● Taking Charge

Incorporating a diagnosticmeasurement tool known as theLife Styles Inventory™ (LSI) fromHuman Synergistics®, participantsare able to gain valuable feedbackon thought and behaviouralpatterns in the work environmentthat can be addressed so as todevelop themselves on multiplelevels.

What can you expect?

After participating in theprogramme, individuals findrenewed energy and a deeperunderstanding of their ability toapply the concepts to themselvesand with the people they impacton in the workplace.

The Power of One

is launchedThe Pacific Institute is pleased to announce a new product, Power of One, aimed at prior participants of the IIE® programme. Power of One is a workshop designed to continue the growth process started in Investment inExcellence® – to help individuals and teams to imagineexcellence in their work and acquire the knowledge andtechniques to take them to the next level of achievement and satisfaction.

Changeis

Inevitable

Growthis

Optional


We are pleased to report that a EuropeanCommunity Trademark has been registeredagainst the Mind Buzz™ programmeensuring the smooth rollout of theprogramme for the UK and Ireland.

Update on Mind Buzz™

Alead facilitator team has also been put in place in

order to offer facilitator trainingwithin our client organisations.There have already been severalimplementations in the UK andthe results and feedback thus far have been very encouragingindeed.

In Scotland, Anne Brannan, one of TPI®’s most active andexperienced facilitators, hasrecently taken a cohort ofdelegates with severe hearingimpairment through Mind Buzz™,in partnership with Hearing LossScotland and Glasgow DisabilityAlliance. The group was made upof eight 18 to 20 year olds andwas aimed at outcomes ofemployment, entry to education orvoluntary work. As individuals, theparticipants had differing needs inthat some were able to lip read,some required signers and someutilised script takers. There wasalso a delegate with the additionalchallenge of autism. Perhaps,however, the biggest challenge ofall was Anne’s, being the onlyperson in the room whose firstlanguage was not British SignLanguage.

Taking into account their specificrequirements, Mind Buzz™ was aperfect solution for use with the

group and allowed Anne to tailorthe pace and delivery style for the participants to really ensurethey could engage with theinformation. Specifically, theformat was easily understood,flexible, did not contain DVDs and could be deconstructed intosmaller chunks covering:

●Where are you stuck?

● What keeps you stuck?

● Tools for change

that suited a group with Englishnot being their first language

The feedback has been stunningand should lead to further roll outin the near future.

The programme has also beenembraced in Wales with DareTraining leading the way inoffering Mind Buzz™ with theadded value of accreditation in the Level 1 Award in DevelopingEffective Thinking Skills fromNCFE. Very well done to them!

Should you be interested inlearning more or want to gaincertification as a Mind Buzz™facilitator, please contact the TPI® office for information.

Congratulations!

This is to certify that

has successfully completed

Date issued:Signed:

From potential

to performance_

[email protected]

www.pacificinstitute.co.uk

T: +44 (0) 20 3402 3641

F: +44 (0) 20 3402 3411

The Pacific Institute®

4th floor, 1 Kingdom Street

Paddington Central

London, W2 6BD

MIN

D0

00

3

TMTM

News_


TM

TMTM



The first group of young leaderscame on board in May 2011 andattended weekly sessions in theevening for a year, as well asseveral full days on Saturdays.

In addition to achieving theiraccreditation (the photos are of the group receiving their FETAClevel 6 Certificate in YouthLeadership and Citizen Actionfrom the National University ofIreland in Galway), that first groupof YCLs have gone on to form anongoing youth committee titledYoung Community Innovators(YCI). At the time of writing theYCIs are piloting the delivery oftheir own anti-bullying training

Now, sitting in my officeeighteen months later, it’s

hard to remember a time whenthere wasn’t such a groupconstantly posting ideas onFacebook, meeting weekly todevelop their plans and poppingin and out of the office to supportthe team as we train our secondgroup of Young CommunityLeaders (YCL). It won’t come as a surprise to anyone reading thisthat their journey started with ThePacific Institute’s STEPS®programme.

Let me tell you a bit of the story.The Northside Partnership (NSP)is a local development companyestablished in 1991 as part of thethen Government’s strategy toaddress long-term unemploymenton the Northside of the City.Despite a roller coaster ofeconomic and social change inthe intervening two decades, thearea still contains marginalisedcommunities. In particular, thereare ten priority neighbourhoodswhere the population of youngpeople aged under-24 is higher,as is the percentage of youngpeople who have left school earlywith low or no qualifications.

News_Learn to Lead

Carol ConwayCo-Ordinator &

TPI® programme facilitator

STEPS® to success forDublin’s YoungCommunity LeadersIn May 2011, the notion of a group of well-trained, highlymotivated young leaders across the community on Dublin’sNorthside was just an aspiration, backed by a group of new recruits and a team with vision, passion and the will to succeed.

With a clear ambition to supportyoung people growing up in ourmost marginalised communities to realise their potential, NSP was successful in accessingfunding from The AtlanticPhilanthropies, to deliverleadership training to a group ofyoung people between the ages of 16 and 25 that would enhancetheir capacity, skills, ability andconfidence to engage inleadership roles within their widercommunity. When I was broughton board to design such aprogramme I knew without ashadow of a doubt that the firsttraining element had to be theSTEPS® programme. Since NSPhave been using STEPS® with arange of client groups for years,they needed no furtherconvincing. We then addedcurriculum developed by anational youth organisation,Foroige, as well as training inRestorative Practices and theYoung Community Leaders (YCL)programme was born. I was alsolucky enough to retain AdrienneHayes & Sue Cullen as part of ourfacilitator team so we had plentyof TPI® experience to share withour group!

WHEN I WASBROUGHT ONBOARD TO

DESIGN SUCH APROGRAMME IKNEW WITHOUT A SHADOW OF ADOUBT THAT THEFIRST TRAININGELEMENT HAD TOBE THE STEPS®PROGRAMME.


programme which they hope todeliver across schools and youthgroups in the area. In addition,two of the YCL graduatesattended the annual Irish STEPS®facilitator forum in Dublin on 22November to share theirexperience of what a differenceSTEPS® has made for them. Theyspoke confidently and eloquently,without notes or prompts andshared the impact of increasedself-confidence, changes in howthey talk to themselves and theirchildren, and a myriad of otherbenefits. While the YCLprogramme is much more thanjust STEPS®, I am clear thatSTEPS® is an essential buildingblock for all the other success and

progress we have seen in thegroups. As one of the new groupsaid recently, “doing STEPS® firstwas good for getting my mindsetin the right frame of mind foreverything else”.

If our work as STEPS® facilitatorsis a living legacy of Lou Tice, theseyoung leaders will be a locallegacy of YCL as they become thelocal leaders of the future.

CAROL CONWAY

CO-ORDINATOR & TPI®

PROGRAMME FACILITATOR

An initiative supported by


Large Scale Programmes

Team (SLT) at the organisationfully behind the programme. Thisis because the levels of supportand direction that they provide totheir staff will ultimately decidewhether the programme succeedson the day and can also have abearing further down the linewhen it comes time to makedecisions on whether to roll it outmore widely.

In terms of the structure, it is also crucial to have several co-facilitators on board to ensure thatthere is support and assistanceavailable to every delegate,regardless of the size of thegroup. James arranges hisauditoriums with several roundtables, each seating between 8 to 10 delegates, and ensures thata co-facilitator is seated on each.This enables small group

discussions to take place, givingeach delegate the opportunity tomake their opinions heard andvoice any concerns or issues theymay have.

The background of these co-facilitators can vary by programmeand many aspects would need tobe discussed with senior leadersat the organisation ahead of time.For instance, a decision wouldneed to be made on whether toseat departments together so thatthey can work on their owndepartment-specific issues, orrather place attendees randomlyin order to encourage a greaterinteraction across the organisationas a whole. Another issue to beconsidered is whether anypotentially disruptive or difficultdelegates should be kept togetheror dispersed.

Certain decisions may however bedetermined by the type ofprogramme being run. With thePower of One®, for example, itwould be imperative that the co-facilitators were fully trained IIE®facilitators. This is because Powerof One® programme focusesheavily on organisational cultureand leadership, and is aimed at

The first of these involved TPI®’snewest programme, Power of

One®, being run for groups of upto 40 at The Manchester College,whilst James’ second projectcomprised of an enormous 130delegate Investment InExcellence® programme atCoundon Court School. With both pieces of work going verywell, we’ve caught up with Jamesto take a closer look at thechallenges, structure andpreparation necessary to make asuccess of large-scale facilitation.

Firstly, and according to Jamesmost importantly, it is key toapproach a large-scaleprogramme in essentially thesame manner that you would anyother programme, with the keydifference being the amount ofpreparation work required aheadof time. It is important toremember that the fundamentalelements of the programmeremain unchanged, so it is vital toinstead focus your attention on thegreatest challenge – keeping sucha large group engaged andconcentrated on the content andactivities.

In particular, James stresses theimportance of goodcommunication with the client and getting the Senior Leadership

Features_With many organisations increasingly looking for bespokesolutions to meet their specific needs and requirements, wehave recently seen an increase in the demand for programmesto be run at scale. James Wood, a TPI® Project Director andone of our most experienced facilitators, has in fact run twobig projects over the past few months.

James WoodProject Director, TPI®

IT IS VITAL TOFOCUS YOURATTENTION ON THE GREATESTCHALLENGE –

KEEPING SUCH ALARGE GROUPENGAGED ANDCONCENTRATEDON THE CONTENTAND ACTIVITIES.


delegates that have alreadycompleted IIE® training. All co-facilitators would therefore need tounderstand all of the fundamentalconcepts of IIE® ahead of time, sothat they can focus theirattentions on supporting theirmini-group and relating theirexperience and knowledge to thenew areas covered, particularlyrelating to culture. At TheManchester College, James had anumber of existing IIE® facilitatorsthat he could draw on. Prior tothe programme he therefore onlyneeded to have a brief meeting,outlining his expectations of themand relaying key elements of thenew course. If no IIE® facilitatorsworked at the organisation, then a group would need to be trainedup prior to the programme or,alternatively, external IIE®facilitators would have to bedrafted in.

On the other hand, a STEPS®,PX2™ or IIE® course couldpotentially be run using co-facilitators that had only previouslyexperienced the programme, butwere not trained as facilitators.The IIE® programme that James

ran at Coundon Courtdemonstrates this contrastedapproach. In this case the co-facilitators were formed usingmembers of the SLT, who hadbeen through IIE® together as partof their preparation for the at-scale programme. It was deemedimportant to have a leadershipfigure supporting each smallgroup on the course, partly todemonstrate their backing of theproject, but also to lead on thediscussion of issues that pertainedspecifically to the school. It isimportant to remember that theco-facilitators needn’t be part ofthe leadership team, but couldinstead come from anywhere.Thus, communication with theclient is again key, to ensure thatthe course meets theirexpectations.

In terms of the role of the leadfacilitator, this would also need to be adapted slightly from theregular model. James mentionsplaying a little more of the DVDthan usual to allow a period ofsettling in at the beginning andwhere possible asking forparticipation from the floor.

Furthermore, he obviously had to delegate much of theresponsibility for leadingdiscussions to his co-facilitators.During this time he went aroundthe room observing and helpingindividuals with reflective thinking,whilst also highlighting key pointsand issues to the room as a wholein order to channel discussionswhen necessary. So, rather thanengaging with the discussions thatwere going on, his role wouldrather be to provide structure,make links with the theory andgive neutral advice when andwhere required. There is a finebalance needed here, knowingwhen to intervene and makeconnections and when to leavethem to their discussions. At theend of each day, he would thenaddress any issues and provideany necessary feedback. Power ofOne® involves more teaching anda greater use of PowerPoint, sothe approach, whilst similar to IIE®,again requires a slight adaptation.

With a larger group it is vital toensure that you cover the mostimportant elements of the course,as there is always a danger that

you will run out of time. Sufficienttime needs to be allowed for areaswhere delegates may have issuesand require a little morediscussion. James argues thatthe facilitator must use theirjudgement on what can and can’tbe missed out if time is runningshort. Moreover, he often findsthat he has to adapt his overallmodel/plan to adjust to the needsof the group.

So, again, the lead facilitatorneeds to pay a great deal ofattention to the fine details toensure the programme not onlycovers all of the key points, butalso achieves the targets set outby the SLT. Furthermore, it isimperative that all eventualities aretaken into consideration beforethe programme commences toensure maximum preparedness.All aspects of the course must beconsidered, even down to askingthe organisation to print thedelegate names on to each of thecertificates prior to the course tosave a great deal of time later on.

In conclusion, it is clear thatfacilitating a large-scaleprogramme requires a great dealof preparation, organisation andcommunication to ensure thatevery delegate engages with thematerial and receives sufficientsupport to enable change. Thespecific structure and layout isopen to a degree of interpretation,although many aspects are often decided by the type ofprogramme, the specific needs of the organisation and a settimescale, so it is crucial that thelead facilitator can adapt wherenecessary. At the end of the day,though, it is important toremember that the underlyingessence of the programmeremains unchanged and that asexperienced facilitators, whilst theincreased numbers involved doescreate additional challenges, thisshould not change your overallapproach.

EMMA MARTINEZ

SYSTEM ADMINISTRATOR TPI®



A Corporate Phase 2

Without further ado, let's dig in toPhase 2, Day One!

Units 1 to 3, which cover theTelological Concept, Goal-Settingand Maximising Our Thinking, arein fact all aimed at the process ofsetting stretching goals. Theseunits often highlight the extent towhich people within organisationsare stunted by the “How”. By this Irefer to the tendency of people tothink small and to focus purely onthe process rather than on theultimate objective. It takes someconvincing before this blockerstarts to unravel; Magis thinkingdoes not come naturally to largepassive, risk averse organisations!

By working on real organisationalgoals within these 3 sessions, itenables the team to physicallyhave some pertinent and tangibledata to take away with them afterthe session. Creating a balancewheel on their operations orvalues, along with some co-created team affirmations that canbe taken back to their workplaces,allows them to explain to otherteam members how theaffirmations manifested. This alsodemonstrates the importance ofand need for continual practicalapplication back into theworkplace.

Units 4 and 5 deal withOptimism/Pessimism and Living aPurposeful Life. These units reallyhelp people understand theresponsibility of management insetting the tone for theexpectations of goal achievementand vision within the organisation.Seligman’s ABCDE model oftenhelps the team diagnoseweaknesses after positive andnegative events, and allows forconstructive discussion aroundmanagement’s response to eventsin the market, press or concerninginternal issues and how this isdemonstrated.

The Levels of Happiness segmentagain should be so much morerelevant to Leadership teams. It isworth remembering that themajority of organisations spend aconsiderable budget onmeasuring just that, throughEmployee Engagement surveysand the subsequent plans that areaimed at addressing the resultingdata. Encouraging Leadership toset individual, team andorganisational goals/objectivespurposefully, across all 4 Levels ofHappiness, shows intent towardsliving a purpose-“full” work life.

With an ever-increasingtransparency of spend and

declining expendable cash, ourclients, rightfully so, really want tobe able to justify the expenditureof implementing IIE® and measurethe effect that it has on theirbottom line. It is crucial therefore,that every unit facilitatedaddresses organisationaloutcomes and has practicalapplication for the work place.

Delivering IIE® and becoming achampion of, not only theinformation, but also the personaland organisational transformationthat ensues, often becomes oneof the most fulfilling aspects ofour facilitator experience.

I have detailed some of thetechniques here that I use,specifically during Phase 2 of IIE®, with Leadership/ManagementTeams to enhance the practicalapplication of the concepts withreference to their specific teamgoals.

Before facilitating any corporateIIE®, I will always conduct somesort of pre-programme diagnostic,so as to highlight the desiredoutcomes and any specific workrelated issues they might wish totarget.

Features_Over the years I have had the greatpleasure of training, mentoring andlearning from many talentedindividuals in the delivery ofInvestment in Excellence in the work place, with the express purpose of making a real, tangible difference in organisations Sarah Tate

Business Development Direct


Personal resource manual

Investment in Excellence®

By the time we commence withDay 2, participants are invariably‘chomping at the bit’ knowing thatthey will get information over thecourse of the day, which they havenot had before and which will berelevant and practically applicableto their business. Units 6 and 7,covering Organisational Cultureand Leadership, are absolutely key for organisational teams.Everyone appears to be on theCultural bandwagon as “Culture”so often takes the brunt for manyof an organisation’s hiccups. Whata great way to disperseaccountability!

If your organisation has used theOrganisational Cultural Inventory®diagnostic (OCI®) from HumanSynergistics® – this is a fantasticopportunity to cascade the resultsback, firstly to the Leadership andthen by work-shopping the datawith other organisational teamscompleting IIE® Phase 2. By using authentic and personalinformation, it gives the teams, touse one of Lou’s analogies, “a lickof the ice cream” – in fact, moreoften than not given the brutalfacts on display, it can feel morelike the cornet being rammeddown the throat as well!Introducing the OCI® at this pointin IIE® instead encourages arelevant and fruitful discussion.One thing is certain; thediscussions by this stage in Phase2 are so very different to teamdiscussions prior to experiencingthis material, as eyes are open andenergy renewed. Moreover, theretends to be an increasedaccountability to actually ‘lead’ asopposed to simply ‘managingcrisis’.

The last 2 units of Phase 2 reallyappear to be stand-alone units,but, as I’m certain you will have

experienced whilst facilitating, thepiece on motivation is a seriouseye-opener for many. Just theconcept of real choice as opposedto the backlog of coercivemotivation gives many participantsa real sense of relief and helpsalleviate stress.

The Pygmalion conceptdemonstrates simply theresponsibility we have towards our fellow workers and theinfluence we can bestow uponthem. Many organisations’operating models have a piece on role modelling, but we all know how hard it is to controlconsciously. By the time theyreach this last unit, theparticipants should trulyunderstand the power ofawareness and the art of writingaffirmations to ensure they sculptresponsibly.

Whether you are delivering to theChairman of a Blue Chip companyor to a grandma in Scotland, aprisoner in for life or a team ofteachers, the facilitator’s role is the same – it is to enhance thelearning and application of thesewonderful concepts for Individual,Team (Community) andOrganisational (Society) benefit in a way that is most relevant tothem.


The human mind is an amazing thing! Whatremarkable capacity we have to learn, grow anddevelop when given the chance and even more sowhen we operate on a want-to basis rather than ahave-to basis.


Learning Without Teachers

A dynamic initiative launched bythe OLPC Project has yieldedsome truly stunning results. In tworemote villages in Ethiopia, theProject has tried something newby simply leaving a box of tabletcomputer devices, preloaded withprogrammes, but without anyinstruction on how to use them.The goal is to determine whetherilliterate children, having noprevious exposure to writtenwords, could learn to read all bythemselves throughexperimenting with the devicesand preloaded alphabet-traininggames, e-books, movies, cartoons,paintings, and other programmes.The devices are powered by asolar charging system whichadults have been briefed onoperating, given the lack ofelectricity.

Once a week, the memory cards in each device are exchanged sothat progress and use of themachines may be monitored and

The following story is not a TPI®one as such, but

demonstrates many of the keylearning points we strive todevelop through our curriculumand offers a valuable lesson forfacilitators of our material.

One Laptop Per Child is a globallearning initiative aimed at helpingto empower the world’s poorestchildren through education. Withmore than 100 million children atfirst-grade age having no accessto schooling worldwide the causeis certainly a worthy one. Theorganisation’s aim is to provideeach child with a rugged, low-cost,low-power, connected laptop withappropriate content and softwarethat results in collaborative andself-empowered learning. Byengaging children in their owneducation, and extending theirhorizons, they become connected– to each other, to the world inwhich they live and to theprospects of a brighter future. Todate over 3 million young peoplehave benefitted from the schemein many parts of the developingworld.

Features_

TO DATE OVER 3MILLION YOUNGPEOPLE HAVE

BENEFITTED FROMTHE SCHEME INMANY PARTS OFTHE DEVELOPING

WORLD.

Nicholas NegroponteFounder of OLPC

early results have beenoutstanding. After several months,the kids in both villages were stillheavily engaged in using andrecharging the machines, and hadbeen observed reciting the“alphabet song,” and even spellingwords. One boy, exposed toliteracy games with animalpictures, opened up a paintprogramme and wrote the word“Lion.”

Nicholas Negroponte, OLPC’sfounder, in presenting the casestudy at the MIT TechnologyReview’s EmTech conference hadthis to say, “I thought the kidswould play with the boxes. Withinfour minutes, one kid not onlyopened the box, but found theon-off switch … powered it up.


Within five days they were using47 apps per child, per day. Withintwo weeks, they were singing ABCsongs in the village, and withinfive months they had hackedAndroid. Someone in ourorganisation or in the Media Labhad disabled the camera, and theyfigured out the camera, and hadhacked Android.”

Apparently the children hadmanaged to circumvent OLPC’seffort to freeze desktop settingsand had managed to customisethe tablet desktops - so everyperson’s tablet looked different.This despite installed software toprevent them from doing so. EdMcNierney, OLPC’s chieftechnology officer says, “The factthey worked around it was clearlythe kind of creativity, the kind ofinquiry, the kind of discovery thatwe think is essential to learning.”

What this experiment so clearlydemonstrates is how well peoplecan adapt to change when theyapproach it from the perspectiveof fascination. When we truly havean open attitude and a willingnessto try something new, thenlearning follows at an exponentialpace. As facilitators, this is whatwe need to be encouraging withinour own groups…that childlikeenthusiasm for learning becausewe want to and not becausesomeone told us what to do.

Edward McNierneyChief Technology Officer

Our expectations of others and theirexpectations of themselves are factors in howwell they perform. Known as the Pygmalion effect(after the artist) and the Galatea effect (the statue made from ivory who came to life when Pygmalion fell in love with thissculpture of his perfect woman), the power of expectation is key to success.

TPI® Concept Focus

Both of these effects can workreally well separately. Used

together, the opportunity tosucceed at anything we doincreases.

The 1968 Rosenthal (andJacobson) school study provedthat some students performedbetter than others simply becausethey were expected to do so bythe teacher. George BernardShaw’s play Pygmalion and themusical My Fair Lady also showedhow we behave as others treat us.In the musical, Professor Higginsmakes a bet with his friend,Pickering, that he can teach apoor flower girl (Eliza Doolittle) tospeak and act like a lady. He issuccessful. Eliza, speaking toPickering, says, “You see, reallyand truly, apart from the thingsthat anyone can pick up (thedressing and the proper ways of speaking and so on), thedifference between a lady and aflower girl is not how she behaves,but how she’s treated. I shallalways be a flower girl to ProfessorHiggins because he always treatsme as a flower girl, and always will.But I know I can be a lady to youbecause you always treat me as alady, and always will”.

The Pygmalion Effect

Lou also uses the Wizard of Ozanalogy to describe this concept.In this story, the Wizard (who is abit of a phony himself) bestowsthe gift of courage, wisdom andcompassion on the Lion,Scarecrow and Tinman characters.In reality the gifts themselves aresymbolic, but because thecharacters believe in them, theyact accordingly and by doing soshow that the traits weresomething that they alreadypossessed inside themselves.

On the STEPS® programme, Lou describes his encounter with a young child and hergrandmother on one of his visitsto the UK. He tells the youngchild how beautiful and talentedshe is. And the grandmotherresponds by saying “she’s just acouncil tenant”. Lou noted thatthis grandmother was probably amore powerful wizard than he evercould be to that child.

As facilitators, we have manyexamples of participants’experiences of the effect thatpositive wizards have had on theirlives. Great Pygmalion’s who aregrandparents, parents, teachers,partners, bosses and friends.


Pygmalion

Participants too will highlightsome negative wizards and thenegative effect that these too hadon their lives. Occasionally,because of the participant’sstrong will, they will havesucceeded in areas of their lives,‘despite’ these negative wizards’opinions of them.

We also know that some of themore vulnerable participants maywell be leaving our programmeand going home to loved oneswho are negative Pygmalions.Past experiences may mean thatthese wizards have lowexpectations of the participant.They may even want to protectthem from what they see asunrealistic goals.

And there will be thoseparticipants who talk about peoplein their lives who wereencouraging; pointed out theirpotential; highlighted theirsuccesses - and yet this failed tohave a positive influence on them,often because they themselvesdidn’t believe any of it to be true.

The Galatea effect (self-efficacy)is even more powerful than the

Regulars_


Pygmalion effect and is acompelling factor in performance.As participants engage on ourprogramme, they build a toolkitthat will see them through alifetime of successful goal-setting- and techniques to recover whenlife throws a curve-ball that cantemporarily throw plans offbalance. Individuals leave ourprogramme enthusiastically;looking forward to making longlasting changes that will benefitthem, their organisations and theirloved ones. As facilitators, weknow that all they need to do is to USE the tools to make adifference. The strong ones willflourish and will oftenautomatically attract positivePygmalions to them.

To encourage participants to seekout positive wizards that willincrease their chance of success,have them take each of their goalsand to work out exactly what typeof wizard/mentor would beimportant to support them in thatarea. They may well have apartner or friend who considersthem to be ‘awesome’. If thatpartner or friend believes thatbecause there’s a recession thenthere are no jobs, and theparticipant is unemployed -perhaps it would be better to seekout a positive wizard elsewhere forthis particular goal. Powerful,positive wizards do not necessarilyneed to be people with whom wehave personal relationships. Thereare organisations, services and

agencies with staff that couldbecome powerful wizards to usand support us through our goals,even if they are only in our life fora short period of time.

As facilitators, we too shouldmodel an effective Pygmalion.Studies on learning show thatteachers engage in positive non-verbal behaviour, such as smiling,eye contact, nodding and leaningtowards students more frequentlywhen the teacher believes thestudents are high ability.

Some expectations are formedbefore meeting the participants.Others who have had prior contactwith a participant may have strongviews of the ability or otherwise ofthat person and may be only toohappy to share this with usbeforehand. How much do wereally need to know about theparticipant before we engage withthem on the programme? Whatinformation is useful to me andwhy? Might this information affectmy delivery of the programme, orthe level of content that I provide?And, what do I now need to do toensure that I remain the GreatPositive Wizard as I facilitate?

I’m off to be the Wizard………because of the wonderful thingsI does…….I’ve got the touch!!!!

"I saw the angel in the marble and carved until I set it free."Michaelangelo Buonarotti


The third key area, as I see it, isthat of effective thinking skills. Bythis I mean an analysis of differenttechniques which, whenacknowledged and implementedinto everyday life, can make animpact on the quality of ourexperience. Self-Talk, ComfortZones, Habits and Attitudes aresuch fundamental concepts forchange and when we acknowledgeour current blindspots and openup our RAS so that these canstart to work more positively, it isincredible how immediate thischange can be. These concepts allcontinue the progression of thecurriculum with a constant themeof looking forward to what we want,not what we don’t want.

This idea of future-orientedthinking is critical in the fourth andconcluding aspect of thecurriculum, the Vision Reality or“Where I want to be”. In thissection the emphasis is on theconcrete skills that participants willuse to cement the change theydesire in their lives. Affirmationsand Visualisation are the key toolsfor making change easy! Thebeauty of these techniques is inthe fact that we all know how to

Comparing each of the mainTPI® programmes allows you

to identify this basic model ineach of them. Once you have the4 pillars in place you can thenstart to build up around each pillarwhat key concepts are covered inthat part of the programme.

In the Current Reality or “Where Iam now” section we investigatethe idea of how our backgroundup until this point, ourconditioning and our patterns ofthinking have been influenced andreinforced to determine how wesee situations, how we respondand how we behave. This can bequite a revealing experience formany people who do not realisejust how much we build up ourown limitations and who oftenaccept less than ideal situationsas simply being ‘normal’.Perception is a major theme inthis section and this leads in verywell to the next part, “How mymind works”.

Top Tips for Facilitation

The model of mind and theintroduction of the ReticularActivating System follow in thissection. These can be fairlyabstract concepts for manyparticipants, particularly thoseexperiencing PX2™ or MindBuzz™. They are, however,extremely important and are quitekey to demonstrating how weprocess the world around us.Everything we experience in ourlives has an impact on how wethink, how we behave and how werespond in future to similar events.Our lives are informed by what wehave done, who we have listenedto and what we have accepted asour own reality. It really helps toreference simple examples whenexplaining the model of mind andrelating these in terms thatparticipants can understand andidentify with. Once participantsget a handle on the RAS concepttoo, it really starts to generate theidea of just what can be achievedwith the right mindset.

The four component parts as I see them are:

● Current Reality – “Where I am now”

● “How my Mind works”

● “Effective Thinking”

● Vision Reality – “Where I want to be”

Joe AskewSector Project Coordinator, TPI®

Contributed by Joe Askew, Sector ProjectCoordinator, TPI®

I personally find that when working with the TPI® curriculum,it helps me to break the learning down in to four constituentparts, which allows me to think through the information andalso to explain it that much more easily. Hopefully thismight make it easier for you too.

Regulars_


visualise and affirm already….wedo so every day. The skill is intaking control of these processesconsciously so that we do thempositively and in a structuredmanner. That way when we turnover our goals to our sub-conscious minds, we can do sosafely in the knowledge that whatwe are seeking is clearly defined.The final piece of this aspect isthat of Motivation and howimportant this is. We need to lightthose internal fires withinparticipants that will burn longerthan a few days post-programme.

When people commit fully tochange, on a want-to basis ratherthan a have-to basis, thedifference is incredible. This iswhat will transform lives long termand our job as facilitators is to bea catalyst in creating thatmotivation.

So, hopefully this offers aperspective on the curriculum.Following a clear path through the information helps me in how I present it to others. I hope thishelps you too!

Current Reality

How the Mind Works

Effective Thinking

Vision Reality

Creative Avoidance

3D Thought

Attitude

Habit

Emotional History

Model of Mind Accountability

Perceive

RAS

Associate

Evaluate

Decide

Scotomas

Self-Talk

Conditioning

Efficacy

Potential

Comfort Zones

Sub-conscious

Self-Image

Cognitive Dissonance

Conscious

Creative Sub-conscious

Lock-on Lock-out

Perception

Being Sceptical

Giving Sanction

Motivation

Stress

Teleological

“Who Saids”

GoalsConstructive Motivation

Visualisation

Affirmations Flick-back Flick-up

Push / Push back

Facebook

We would like to encourage you to engage in a professionalnetworking forum with other facilitators throughout the UK and

Ireland. Our exclusive facilitator group on Facebook has been growingsince it was created in December 2011. We are delighted with theconversations, discussions, sharing of ideas and the affiliatativecelebration of the excellent work that facilitators are doing. If you have not already; please join us today:

TPI® Facebook Facilitator Group

Reminders_

Have you joined the exclusiveFacilitator Group?

Facilitator Newsletter

We would like to showcase your stories in future editions of thefacilitator newsletter. If you have particular projects that you want

us to highlight or indeed if you wish to nominate a facilitator for ourFocus On feature, please get in touch with a member of our editorialteam.

Future Editions

Connecting Post-Programme

The Winner's Circle Network (WCN) is a daily free message whichhelps to reinforce the concepts used within TPI® programmes.

Following the passing of Lou, many of you have written and expressedthe hope and desire for the continuation of the daily Winner's Circleemails. Rest assured that these messages will continue into the future.The Pacific Institute® has access to subject matter experts throughoutits international offices and with prominent research psychologists. Theywill be contributing to upcoming messages. And, of course, we willalways have archives of Lou's messages from the past, which will serveas excellent reminders of TPI®’s concepts, principles and the activeapplications to our everyday lives. We strongly advise that all facilitatorsencourage their participants to sign up for this daily message throughthe TPI® website. This way they can also stay in touch with news and thelatest events offered by The Pacific Institute®

The Winner’s Circle Network

Contact details_The editorial team:

Lynne OliverHead of PPQ

[email protected]

Joe AskewProject Coordinator

[email protected]

Emma MartinezSystem Administrator

[email protected]

Adrienne HayesProject Manager and Lead Facilitator

[email protected]

www.pacificinstitute.co.ukT: +44 (0) 20 3402 3641F: +44 (0) 20 3402 3411

The Pacific Institute®4th floor, 1 Kingdom Street

Paddington CentralLondon, W2 6BD


https://www.facebook.com/groups/229075613829698/

© 2012 The Pacific Institute®


[email protected]: +44 (0) 20 3402 3641F: +44 (0) 20 3402 3411

The Pacific Institute®4th floor, 1 Kingdom StreetPaddington CentralLondon, W2 6BD

Documents

TPI RAS - Facilitator newsletter