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Active Reviewing Tips for Dynamic Experiential Learning - http://reviewing.co.uk Roger Greenaway's Active Reviewing Tips 3.1 ~ ISSN 1465-8046 This free opt-in publication from Reviewing Skills Training reaches over 700 enlightened people a bit like you :-) ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Please forward to friends who share your interests. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ IN THIS ISSUE ~ 1 ~ THEME: What Works Well ~ 2 ~ TIPS: Appreciative Inquiry ~ 3 ~ LINKS: Appreciative Inquiry ~ 4 ~ NEWS: Open Training Workshops ~ 5 ~ FUTURE ISSUES ~ 6 ~ About Active Reviewing Tips ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ A C T I V E . R E V I E W I N G . T I P S ~ ~ FOR DYNAMIC EXPERIENTIAL LEARNING ~ ~ the free monthly newsletter associated with the ~ ~ 'GUIDE TO ACTIVE REVIEWING' http://reviewing.co.uk ~ ~ Editor: Roger Greenaway roger@reviewing.co.uk ~ ~ Vol. 3.1 ~ ~ WHAT WORKS WELL? ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ IN THIS ISSUE This issue of Active Reviewing Tips carries on where the last one left off. FIRSTLY: That issue finished with the announcement that there would be several open training workshops in reviewing skills in the UK and other countries in the year 2000. Dates are now confirmed for open workshops in England, Ireland, Denmark and Hong Kong. Details are in the NEWS section below. SECONDLY: The last issue featured three parts of a four part article about 'Developing Potential'. [You can find the last issue via the NEW archives search page] # 1. Childhood: Where has all the potential gone? # 2. Youth Development: How can you raise Self-Esteem? # 3. Adult Development: What's in your Success Store? # 4. Organisation Development: Appreciative Inquiry [this issue] In this issue you will find part 4. All four sections are about paying attention to what already works well: REVIEWING BEST PRACTICE RATHER THAN STUDYING FAILURE. Now, if there's something wrong with the engine of the plane I'm on, I'd like the flight engineer to fix the problem - instantly. I would get a little upset if the engineer ignored the mechanical problem and simply drew our attention to all the good things - like the view out of the window, the duty free goods and the sunny weather at our destination. The problem would remain unsolved and the plane might never arrive :-( In the NON-mechanical world of personal development and human relationships, things work a little differently. We have the CHOICE of paying attention to problems or paying attention to potential. And we can adjust the balance as we go along. What's especially interesting about the positive 'developing potential' route is that far from being a luxury to indulge in when things are going well, it is an approach that claims astounding successes precisely when things are NOT going at all well. For evidence of the success of this approach with INDIVIDUALS, look up 'Solution Focused Brief Therapy' (SFBT). For its success with COMMUNITIES find out about 'Narrative Therapy'. And for its success with TEAMS and ORGANISATIONS follow the 'Appreciative Inquiry' links in this issue of Active Reviewing Tips. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 1 ~ THEME: WHAT WORKS WELL? Before I knew anything about Appreciative Inquiry, I carried out an investigation into good practice in children's homes. The report was entitled 'What Works Well?' (1992). My approach to this project (I have since learned) was very similar to Appreciative Inquiry. This was my introduction to 'What Works Well?' ... " 'WHAT WORKS WELL?' is a one-off publication about working with young people in care. It is based on interviews with young people with experience of care and their workers. The emphasis is a positive one, focusing on good experiences, what works well and on ideas for improving the quality of care. "By providing descriptions of 'what works well', it is hoped that all those with responsibility for work with young people in care will have a clearer picture of what is possible whenever the climate is right for developing new practice. "It is a climate which we can all influence. Exchanging ideas about 'what works well' can itself help to create the climate in which good practice develops - and in which young people will experience care more positively..." And several interviews later came this conclusion: "A lot of young people do have very positive experiences in care. Where it has happened this may have been due to recognisable and approved 'good practice', but (from what I have been told) it seems more likely to have resulted simply from staff and young people finding the time and space to get to know and trust each other. If time and space cannot be readily found within the home, then members of staff have found it necessary to put in 'something extra' to create it." By paying attention to what works well, we notice more of it, understand more about it, and make more of it happen. In the language of 'Appreciative Inquiry': "WHAT WE FOCUS ON BECOMES OUR REALITY". ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 2 ~ TIPS: APPRECIATIVE INQUIRY You may wonder what's 'active' about Appreciative Inquiry. What's it got to do with 'Active Reviewing'? Before we get to the 'active' bit, I thought you might 'appreciate' knowing a little more about the ideas on which Appreciative Inquiry is based. ASSUMPTIONS OF APPRECIATIVE INQUIRY # 1 In every society, organisation or group, something works. # 2 What we focus on becomes our reality. # 3 Reality is created in the moment and there are multiple realities. # 4 The act of asking questions of an organisation or group influences the groups in some way. # 5 People have more confidence and comfort to journey to the future (the unknown) when they carry forward parts of the past (the known). # 6 If we carry parts of the past forward, they should be what is best about the past. # 7 It is important to value differences. # 8 The language we use creates our reality. [from 'The Thin Book of Appreciative Inquiry' - see links below] SOME QUESTIONS SUPPORTING APPRECIATIVE INQUIRY Q. Reflecting on your experiences to date what have been the high points? (Select an example of when you were making a real difference. What were the circumstances? Why did it feel good? Who were you working with? What did you/your client achieve? What was special about this experience? Describe the story around your example.) Q. What is it that you value most about yourself, your distinctive competence, your colleagues, your clients/organisation? Q. What gives life to this organisation? Such review-type questions are then followed by future-looking questions. [These sample questions are from an article by Liz Mellish in the Training Journal (November 99) - see links below.] AN ACTIVE APPROACH TO APPRECIATIVE INQUIRY The roots of Appreciative Inquiry are in research, so it is not surprising to find that questions are at the heart of this approach. But from an 'Active Reviewing' perspective it is possible to explore all of these questions in ACTIVE ways. The simplest way to achieve this is to place 'SHOW', 'DEMONSTRATE', 'RE-ENACT' or 'RE-CREATE' at the beginning of your questions. But people may not be willing to leap into action unless you have led up to this point with suitable 'warm-up' exercises. You will find several ideas for warm-ups in my 'Active Reviewing' article at: http://reviewing.co.uk/actrev.htm For ideas about how to prepare people for reliving their successes see http://reviewing.co.uk/success/ Some questions may best be answered through drawings or cartoon sequences. See: http://reviewing.co.uk/pictures/intro.htm Many AI practitioners do ask learners to draw their experiences. Other questions can be answered by using 'freeze frame' or other action replay devices. See Action Replay at: http://reviewing.co.uk/stories/replay.htm The purpose of using active reviewing methods is to 'give life' to the method by which you are exploring such questions. Active reviewing methods allow you to get closer to the realities and qualities of the living systems that you are investigating through Appreciative Inquiry. ACTIVE REVIEWS can be used to generate lively and appreciative inquiries into living systems and their life-giving features. By re-enacting what works best, it is possible to enhance the quality of communication, and create a fuller and finer appreciation of what works well. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Please forward to friends who share your interests. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 3 ~ LINKS: Web-based resources for Appreciative Inquiry (AI) Appreciative Inquiry in Pictures - by David Potter The traditional approach http://personal.palouse.net/3d/ai/traditional.gif The appreciative approach http://personal.palouse.net/3d/ai/appreciative.gif Appreciative Inquiry Learn about David Coopperrider and the origins of AI http://www.appreciative-inquiry.org AI Resource Centre and Ann Radford's AI Newsletter [and the UK source for 'The Thin Book of AI'] http://www.aradford.co.uk/ AI 'Thin Book' What is AI? by Sue Annis Hammond http://www.thinbook.com/ AI bibliography at Mellish Associates http://www.mellish.com.au/Reception/airefs.html AI articles at ODNET http://www.odnetwork.org/resources/index.php AI resource list at Taos http://www.serve.com/taos/appreciative.html AI-style therapy: Solution Focused Brief Therapy http://rdz.stjohns.edu/~sft/ [URL may have changed] ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 4 ~ NEWS: SITE SEARCH and OPEN TRAINING WORKSHOPS SITE SEARCH and ARCHIVE SEARCH AT http://reviewing.co.uk Until recently I have had trouble finding my way around my own site. What a confession! But I can now find anything on my site with only one or two clicks. Even better news - so can you! Amongst the navigational aids I can especially recommend these three methods for Active Reviewing Tips readers in a hurry to find an idea for your next session! # 1. At the top right of the home page http://reviewing.co.uk select 'Tools for Change' or 'Ezine Archives' from the drop down box, then type in what you are looking for and click the search button. # 2. Go straight to the NEW archives search page There you will find a hyperlinked list of all back issues. [Have you seen ''How balanced are your questions?'' in the very first issues?] # 3: The A-Z Index is the most comprehensive and up to date index on the site. Just use it as you would use the index of a book. _________________________________ OPEN TRAINING WORKSHOPS 2000 I am delighted to be offering open trainer-training courses in reviewing (and related topics) over the next few months with     Institute of Adventure Counseling (Hong Kong)     Castlebar College (Ireland)     XCL (Mid England)     Log Heights (North England)     Resonans (Denmark)   youth   OMD You will find dates, titles, links and contact details below _________________________________ NORTH YORKSHIRE, ENGLAND (April, May and June 2000) A series of 3 x 1 day courses for trainers using the outdoors with Roger Greenaway, Reviewing Skills Training DEVELOP reviewing skills that enable your clients gain maximum value from your courses. LEARN how to use reviewing techniques that make the most of outdoor experiences. PRACTISE reviewing methods that are as engaging as the activities themselves. BECOME more proficient in skills that are central to successful facilitation. Venue for all 3 events: Log Heights, Ripley Castle 20th April: reviewing at the BEGINNING of a training course 24th May: reviewing in the MIDDLE of a training course 20th June: reviewing near the END of a training course Log Heights has since evolved into Azesta - same castle, same Shirley, more twist _________________________________ MIDLANDS, ENGLAND 10-11th May 2000 How to Transfer Learning and give your training lasting impact with Roger Greenaway, Reviewing Skills Training By taking part in this practical 2 day workshop you will learn how to improve the chances that the full benefits of your training are transferred to the 'real' world. As a participant you will gain ... * an understanding of key issues in the transfer of learning. * the know-how to make learning experiences more transferable. * an expanded toolkit of reviewing techniques that assist transfer * first-hand experience of 'transfer planning' Venue: XCL, Reaseheath College, Crewe. 10-11th May For more information contact Dig Woodvine at xcl@clevermonkey.freeserve.co.uk _________________________________ DENMARK 10-11th April 2000 Working with young people in the outdoors ''Pædagogik & Friluftsliv'' Roger Greenaway, Reviewing Skills Training with Thomas Hojland and Henrik Kongsbak, Resonans The outdoors is an engaging and inspiring place that can work wonders. The tools and insights you gain from these two days will help you to ensure that young people gain significant benefit from their outdoor experiences. Gilwellhytterne - Houens Odde, 10-11th April http://www.resonans.dk For more information contact Thomas Hojland at info@resonans.dk" _________________________________ DENMARK  12-13th April 2000 Outdoor Management Development Roger Greenaway, Reviewing Skills Training with Thomas Hojland and Henrik Kongsbak, Resonans The first day is about developing teamwork skills. This taps into the energy source that drives all outdoor training events. The second day will extend your reviewing toolkit - beyond questioning skills, metaphor-making and action plans. Gilwellhytterne - Houens Odde, 12-13th April http://www.resonans.dk For more information: contact Thomas Hojland at info@resonans.dk" _________________________________ IRELAND  Saturday 11th March 2000 Activities, Games, Adventures, Young People & 'Active Reviewing' with Roger Greenaway, Reviewing Skills Training Designed for youth workers and 'youth-at-risk' workers, this one day workshop will help you to strengthen the links between the activities you use and the aims and issues that you tackle in your work. Outdoor adventure provides excellent opportunities for helping young people make breakthroughs in their personal and social development. Without a suitably engaging and effective approach to reviewing, these opportunities can be lost. Through a sensitive and imaginative approach to reviewing you can help young people exceed their expectations. Castlebar College, County Mayo For more information contact Stephen Hannon stephenh@iol.ie _________________________________ HONG KONG Saturday February 12th 2000 Making the most of activities through effective reviewing This one day training event is designed for youth social workers interested in helping clients to get maximum value from new activities and interests. * Telling Stories * Reviewing What Happened * Communicating Experiences * Making the Links Hong Kong Institute of Adventure Counselling For more information contact C.K. Chan chunkuen@ied.edu.hk _________________________________ MORE WORKSHOPS! You will find a full list of Reviewing Skills Training Workshops at: http://reviewing.co.uk/trainingworkshops.htm You will find a link to 'testimonials' from my home page at http://reviewing.co.uk If you want to HOST a CUSTOMISED or OPEN workshop (after September 2000), please write to me at roger@reviewing.co.uk Appreciative comments and critical feedback about Active Reviewing Tips are always welcome. Tell me what you think. Tell me what you want. Tell me what you like!   DON'T JUST DO IT -     ACTIVELY REVIEW IT !! ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 5 ~ FUTURE ISSUES OF ACTIVE REVIEWING TIPS Future Issues will include: how to use reviewing methods to develop teamwork skills, leadership skills, learning skills and transfer skills. If you would like to request particular reviewing topics or contribute to them please let me know at roger@reviewing.co.uk Please also write if you wish to share ideas or ask questions about 'what works well', 'success-focused reviewing', 'solution-focused therapy', 'appreciatve inquiry' or any other optimistic, rose-tinted, strengths-based approach to learning from experience. I am very open to alternative views or to people concerned about the possible implication that serious problems get ignored - and get worse. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Please forward to friends who share your interests. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

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