Reviewing When Short of Time

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The previous issue 'Reviewing for Starters' is now at: <http://reviewing.co.uk/archives/art/11_2.htm>

When things are running late, it is often the time reserved for

a review that is most vulnerable. Inevitably, or so it seems,

review time shrinks or even vanishes.

Do you recognise this situation? Would you own up to this

happening in your practice? If so, then make time for reading

this month's article on 'reviewing when short of time'.

Whenever I receive requests for 'quick review techniques' I

wonder whether I should really be offering advice about how to

prevent the incredible shrinking review syndrome in the first

place. So in this issue you will discover advice on how to

protect review time, as well as on how to review when you find

that despite your best efforts you are, yet again, short of time.

And if you have an INCREDIBLE SHRINKING BUDGET for staff training

but want them to develop their reviewing skills, here are two

ways you can make it go further.

The first is a special seasonal offer (in December and January)

for UK providers of outdoor education and training: see

The second offer applies to anyone with access to a video camera

and editing skills. See 'How to save money with a camera' in

If you prefer things to be free, then scroll down to the final

instalment of Dynamic Debriefing (section 5) where you will

find free sample pages of an ebook I am producing on 'How to

Engage Students in Learning'. Your feedback is welcome.

PS UK customers of my bookshop, please note the free delivery

offer all the way to Jan 1st 2010.

~ 2 ~ ARTICLE: REVIEWING WHEN SHORT OF TIME

Should you be shrinking activities or reviews?

Are you under pressure to achieve more in less time? Do your

clients expect the outcomes you once offered in 5 day programmes

to be achieved in only 1 or 2 days? Do you find yourself speaking

quickly to fit more in? Are you quicker to fill in silences and

quicker to explain things in your own words when participants are

slow to come up with 'the right answer'?

Would it not be wonderful if we could slow things down -

providing time for real reflection, providing time for discovery

learning, exploration and experiment? (all features of

experiential learning)

Even now I feel in a rush, because this newsletter promises

'tips' and I am wondering how long I can try your patience with a

thoughtful introduction. Or are you already wanting to fast

forward with the scroll bar?

So I'll come to the point quickly ... but not too quickly.

The requests I receive for ideas for 'quick reviews' often come

from the more general need to speed things up and achieve more in

less time. So I could respond to requests for quick review ideas

by offering an activity-shrinking service that reduces activity

time and protects review time. Or I could make reviewing so

active and stimulating that the distinction between 'activity'

and 'review' starts to disappear.

So when you next find that you are short of time for the kind of

review that you would like to offer, I'd advise two courses of

action (both of them):

1) Go for the short term fix of finding a suitably quick review

method (see below for 10 ideas and a link to 25 more)

2) Go for the long term fix of redesigning your programmes in a

way that shows a full understanding of (and commitment to) the

principles of experiential learning. (see below for 10 strategies

that may help you achieve this)

Experiential learning takes time. Speed is not its selling point.

And talking of selling points - you can charge more for

experiential learning programmes than you can for activities-only

programmes.

If your reviewing is too quick, the value of what you are

providing, starts to plummet. Few clients would be dumb enough to

accept that a 5 minute review entitles you to double your prices

compared to the 'activities-only' provider down the road.

Sometimes pressure for quick reviews (or even no reviews!) comes

from participants. But be wary that this pressure does not create

a vicious cycle in which you are unable to persuade participants

of the value of reviewing because you do not negotiate enough

time in which to provide a high quality review.

Do not persuade yourself that all participants love activities

and hate reviews - because you would be wrong. It was my own

evaluations of experiential learning programmes that showed me

just how wrong it is to believe that reviewing is unpopular with

participants.

In these evaluations, mixed ability groups of teenagers from

across the social spectrum regularly chose reviewing as the

highest point of their programmes. It was in reviews that they

felt listened to, respected, supported, treated as responsible

people, valued by peers, etc. These were not quick reviews - and

I think these young people would have complained if we had

reduced review time.

Those programmes did last 7-10 days (luxury!). The challenge for

programme designers is to retain the right kind of balance so

that participants value review as much as they value activity.

The strategies and methods below will help you to achieve such a

balance in your own work - whatever the age or motivation of the

people you work with.

10 QUICK REVIEWS

1. Select one moment that captures a way of doing, working or

learning that you admire. Describe it or re-stage it for a FREEZE

FRAME 'photo'.

2. Make NOTES - including at least one question - to explore at

the next review session.

3. Record a TWEET (20 words or 140 characters max) ready for

sending to (eg) your sponsor.

4. WALK'N'TALK with a partner on your way to the next location

where you will be asked to issue a 'joint statement' about (eg)

your learning.

5. (In small groups) prepare interview questions as if you are

REPORTERS from a (specified) newspaper. Choose a spokesperson (or

two) to answer questions from other groups.

6. (In small groups) write a HEADLINE and opening paragraph for a

(specified) newspaper about the last activity. This can follow

the interviews (see above) or can be a free-standing review

activity.

7. Wander round these DISPLAYS from your previous reviews (with a

partner) and find (two) points that connect with the activity

just finished and add one new observation.

8. Find a PICTURE or OBJECT that represents a positive quality

that you saw in the group (or in yourself). Place the

picture/object in the centre of the circle. Explain it. Invite

others to move in a little or a lot (or an in between amount)

depending on how much they noticed the same quality in the group

(or in themselves).

9. FISHBOWL: Half the group sit in an inner circle and use an

alternating round (Fortunately ..., Unfortunately ... or:

Predictably..., Surprisingly) to tell the story of the last

activity or of a particular incident within it. Inner and outer

circles swap. The new inner circle use a future-looking

alternating round (Let's / Let's not or: I will / I won't)

10. AFTER ACTION REVIEW:

- 1 What was supposed to happen?

- 2 What actually happened?

- 3 Why were there differences?

- 4 What can we learn from this?

(A review routine adopted by the US Army)

10 TIME-SAVING STRATEGIES

1. BE HIGHLY SELECTIVE

Selectively pay attention to just one theme, question or person

in each (short) review. If you plan this well, you can achieve

breadth and balance over a series of reviews even though each

individual review is narrow and unbalanced. Optionally, finish by

asking the group ''What are we not paying attention to that we

should pay special attention to next time''?

2. USE LEARNING DIARIES

Design a learning diary to accompany your programme. Some pages

can be for completion by others for feedback. Some pages can be

for reviewing with others. Other pages can be designed for

showing to stakeholders after the programme. It clearly takes

time to complete diaries, but individuals can do this in spare

time during a programme.

3. SET UP A LEARNING BUDDY SYSTEM

For example: buddies talk in pairs finding one thing they agree

about and one thing they disagree about - in relation to the last

activity. Share in the group if time allows, or postpone sharing

to the next review session. To keep sharing brief, ensure that

you ask for brief statements (as in the above example).

4. FINISH EARLY BUT ...

Instead of having a rushed review, finish the session early

and ask the group to turn up the same number of minutes early for

the next session - when you will start with a review. Prime the

review before the break if you want to get off to a quick start

after the break. (1 minute: for announcing/negotiating the

restart time and priming the review)

5. INTERRUPT THE ACTIVITY for sharpening, deepening, or widening.

Build reviewing into the activity so that you never run out of

time for review! For example, pause the action to enhance here

and now awareness, or to provide positive feedback to each

individual, or to help participants make sense of their

experiences or discover their wider significance.

6. SET UP INDIVIDUAL REVIEW PROJECTS

Establish review tasks at the beginning of a programme. Everyone

can have identical tasks, or each person can have a unique task -

possibly tailored to their needs, goals or interests. Everyone is

responsible for finding or making time to complete their tasks by

an agreed deadline within the programme. (For assisting transfer,

projects can be continued after the programme. The review project

becomes a transfer project.)

7. AROUSE PARTICIPANTS' RESPONSIBILITIES FOR THEIR LEARNING

Ask each person at the beginning of a programme to write down

a description of the programme as if it has already happened and

was really worthwhile and resulted in desired changes after the

programme. Every so often, ask participants to review and record

what they have done or said in order to make their optimistic

predictions come true.

8. INVOLVE PARTICIPANTS IN SETTING AND REVIEWING THEIR GOALS

Before an activity, ask everyone to write down 3 goals (e.g. one

related to group achievement, one related to personal performance

and one related to a personal learning objective). At review time

ask everyone to award themselves a score and explain to a partner

why they deserved the score they gave themselves.

9. USE REVIEW CARDS

Make different sets of review cards, each colour coded or clearly

marked so that you can readily choose a suitable set of review

cards to feed into a reviewing system - whether individual, in

pairs, small groups or the whole group. The cards can have review

questions, or half sentences, feedback statements or review

tasks.

10. SET UP A VISUAL HISTORY PROJECT

This could be a cartoon tapestry, a graffiti wall, a web log or a

photo or video project. The concept is that the group create a

record of events on the programme that can be regularly added to

and developed throughout the programme. This can save time in

three ways:

- if participants are motivated to contribute to the record

outside programmed time.

- if such a project can be substituted for another activity in

the programme (because it is itself a group exercise requiring

all of the usual skills in any group project).

- if participants are jogged into reflective mode whenever they

look at the visual history on display.

Some of these strategies can be carried out without preparation.

Others need considerable preparation. Do let me know if you would

like help or advice in creating any of these time-saving

reviewing resources. The help and advice is free - to start with.

I will give you advance warning if my 'help' becomes billable at

any stage. Help is just an email away: roger@reviewing.co.uk

A LINK TO QUICK REVIEWS

The above article picks up where my 2001 article on Quick Reviews

left off. So you may also wish to refer to Quick Reviews in

which you will find 5 reviewing methods for each of these time

frames: reviewing in 1, 2, 5, 10 and 20 minutes.

<http://reviewing.co.uk/toolkit/quick-reviews.htm>

The 10 best tips from this 2001 article are described in Section

7 below.

DOES REVIEWING IN ADVANCE REDUCE THE NEED TO REVIEW AFTERWARDS?

Last month's Reviewing for Starters' features strategies that

awaken reflective thinking at the start of an activity. If

successful this could reduce the time needed for reviewing after

the activity. On the other hand, once you engage people in

satisfying review processes, they may want more reviewing, not

less!

<http://reviewing.co.uk/archives/art/11_2.htm>

~ 3 ~ ACTIVE LEARNING MANUAL: HOW TO SAVE MONEY WITH A CAMERA

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For a limited period I am now offering a third day's training

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4 ~ ACTIVE LEARNING BOOKSHOP: FREE UK DELIVERY UNTIL 2010

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~ 5 ~ DYNAMIC DEBRIEFING: HORSESHOE AND TURNTABLE

This is the last of a series of extracts from my chapter on

Dynamic Debriefing that was published in Mel Silberman's

'Handbook of Experiential Learning'.

Since writing Dynamic Debriefing, I have produced a more detailed

description of Horseshoe: it is a 2 page description of the latest refinement of this method with examples of 12 sample topics

HORSESHOE

Recommended use:

for exposing and discussing different views

Resources:

One long rope (or other marker) in the shape of a horseshoe. The

rope should be about twice as long as the length of the group

when standing shoulder to shoulder.

This debriefing method is a variation of a scaling technique that

goes under many names including: 'spectrum', 'line-up',

'positions' and 'silent statements'. The main difference is that

the 'horseshoe' is a curved line. In this method, you simply

define the two ends of the spectrum and ask everyone to stand at

a point on the line that represents their point of view. The

benefit of the horseshoe shape is that everyone is more likely to

be in eye contact with each other - which makes facilitating

whole group discussion much easier.

Example:

One end represents ''We worked well as a team during that

exercise''; the other end represents ''We did not work well as a

team during that exercise''. Everyone chooses their point on the

line and then talks to one or two neighbours (who are likely to

have a similar point of view). Ask everyone to notice where

individuals are standing as well as at the overall pattern of

distribution. Ask ''Any surprises? Any comments? Any questions?''

Given a natural tendency to focus on the two extremes, ensure

that attention is also paid to other positions. Encourage

participants to move as and when their views change and invite

them to explain why they are moving. You can also ask stationary

participants why they are not moving. Facilitate discussion for

as long as it is productive.

Variation:

Choose different points in time. For example: ''How would you

each have rated this team before the exercise started?'' ''What

was the quality of teamwork like up to the end of the initial

planning?'' ... ''What is your personal prediction for the

quality of teamwork in the next exercise?''

Horseshoe is a classic example of the ‘1-2-Many’ sequence

described earlier in this chapter: ‘1’ is the ‘silent statement’

when choosing a point on the line; ‘2’ is the conversation with a

neighbour; ‘Many’ is the facilitated discussion. Whenever you

feel tempted to ask for a show of hands during a debrief, try

Horseshoe instead. It is more accurate because it allows a scaled

response. It is also more participatory and more fun.

TURNTABLE

Recommended use:

to allow participants to see and experience two or more sides of

an issue.

Resources:

Two semicircles of chairs facing each other.

The simplest form of a Turntable Discussion is to set up two

teams facing each other in a semicircle. This is how I would

brief a Turntable discussion about teamwork:

''When you are sitting in this semicircle you have a positive

view about your performance and progress as a team; but when you

are sitting in the opposite seats you may only express negative

views about (for example) performance problems and slow progress

as a team. So that you don’t get stuck in one position, and to

give you the chance of achieving a balanced view, you will be

spending roughly equal time on both sides of the argument. In

this exercise, you may find yourselves saying things you don’t

really believe. That’s OK. You are allowed to adopt an attitude

that is not your own, but you should not make up untrue facts to

support your argument, and you should generally promote your own

side’s view rather than seeking to undermine the other side’s

view. Every minute or so I will stand up as a signal for you to

move two places to your left.''

Variation:

To assist with the transfer of learning near the end of a

training programme, have one semicircle of pessimistic seats (for

expressing pessimistic views about being able to transfer their

learning) arranged opposite a semicircle of optimistic seats.

Warning:

Rearrange the furniture (and participants) to mark the end of

Turntable - otherwise people can get ‘stuck’ in their last

position, which is not where you want to end an exercise about

helping people to appreciate other points of view!

Other Variations:

The ideal group size for Turntable is 10 - for a ‘five-a-side’

discussion. For a group of 20, you can create two groups of 10 to

operate independently, or have an outer circle of ‘listening

chairs’ included in the rotation. A better way of including more

numbers is if you discuss a topic in which a third view is worth

exploring. If fact, three and four way discussions are generally

of a higher quality than two way discussions. A third side can

bring in lateral thinking to unlock the confrontation, and a

fourth side can be an opportunity for practising facilitation

skills. If there are mobility problems in a group, you can pass

round coloured hats, signs or ropes, with each colour

representing a different side. But moving round in a circle has

more impact.

Moving always has more impact! Minds move when bodies move.

That was the last of the instalments from 'Dynamic Debriefing' -

a chapter I wrote for Mel Silberman's 'Handbook of Experiential

Learning'. Previous instalments were:

1: What is Dynamic Debriefing? in ARTips 9.1

2 The Role of the Facilitator in ARTips 9.2

3. Models of Debriefing in ARTips 9.3

4. The Experience of Debriefing in ARTips 9.4

5. The Sequencing in Debriefing in ARTips 10.1

6. Action Replay in ARTips 10.2

7. Objective Line (Back to the Future) in ARTips 11.1

8. Missing Person and Metaphor Maps in ARTips 11.2

All are indexed at:

<http://reviewing.co.uk/ezine1/art001.htm>

If you are a provider of facilitation training, please send me

the details if you would like the details included in future

issues of Active Reviewing Tips.

Reviewing Techniques for outdoor educators and trainers

These 1 day workshops are provided by Roger Greenaway and hosted

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~ 7 ~ ARCHIVES: TOP TEN TIPS FROM 'QUICK REVIEWS' (2001)

Here is a selection of 10 tips from my article on Quick Reviews.

1. THREE WORDS (LESS IS MORE)

''Choose three separate words (not a phrase) that describe what

you experienced during the activity.'' Allow 30 seconds thinking

time, then share in a round. This is usually much quicker than

doing sentence completion in rounds. And it often happens to be

an example of ''less is more'' - a lot can be communicated in

just three words (after a bit of thinking time).

2. POSITIVE FEEDBACK FOR THE GROUP

''10 good things about you as a group during the activity.''

Encourage comments from within the group, but throw in some

yourself. Go beyond 10 if you can (''10 more good things'') -

mainly because the first few comments (however valid they are)

tend to be vague and clichéd. With this method, quantity brings

out quality because comments tend to get more specific. End by

asking what they will carry forward to the next activity.

3. FREEZE FRAMES OR VIDEO CLIPS

Snapshots or short video clips of moments that participants want

to remember (e.g. fun, success, improvements, surprises,

discoveries, insights). If these moments are caught on camera and

you can provide instant replays - go ahead. But I much prefer

asking people to recreate these moments AS IF they had been

4. POSITIVE FEEDBACK FOR INDIVIDUALS

''2 good things about each person during the activity.''

Encourage comments from within the group, but ensure you have

positive comments ready to give to each person in case anyone

receives little or no feedback. Positive feedback boosts

self-confidence. And by highlighting examples of positive

behaviour, you increase the chances that participants will learn

from each other's examples.

5. FORTUNATELY, UNFORTUNATELY

This is an alternating round in which the group tell the story of

the last activity, taking it in turns to say just one sentence

beginning with 'Fortunately ...' or 'Unfortunately...'. Go round

the circle one at a time. Allow passing. Depending on the pair of

sentence beginnings you choose this can help to create a balanced

view of what happened. This is especially useful when a group

seems over-confident or under-confident.

6. CONNECTING TO A PREVIOUS ACTIVITY

Use 'Alternating Rounds' to investigate questions such as:

''How was this like/unlike the last activity?''

''In what ways did you perform better/worse as a team compared to

the last activity?''

To develop a positive view, ask:

''In what ways did your performance in this activity show that

you have learned something useful from the last one?''

Each participant sketches a personal storyline on an A5 card

showing their ups and downs during the activity. Participants

hold on to their storylines while walking around looking for

differences, similarities and surprises. Encourage participants

to question each other about what caused their ups and downs.

Individuals or pairs have a list of symbolic objects (or picture

postcards) to find and share with the group. Examples:

* Something that reminds me of a high point.

* Something that represents how I am in this group.

* Something that represents what is missing in this group or a

goal that I would like us to set ourselves.

* A symbolic present for the person on my left in the circle.

* Something that represents an opportunity I would like to have

9. GUIDED REFLECTION

Participants lie down with their eyes closed while you talk

through the activity with suitable pauses that give them time to

reflect on their own thoughts and feelings. After 5-10 minutes,

end with an opportunity for everyone to speak to each other one-

to-one on a theme such as thanks, appreciation, or encouragement.

10. DO STAGE ONE OF A TWO STAGE REVIEW

If you find that you are always short of time for reviewing, step

back and work out why. The usual reason why people run out of

time for reviewing is that it comes at the end of a session. So

consider ending a session with a quick review, and starting the

next session with a longer review.

For all 25 ideas from 'Quick Reviews' see:

~ 8 ~ PREVIOUS ISSUE: FRONTLOADING OR BACKLOADING?

I recently provided a half day workshop on the theme of

'Reviewing for Starters' - which you may remember was the topic

of the main article in last month's Active Reviewing Tips.

I was asked 'How is this different from Frontloading?'

Now my understanding of 'frontloading' is that it is a kind of

turbo-charged briefing technique in which participants' thoughts

are carefully channelled in one direction towards the desired

outcome. Yes, there are a range of different frontloading

techniques (some more 'shaping' than others) but the general idea

is that the meaning of the exercise is declared at the outset

rather than being discovered along the way.

When training people in specific skills, 'frontloading' can

helpfully help to keep things on track. But in developmental

activities which are more exploratory or adventurous in nature,

no-one really knows in advance what will happen or what will be

most significant. In my view, these more open activities are less

suited to frontloading.

So when I was asked 'How is this different from Frontloading?' I

suggested that 'Reviewing for Starters' could have been called

'Backloading'. This is because all of the starter techniques that

I described involve looking backwards and 'loading up' whatever

skills, strengths, resources might be useful for the next

activity. OK, you have to look to the front and to the back, but

the emphasis in all of the 'starter' methods that I described was

on thinking about what you want to take from the past into the

future.

So 'Backloading' it is.

'Backloading' has already been adopted by the removal business in

Australia. It is about trucks not going back empty. It fits.

'Backloading' now also means not going empty into the next

training exercise - and filling up with skills and resources that

you already have.

If you missed or accidentally deleted 'Reviewing for Starters'

you can now get a copy at:

<http://reviewing.co.uk/archives/art/11_2.htm>

where you will also find a link to a pdf version of the main

article.

~ 9 ~ NEXT ISSUE: REVIEWING FOR ME IN MY WORK

What would make you think of a future issue as 'Reviewing for

Me'? or 'Reviewing for the People I Work With' or 'Reviewing the

Kinds of Activities I Use' or 'Reviewing to Achieve These Goals'?

Your answer will help me to extend the 'Reviewing For _' series

by writing for readers just like you!

Topics I am considering for future issues include:

Reviewing for different ages
Reviewing for different outcomes (using the same activities)
Reviewing for teachers and lecturers
Reviewing for consultants
Reviewing one-to-one
The art of improvising
Programme design with reviewing in mind
Reviewing as a takeaway skill for participants

Please send your suggestions (or votes) to:

<roger@reviewing.co.uk>

~ 10 ~ About Active Reviewing Tips

EDITOR: Dr. Roger Greenaway, Reviewing Skills Training

9 Drummond Place Lane STIRLING Scotland UK FK8 2JF

Feedback, recommendations, questions: roger@reviewing.co.uk

phone (UK office hours): +44 1786 450968

ARCHIVES: http://reviewing.co.uk/archives/index.htm

The Guide to Active Reviewing is at http://reviewing.co.uk

'One of the best training sites I've ever seen' Training Journal

COPYRIGHT: Roger Greenaway Reviewing Skills Training

POSTSCRIPT
If you liked Reviewing When Short of Time (or are still in search of an answer to your question) you might also want to take a look at these earlier issues: Economical Reviewing and Quick Reviews

ACTIVE Reviewing Tips for dynamic experiential learning

Reviewing When Short of Time

ACTIVE Reviewing Tips
for dynamic experiential learning