Tag Archive for: Future Learning; Enabler

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Conceptathon – a New Work booster

15.06.2022

Ever heard of a conceptathon? Nope? No wonder. It’s actually a brand new format of New Work and New Learning that combines teamwork, collaboration and learning with immediately usable work results in the field of conception. And it does so with a lot of fun and a high level of energy. That’s what the Conceptathon is – a New Work Booster.

Conceptathon reminds of Hackathon

To be honest, the basic idea of the Conceptathon is not all that new. It has its roots in hackathons known since the turn of the millennium in hardware and software development.

These are IT developers meetings limited in time, first in the presence and later also in the virtual environment. They pursue the goal of collaboratively developing products or finding solutions to specific challenges during the meeting. From classic hackathons, the public is familiar with large quantities of pizza boxes and all kinds of technology that the developer needs to creatively design the tasks set. You could say they have made a reputation for themselves as mega pizza parties, where a lot of creative competition packed into agile sprints ensures a lot of fun and output.

Conceptathon has agile roots

And that’s where the Conceptathon comes in. This format also relies on collaborative design and a good team spirit to achieve high-quality work results in a short time. The Conceptathon also focuses on fun and creativity and the basic design is in sprints. So it is in no way inferior to the Hackathon and appreciates its qualities and experience. Especially since the Hackathon, as a prototype of agile working, practised the principles of New Work in its purest form early on.

Learning by doing in Conceptathon

And yet the Conceptathon is very different from its relative. That starts with the general conditions. It is true that the Conceptathon also offers suitable catering, but with a different focus: fresh fruit and snacks with food for the brain. Conceptathons are also planned for several days. The nights, however, are for regeneration and the breaks and evenings are for relaxing, often with the team. While at hackathons everything is preferably darkened, conceptathons deliberately open doors and windows and let the light in or move straight outside into nature.

The real difference, however, lies in the format itself. The Conceptathon – a New Work Booster – supplements collaborative learning and working with small teaching nuggets at the beginning and end of a sprint. I.e. during the meeting, the product development is supplemented with suitable learning impulses that then inspire the joint concept work. In this way, not only is something co-created, but at the same time a targeted individual competence development takes place.

As the name suggests, learning and working at Conceptathon revolves around the theme of “conception”. In many ways, a participant in a Conceptathon can increase his/her ability to create concepts while at the same time designing concepts.

This process is supported by these attitudes or methods:

  • The idea of the “Wisdom of the crowd”, i.e. many people working together have a more holistic perspective and more options for finding solutions than just one person
  • The New Work principles of “collaboration” and “co-creation“, the understanding and methods of how to effectively implement collaborative working
  • The New Learning understanding that learning is best done by doing and on demand
  • The approach that learning facilitators as guides, as we say at TCJG, give impulses that promote empowerment instead of imparting knowledge
  • The framework of Design Thinking, which can be used not only for excellent product development but also for the development of concepts

Conceptathon – a New Work Booster

A conceptathon can be held over 2 days, but it is preferable to run it over 3 days. A longer duration is not recommended, as experience has shown that the concentration decreases.
Design of a camp that works with a team of 5-7 people and a guide is recommended. The number of participants is scalable with a simultaneous increase in the number of learning guides. This camp can also be significantly larger at any time if the framework conditions allow.

These conditions should be met:

  • Sufficiently large room with individual working areas for each participant, but also collaboration areas and chill-out areas
  • Provision of technical equipment (e.g. computers) and creative material
  • Space or format that allows all participants to meet together from time to time during the course of the workshop
  • Availability of healthy catering
  • Offer socialising and team-building sessions

Conceptathons can be organised in fixed working teams or in Mix-Max groups. They are suitable for the “real world”, for example as presence camps and are recommended by us, but they also function just as well in the virtual world as remote sessions.

In order to test the ability to create concepts, suitable topics should be available. Either the participants themselves bring topics or the organiser provides appropriate topics and, if necessary, resources.

The design of a conceptathon can be varied. A pure open space is just as suitable as a theme-based format, such as the joint development of workshops or learning nuggets, or the creation of decision-making templates for new ideas of one department.
Either way, the Conceptathon is a New Work Booster. And a learning booster at that.

Many good reasons for a Conceptathon

The added value list of Conceptathons is as long as its possible applications.
Here are just a few selected reasons why Conceptathon – is a New Work Booster.

  • Participants build up individual competences in the field of systematics and structure as well as expertise in concept work and agile working
  • Collaborators experience community work and train collaboration with a view to output
  • Participants experience teaching and learning at eye level and understand the importance of sharing and caring in the context of New Work
  • Participants learn a variety of methods, e.g. design thinking or Scrum techniques as well as creative work and argumentation
  • The investment in learning has an immediate effect: directly usable concepts for the utilisation of the learning process

The Conceptathon is an open source Zeitgeist L&OD format by The Company Journey Guides.

You shape the future.
This is something we´re good at.

This article was written by Eva-Maria Danzer.

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Creating the future with 3D mapping

26.11.2021

The current time requires constantly to deal with challenges and to deal with change. There are many forms of facing these topics. Most of these formats are very rational. With 3D mapping, a completely different approach is practiced: in a creative and intuitive way, approaches to solutions are found and developed. Creating the future with the help of 3D Mapping.

And what exactly is 3D mapping?

An organizational development method created by the Presencing Institute and used primarily by teams dealing with change and challenges. 3D Mapping provides the ability to visually map a system or issue or idea and look at how it might evolve from multiple dimensions and perspectives.

The strength of this method lies in the fact that participants think out of their heads, work with their hands and create a model together. One does not think about the current situation and its possible development.

In a creative and intuitive development process the image of “reality” is created. If the knowledge of one’s own hands is trusted, one does not fall back into habitual ways of thinking about the present and imagine the future as a continuation of the existing, but it is very likely that new ways will be discovered. And that is exactly what creating the future with the help of 3D mapping is.

Creative techniques are used and different creative materials are employed. At first glance, it looks a bit like a DIY session, but it is an innovative method that has long since gained recognition in the business world. At the latest after Design Thinking has conquered the stage.

3D Mapping in 3 steps

Before ideally 4-7 participants start creating the model of their system or their issue, it is made clear what the intention is and what the focus of the mapping is.

The first step is then to create a mapping that represents the current state of a system. Each object in the model represents a different element, quality or stakeholder of the system.

In the second step, team participants reflect on the model from four different perspectives and with different questions. This gives the participants the opportunity to each develop a different view of the existing system from a different archetypal perspective.

In the third step, the participants design the future based on the insights gained. To do this, they change the model in such a way that it better represents the new future they want to bring into the world.

Afterwards, the overall process is reflected upon and measures can be derived to solve or redesign the problem. As a rule, these measures are characterized by the fact that they get to the point and prioritize themselves immediately. In addition, there is no need to call in a committee of implementers. This has already been done in the process.
That’s probably why this method is so powerful. It is sustainable.

An example: 3D mapping in a nursing facility

A few weeks ago, we implemented this process of 3D mapping with the care management team of a nursing facility. It was incredible to see the emotions that immediately come into play when this format is used. We experienced emotionally heavy moments, but also very touching ones.

The members of the team got into a good flow very quickly when creating the model and, without consulting each other, created the current situation in an intuitive and creative way.

For us as process facilitators it was nice to observe how the people in this team trusted each other, worked together and protected and supported each other. Thus, there was a necessary stability to create what emerged.

The process starts with an AS IS picture

When the work began, the energy in the room changed noticeably, it became visibly heavy and oppressive. This energy was also reflected in the model: Although the good unity of the team members was evident here as well, heaviness and chaos dominated in many places. Many walls, demarcations, no cooperation. On the contrary, in many areas there was a recognizable counteraction and watching each other.

When the team members reflected on the model, everyone was quickly aware that a change had to be made promptly. One statement was “if you look at the model longer, you would like to run away”. This statement sums up the image and energy in the room well. However, there were also statements of encouragement. In reference to the leadership team, the terms “love” and “our unity” fell; in reference to the nursing facility, the potential and spirit of the home was emphasized.

After creating the current situation and reflecting on the model, the leadership team was mentally and physically exhausted. This was a completely normal process, as they had been very intensively involved in this process. We paused here in the process and did not design the future model until two more weeks had passed. This allowed the team members to reflect on the process again in peace, to gain some distance and to shape the future with fresh energy.

3D Mapping process

The second step is about future

At the beginning of the second session, experiences and insights from the first session were reflected upon once again. Afterwards, the team members set about designing the future with great enthusiasm.

Very quickly they were back in the flow. And without any consultation, one change after the other was made to the model. What a difference it was from the last time!

A lot of lightness unfolded in the room. A very light energy and love were noticeable, the true spirit of the house spread. There was nothing of the leaden heaviness of the last time, which also affected the team members. The team energized and motivated. And for all to see the weight that had fallen from the shoulders of the team members and how a breath of fresh air could take place. That was constructive and effective future design with 3D mapping.

The presented future shows a picture of understanding and togetherness. Looking at the model, the team members were able to quickly develop initial ideas on how to achieve this future. They are very optimistic and motivated to create this ideal image together – with the nursing staff – and to make the house a unique place for the residents and relatives.

3D Mapping process

3D Mapping process

For us, it was a fulfilling task to be able to support the nursing management team in finding a way to shape the future and we are also pleased to be able to accompany them for a while.

 

Want to know more about 3D mapping process?

Please contact us.

This case was written by Julia Winkler.

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The power of emotions

Last week, I was able to accompany a presentation event as part of a Leadership Journey. Following C & Co and the current hybrid trend, the group had been on a virtual learning journey for quite some time. Now a “real day” was on the agenda. And it made one thing, actually only one thing, clear: the importance of physical encounters for one’s own emotional balance and hygiene, which is so significant. The power of emotions.

Remote, yes but …

The touchpoints of the Remote Learning Session so far were great after all. They were interactive in design and of course offered break out sessions for a more in-depth exchange. Energizers and lots of exercises addressed attention and provided experiential learning experiences. The addition of pre- and follow-up tasks to the workshops and the reflection of results in peer groups rounded off the New Learning approach in an ideal way. The topics were not lacking in appeal: “Leadership Personality”, “Leading Self” and “Leading People”. Obviously, everything was offered that is considered useful for successful learning in the virtual space today. Actually. What was obviously underestimated was the power of emotions.

Presence is more than virtual

As it turned out last week, despite all the didactics and diversity, something essential was missing: the emotional experience that only presence makes possible.

This became immediately clear. Even the first meeting was different than in the virtual space. More cordial, more open and more alive. All participants were there and only concerned with the here and now.
The exercises also had a noticeably different quality. Dialogue and exchange emerged instead of the naming of individual points of view. Some things that had already been discussed remotely appeared in a different space of meaning in a very short time.

The power of emotions became especially clear when one participant had gathered enough strength in the afternoon. She/he opened up with her/his Pains and Needs and all the emotions accumulated during the Lock Down. The connection and closeness experienced in the group on this “real day” allowed her/him to show what really moves her/him.

This was an incredible relief for her/him and a special gift for the team. Within a very short time, the culture in this group was enriched by the possibility of being able to bring in emotions. This led to a shift in connectedness. And gave a special example of what makes a leader today.

Emotions light in two-dimensional space

What exactly was different than in virtual space?
It almost seems as if the real space enables 3-D emotions. I.e. emotions can be perceived or experienced more intensively and thus make an excellent contribution to finding a solution.

In virtual space, on the other hand, we are dealing with a kind of 2-D emotions. Here we can influence well from the outside and e.g. inspire or talk about possible emotions. Perhaps also experience joy or frustration. But it remains on a “flat” level, it remains with individual parts.

The physical space could be described as “the whole is more than the sum of the parts”. An ideal place to let the power of emotions take effect.

Presence is irreplaceable

As much as I, we at TCJG now appreciate hybrid formats and intensively focus on corresponding Learning Journeys, this experience made it clear to me: presence is a magical space we cannot do without when we talk about sustainable Learning & Development.

Virtual sessions also have special possibilities that we should not miss.

It is the mix that makes the whole thing work. That was obvious. But now we will certainly consciously sprinkle a pinch of more presence into our Journeys again. And use it even more actively: the power of emotions.

This case was written by:
Eva-Maria Danzer

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New learning, learning – Trainer first!

New learning primarily challenges those that teach today.

As the OECD Pisa-Study 2018 concludes, students are only as good as their teachers. And in this case, what applies to teaching students can also be transferred to HR Learning & Development.

Internal qualification experts such as trainers and HR developers are a decisive target group. As multipliers they are effectively building the skills of staff while acting as guides for current changes.

Our case illustrates how to transform a conventional train-the-trainer programme into a modern, forward-looking qualification approach.

Neue New Teachers, New Learning
Formats

A premium automotive manufacturer finds itself confronted with various L&OD challenges. There is, for example, the central requirement to quickly prepare the workforce for the digital future.

Internal trainers and HR developers are experienced and well trained, but most of them still use the same methods as 20 years ago. They, themselves, have a considerable need for development when it comes to new learning.

At the same time, the outlined change creates an increasing learning pressure, requiring the timely implementation of new teachers and qualification format.

Obviously, the manufacturer is not alone in this challenge. Well-qualified trainers with experience in “future learning” are a rare find on the current market. Those that are newly recruited for this role therefore demonstrate a broad range of different skills and show a wide variety of development needs.

How “teaching” has been taught so far

Our client’s previous Train-the-Trainer programme was designed as a classic “one-size-fits-all” curriculum. Developed many years ago, it comprised several classroom modules and accompanying self-learning units in PDF format. The programme is representative for a traditional understanding of “blended learning” containing all things relevant for the qualification of this target group: brand, company, role, methodology, didactics and application.

Over the time, the programme had grown to twelve (12!) classroom days and has always been identical for each participant.

From curriculum to adaptive concept, from teacher to learning guide

The architecture for this contemporary “Train-the-Trainer” programme was influenced by two central considerations: How does a qualification concept for the future look which meets the above challenges and requirements in equal measure? And how is the role of the learning guide of the future defined?

It quickly became clear that a new version of the programme needed to be designed to adapt to individual qualification needs while considering a variety of prerequisites. It was therefore built as an adaptive qualification concept that can map individual learning paths. Content is segmented in micro-teaching units and can be accessed individually.

Of course, new learning is at the centre of meeting future qualification needs. Virtual learning modules, community learning, workspace learning and virtual learning support make up the majority of the programme. Where live training adds the highest value, classroom modules are complementing the course. Here, too, new designs and methods are used to strengthen learner’s self-efficacy.

We could also say: New Learning is learned through New Learning – by the new “trainer”. In the future, this trainer will be more of a learning companion who supports individual learning at the workplace and assists the learner in shaping his or her own learning path. This is fostered by feedback and by purposeful questions, or by individually arranged exercises.

In this way, learners develop into learning designers and co-moderators of their own qualification – and, thus, from trainer to enabler.

Qualification in tomorrow’s zeitgeist

The conception and coordination phase took place in several iteration loops with the customer and began with facing several pending decisions: Which competence model will be used and how will it be operationalized? Which resources are used to make implementation as lean as possible?

The overall concept follows the competence model of ability (transfer into application or action), knowledge and attitude (motivation/ mindset) and provides learning nuggets for the development of all competences. First, the learner explores his own learning fields in a development centre to then design his individual learner journey based on this experience.

Following the 70-20-10 approach of “Future Learning”, live workshops and small modularized knowledge bits are available virtually and on the job. Mandatory modules are combined with “on demand” offers. Throughout the programme, learners take part in community learning. Regular blogs and small tasks promote learning and exchange in different group sizes and compositions. They ensure learning transfer and enable the mutual exchange of experiences and support.

Specific skills, such as methodology and didactics, are taught in accompanying virtual classroom training sessions. With a learning guide as a sparring partner, the learner carries out an individual project enabling him to apply and test what he learned.

The good old “certification” at the end of the programme is a classroom event. It is somehow the tribute that is still “paid” to the old world. But that also makes sense – and certainly makes you proud. The event is combined with a future workshop and marks the final shift to new learning.

Because here, we are also talking about a change in learning culture …

Learners start with a virtual information phase before the actual start of the programme. This creates transparency in communication and an understanding of the new learning process. The participants get to know Community Learning right from the start.

This is the current status quo of the programme.

The first virtual tasks of the now following pre-phase make learners more familiar with this new learning format and prepare them for the live kick-off event.

Parallel to the information phase, details are currently being sketched out. Here, too, there is close coordination and iteration with the customer. So the journey has just begun.

Quite exciting.
Our customer is shaping the future – and we’re the right partner.