FirstSemester - Homebase

Lecture notes from the the first semester.

Contents

Week 35
1. Team building
  1. The Academy of Untammed Creativity
Week 36
1. Learning and the responsibilities for learning
Week 37
1. Project Design
Week 38
1. Project Design
  1. Peter Busch, Learning Zone, KP
  2. Niko Grünferld, Development Zone KP
Week 39
1. Process Design
Week 40
1. Sharpen your senses
  1. Janne Vind
  2. Gry Guldberg, Learning Zone KP
Week 41
1. Creative Design
Week 42
1. Fall Vacation
Week 43
1. Creative Design
  1. Kasper Arentoft, Learning Zone KP
  2. Nikki Bonne, Photografer
Week 44
1. Organisation, Systemic Thinking and Leadership
Week 45
1. Marketing and Branding
  1. Kasper Arentoft, Learning Zone KP
  2. Dag Ingefjeld
Wekk 46
1. Marketing and Branding
  1. Synnøve Finden Workshop
  2. Process with Team 1 Norway
Wekk 47
1. Marketing and Branding
  1. Group Work
Wekk 48
1. Marketing and Branding
  1. Group Work
Wekk 49
1. Marketing and Branding
  1. Group Work
Wekk 50
1. First Semester Evaluation

Week 35

Team building

The Academy of Untammed Creativity

Week 36

Learning and the responsibilities for learning

Thøger Michelsen, Attractor

A Practical Perspective on Learning Theories By Thøger Riis Michelsen

www.attractor.dk

Main focus:

• Appreciative inquiry

• How do I learn?

• What will I do to learn the most?

ZPD - Zone for Proximal Development • A dialogue between a student and his/her future

• not a dialogue between a student and the teacher’s past

Elements of the learning experience

Auditorial

• Listening to a teacher or reading a book. • Followed by homework and the teacher controlling the homework (typically the mistakes are underlined) • Homework is designed to please the teacher • The student is not in contact with his/her own future • Focus on the mistakes

Laboratorial

• Trying out theory in a safe environment (e.g. Team 12’s classroom) • Reflection

Experiencing/implementing

• Trying out theory in REAL life • Reflection

Past experiences and expectations

A student pursues a problem/project by using already known experiences integrated with new knowledge and understanding. Through trial-error you evaluate this integration. This constructs a new understanding/higher level understanding. Learning is evaluation.

Exercise: How do I learn? Divide into groups. Each group has the following characters:

The storyteller Share an experience where he or she learned something

(e.g. How I learned to bicycle or read)

The interviewer Ask for details in the story told by the storyteller.

(e.g. what was the weather like, were you alone, tired etc)

Listener (can be more than one)

Writes down all the elements that surrounded the storyteller when he or she had the learning experience. Write everything down on Post-it notes and read them out loud to the storyteller afterwards.

What is the exercise good for?

• Focus on how I learn

• Compare and share experiences

• Evaluation

• Reflection

• Sharpen self-consciousness

• Be surprised by differences and similarities

Giving and taking an education Remember to be aware of the difference between giving and taking and education. The standard Scandinavian school system is based on giving students an education. Maybe KP can be a school for people taking their education.

Heliotrop as a principle for learning

Helio = sun

Trop = turning

It is referring to the sunflower that follows the sun throughout the day.

Hawthorn studies – shows that the teacher’s expectations control much of the learning process.

People/organizations have a tendency to move towards their expectations about the future Positive ideas and expectations about the future is therefore very important Positive expectations open up a room for dialogue where people can express their wishes about the future. By realizing the desired scenario you generate an increased engagement and activity level.

Exercise: What do I want to learn? How will I learn this – what training do I need? What help do I need?

Go into groups of two & answer these questions.

Compentence – thinking, doing and wanting

Knowledge Theory Brains

Skill Practical Ability Hands

Attitude Will and Passion Spirit

Leadership and followship

Constructive followship

• Give authority away

• React clearly

• Tell people if they are not constructive

• Relate to the process

• Bring in constructive ideas

• Offer your assistance

• Focus on the positive aspects of the process

• Give the leader time to evaluate the different suggestions

Exercise: Non-stop writing Write for 7-8 minutes starting with the following sentence: When I think about my preferred way of learning then…

Jørgen Clausen, Testrup Højskole

Learning and Globalization By Jørgen Clausen

Main focus: • Concept of lifelong learning • Self generating software (people as modern robots) • The Danish folk high school - “Folkehøyskole”

Lifelong learning “Die in a competent way” – the sole definition of lifelong learning

• Remember to be critical of the gospel of the future as well as aspects of the past. • Be critical of the modern world and remember to reflect, not only react.

Danish Folk high school - A Scandinavian phenomenon - A high school with open classes, no hand-outs and no grades – an open environment. - N. F. S. Grundtvig (1783-1872)

Restricted learning situations versus Open learning situations • Lecturers presenting slides/Power points • Engaged lecturers • Students reading the slides • Students choose their subjects • Teachers handing out the slides

The gospel of Jørgen Clausen • Let the subject be the goal, not tools to get good grades • Stress who you are, rather then how clever you are in a traditional way • No subject is larger than life, so remember life and live an important life

• Ask yourself: Why am I here? Where do I wish to end up? What are my values? Am I living my life? Do I out thoughts/desires into action?

• Learning institutions are now being run as companies, minimizing individuals taking educations focusing on learning experiences that take long time. Study: Latin origin Studio meaning Desire, Lust • Kaospilot school – is being flexible and open only virtues? Is there too little criticism? Reflect more on the processes you are in. (In Roskide university they have started a new study: Self branding Is that about self-pimping or self-realization/exploring yourself?)

Globalization What are our hopes for the future? Do we want a happy society or a small Japan (stressful, high suicide rate)? We need to have this in mind when we create learning institutions as well.

Jette Laursen, CVU

Kjeld Fredens, The Danish council of competences

Week 37

Project Design

Uffe Elbæk, KP

Bjarne Stark, Learning Zone KP

Peter Busch, Learning Zone KP

Niko Grünferld, Development Zone KP

Dynamic Project Management By Nico Grünfeld

ICF – international coaching federation - http://www.coachfederation.org/eweb/

Outcome: ▪ That you know how to start up a dynmic project

▪ That you can experiment with different models in your future workonesa re closed.

▪ Understand the DP-mindset (the KP-mindset)

Dialogue vs discussion Arguments, having right (hmm) vs. development mutual understanding

Questions and exercises ▪ What is my expectations for the lecture:

What is dynamic project managements vs a more traditional approach, what windows are opened up to me and which

▪ What are our dreams:

E.g Elisabeth New PC Develop painting Travel with Torfinn New shower Be certain of my ideas, my strengths and find environment to use them during and after school.

What is the purpose of telling our dreams?

▪ Create a positive mindset

▪ Be aware of what you want, what you are interested in,

What can dreams lead to? ▪ Happiness

▪ Boredom

▪ Potential

▪ Visions

▪ Hope

Think of this question in the break. What is to fulfill a dream? ▪ To create reality, shape reality

▪ To partake in reality, make it some of me

▪ Feeling of achievement

Questions written on a different board, somewhere else in the room. Spend 7 min to write the answers. ▪ Why are you here today?'

Interested Curious Hungry for knowledge See new solutions and perspectives

▪ What drives you in a project?

The end result, but also the creation

▪ From what perspektive would you like to see the world from this week?

Open minded Focus on my strengths

▪ What are you aiming to learn?

See different solutions on how. Get concrete tools on how to lead, gjennomføre a project

▪ Why did we do this exercise?

Be focused on what to get out the class

TEAM PERFORMANCE Who are you today? Why are you the way you the way are? Listen to the team players. What are the goals of the members? Be not only aware of the the goals and results, but also the process.

Team performance model Drexler/Sibbet – www.grove.com

1. Orientation – why are you here?

2. Trustbuilding – who are you? (Skills, but also hobbies)

3. Goals, visions, purpose – who are we? What do we want?= The preject

4. Commitment – Will we do it?

5. Implementation - Time and action plans (gannt charts, timetables)

6. High performance: Wow (if things goes smoothly, be the inspiration, aim higher, bring in new ideas)

7. Renewal/Future – what is next? (Do we need to reconsider, have times/society changed, what needs to be done to improve)

As a project manager don’t be afraid to say that we need breaks

▪ Why are you thoughts on this model?

▪ What is the consequenses of dropping the preject phase? Not unfold the potensial of you team members and raise the potential

Designing the alliance – create the context for the preject or for getting to know new people.

▪ What is the biggest difference between a traditional and dynamic project Goal-oriented vs vision-oriented project Symphony orchestra vs jam-session

▪ Turning visions/dreams into real-world realizations, instead of creating an overall vision for a real-world business.

▪ What is the energy in the room? Let people speak up. Blurt out.

PROJECT PHASES

▪ Preject – personal and project wise.

▪ Decisions platform:

Beginning:How to create more knowledge
- (research, meeting new people) Make many decisions
Later stages: More knowledge and less decisions to make

▪ Goal setting phase (precision vs motivation – when describing the goal)

▪ Concept development phase (realism vs symbolism)

Start with visions and dreams to elevate the project. Let visions instead realism steer the project.

▪ Implication phase (management vs examination)

▪ Evaluation phase ()justification vs strategy/learning

PROJECT GUIDE Project and goal clarification 1. Title

2. Foreword

3. Need (Question #1 – Is there an internal and external needs?)

4. Background (Surroundings? Competitors? Market? Technology? Political signals?)

5. Idea (Basic idea? Story? What is the added value?)

6. Vision (Short power sentence – slogan?)

7. Purpose (Short term and long term achievements?)

8. Values (What values do we reflect? And are reflected?)

9. Principles (Underlying principles? Eg. The Kaospilot six values)

10. Dynamic process goal (What should we do? What are our goals?)

11. Team (Why am I here? Who are you? What do we want/need? Roles? Learning goals? Interested parties? Network? Competences? Challenges? Resources? CSC?)

12. Rules of the game (How do we want to communicate? Decision prosess?)

13. Project metaphor (A common picture on the project’s challenges/potensial/complexity?)

Creative concept development

14. Concept (Describe the concept in detail?)

15. Creativity

16. Dynamic time and action plan (Visualize the dynamic goal? Wha has to be done?)

17. Resources

18. Points of special attetion

Methods

Implementation of dynamic goal

19. Script/follow up

20. Putting into perspective

21. Making the project visible

22. Reflection adn learning

23. Conclusion

Methods

Main elements in a project ▪ Need – Idea – Vision/Purpose – Principles/Values – Concept – Team – Action

Game plan: Se gameplan.ai

▪ Idea vs Concept The idea of what you want to do. The concept is how you want to do it.

Ketan Lakhani

Personal Leadership By Ketan Lakhani

Zulu phrases: Sani Bonani I see you all Ubuntu Ngamuntu Ababantu I am only a person through other persons

Starting exercise: Write down the following on a note: 1. Who are you? 2. A learning question 3. What is your fear today/here?

1. The first question was answered by most of us by stating: Age, nationality and name. Why do we do this? • Habit • Skandinavian Language Complex (whatever this is)

2. Remember the distinction between a learning question and describing learning goals. A question gives you a possibility of an answer.

3. It is remember to get to know your fears. Take reponsibility for your own fear/anxiety. You, yourself should know what you should take responsibilty for and what you shouldn’t care about. When it comes to the feeling of inadequacy – remember to compare yourself to similar sizes. Or else you will easily come out as inferior.

These three parts states: 1. Who we are 2. What we desire 3. What we fear - and they determine our behaviour.

Is there a difference between leadership and personal leadership?

Exercise: Group A answers this question: Write down the qualities of a leader Answers: Able to listen, strong, having drive, risk taking, having overview, motivated/motivating, balanced.

Group B answers this question: Think of a person you personally know as a leader and write down hers/his qualities. Answers: Respectful, emphatic, calm, consistant, experienced, resourceful, clear, having an overview, wize

Group A emphasizes external qualities and action whereas Group B focuses on internal qualities and though.

What is leadership? In what areas do we find books on leadership?

Business Military What are the kjennemerke of these areas? Politics They are: hierachical, power-oriented, ”aggresive”, focused on single Religion ideas. Masculin endevors.

1839 – Industrual Revolution Introduced mass production and changed the notion of leadership. Leadership became a commodity.

I am only a person through other persons

If you treat a person as less than human, it will affect you. If you where alone on a lonely island with one another person that you treat as less than human, you will self suffer a loss of humanity. This less than human can’t see you as fully human either.

Ketan’s vision of the layers in an organization or a society

How can we change the wetware?

Exercise: Write down your 10 most important values on post-it notes. Then reduce the 10 to six, then to 3, then to 1.

Was a person the value you ended up with? In that case you are fucked, that person will eventually die. Does it mean that if that person die, your value die? Remember to separate the symbol from the object.

What decides out choices? Why are you making the chioces you do? Ketan believes you can alter everything within a person if you just go far enough through the layers that determines our choices. For some changes you need to go all the way back and change the worldview.

Perspective Remember that you are the person that out meaning into things. The perspective can change.

Resistance to change Exercise: Fold your arms around eachother. Then fold them again, but this time let the opposite arm be on top.

We have a natural resistance to change, because every change means a death. How should we as a leader be aware of the different stages people go through when they meet change and how should we act?

Bliss Brown, Imagine Chicago

Designing a change process of a whole city

By Bliss Brown

HOW DO WE CREATE SPACE FOR POSSIBILITY Eg. Lynfabrikken – physical space for design possibilities.

▪ Distinction Work and home/lessure

Public and private life – more safe at home

To be able to be bring in the best from the different areas. Eg. Lynfabrikken: The room is multirealized – homey, store, cafe, working space.

Space and possiblities – create mountains in Denmark using tankers and airplanes

Exercise: Context and perspective

Circle: 0

Number: 103

Number: M0M

Sunset and mountains: M0M

▪ Mental maps The edge between the familiar and the unknown

How do persieve ourselves? Focus on the solutions/possibilities for change rather than the problem.

▪ What makes life more open, more filled with possibilities: Mental maps Difference – multiplicity (mangfold) Synergy – innovation Dialogue – communication Being on the edge/learning:

▪ not knowing the end result

▪ not pretending to know

▪ taking risks

▪ risking failure ▪ willing to organise yourself around questions, not answers. ▪ basing your engagement and belief on learning, not success

Trust/safety

Community

Open minedness

Whole heartedness

Power of language

▪ Who make the change, who are in charge?

”We” are – the community are.

Divided imagination about the city – divides people, institutionize the difference and people die.

▪ The how Challenges:

- How do we disarm cynicism?

- Divide realism/criticism from cynicism?

- Constructive communication

Words like no, not, don’t etc. will not register in the mind. Eg. Don’t hit the ball into the woods. The brain picks up ”ball” and ”woods” Everytime you say this you are reinforcing the the connection between ball and woods, instead of breaking it up. Use positive reinforcements, make positive connections.

You can choose you language, free yourself from habits and imprints.

Exercise: How does the mind affect physical strength?

Write down 3 things you like about yourself

Write down 3 things you dislike about yourself

The fasicilitor will pull down the arm of a person while first tellimg him/her the 3 things he/she likes about him/herself and then names the 3 dislikes. What do you think happens?

Exercise: What question can someone ask you that will make you want to connect with him/her?

E: Is that curiosity in your face?

What is that curiosity in your face? (Bliss comment)

Others Can I buy you a coffee?

What do you want do with your life? What are you dreams? What is love to you? Of all the places you have been, which place stole your heart? (Bliss comment) Of all places, where did you feel most alive? (Bliss comment)

From ideas to action:

Understand – imagine – create

Exercise: Go to the person you felt had the most important idea for development

▪ Renouncing/disarm cynicism

Understand it Sparegris into where the fines for being cynical is paid (this is not reframing the attitude) Have you remembered to say yes today?

▪ Communicate learning & Be on the edge/risk taking

Follow the flow, don’t over-analyse/maximize crisis Confront your fears of failure
- Trust the process

▪ Openhearted ▪ Being enthusiastic

Spontaneuos - Provocations - Changes – turn and face the change

▪ Connecting public and private

Government listening to people – edge idea. Allied with the edge-group.

▪ Listening to as many voices as possible

Student radio Invite new people/not the common crowd Og to the least innvative places and makes things happen

Go and brainstorm for 15 min and write down more concrete and focused ideas. The result is more practical and opens the door for innovation. An idea will first have power when it is lived. Take it one step at the time.

Innovation – new things/concepts

Why do we act the way we do?

Past

Present

Future

Force

Fear

Politics

Environment

Belief

Religion

Money

Geography

Genes

Childhood

Hope

Expectations

Habit

Heart School

Effectiveness = What to do, how to do it and will to do it.

Imagine Chicago Lets imagine a city where >>insert dream<< Eg. Lets imagine a city where no ones life is wasted. Imagine God’s economy. What does that mean? Create a city of economy where no one is wasted. Everyone is essencially nessecary to the economy.

Week 38

Project Design

Peter Busch, Learning Zone, KP

Niko Grünferld, Development Zone KP

Dynamic Project Management By Nico Grünfeld

(telemark-skiing, coaching, fotball) ICF – international coaching federation - http://www.coachfederation.org/eweb/

Outcome: ▪ That you know how to start up a dynmic project ▪ That you can experiment with different models in your future workonesa re closed. ▪ Understand the DP-mindset (the KP-mindset)

Dialogue vs discussion Arguments, having right (hmm) vs. development mutual understanding

Questions and exercises ▪ What is my expectations for the lecture: What is dynamic project managements vs a more traditional approach, what windows are opened up to me and which

▪ What are our dreams: E.g Elisabeth New PC Develop painting Travel with Torfinn New shower Be certain of my ideas, my strengths and find environment to use them during and after school.

What is the purpose of telling our dreams? ▪ Create a positive mindset ▪ Be aware of what you want, what you are interested in,

What can dreams lead to? ▪ Happiness ▪ Boredom ▪ Potential ▪ Visions ▪ Hope

Think of this question in the break. What is to fulfill a dream? ▪ To create reality, shape reality ▪ To partake in reality, make it some of me ▪ Feeling of achievement

Questions written on a different board, somewhere else in the room. Spend 7 min to write the answers. ▪ Why are you here today? Interested Curious Hungry for knowledge See new solutions and perspectives

▪ What drives you in a project? The end result, but also the creation ▪ From what perspektive would you like to see the world from this week? Open minded Focus on my strengths ▪ What are you aiming to learn? See different solutions on how. Get concrete tools on how to lead, gjennomføre a project

▪ Why did we do this exercise? Be focused on what to get out the class

Team performance model Drexler/Sibbet – www.grove.com

1. Orientation – why are you here? 2. Trustbuilding – who are you? (Skills, but also hobbies) 3. Goals, visions, purpose – who are we? What do we want? = The preject 4. Commitment – Will we do it? 5. Implementation - Time and action plans (gannt charts, timetables) 6. High performance: Wow (if things goes smoothly, be the inspiration, aim higher, bring in new ideas) 7. Renewal/Future – what is next? (Do we need to reconsider, have times/society changed, what needs to be done to improve)

As a project manager don’t be afraid to say that we need breaks

▪ Why are you thoughts on this model?

▪ What is the consequenses of dropping the preject phase? Not unfold the potensial of you team members and raise the potential

Designing the alliance – create the context for the preject or for getting to know new people.

▪ What is the biggest difference between a traditional and dynamic project Goal-oriented vs vision-oriented project Symphony orchestra vs jam-session

▪ Turning visions/dreams into real-world realizations, instead of creating an overall vision for a real-world business.

▪ What is the energy in the room? Let people speak up. Blurt out.

PROJECT PHASES ▪ Preject – personal and project wise. ▪ Decisions platform:

Beginning: How to create more knowledge
- (research, meeting new people) Make many decisions
Later stages: More knowledge and less decisions to make

▪ Goal setting phase (precision vs motivation – when describing the goal) ▪ Concept development phase (realism vs symbolism)

Start with visions and dreams to elevate the project. Let visions instead realism steer the project.

▪ Implication phase (management vs examination) ▪ Evaluation phase ()justification vs strategy/learning

PROJECT GUIDE Project and goal clarification 1. Title 2. Foreword 3. Need (Question #1 – Is there an internal and external needs?) 4. Background (Surroundings? Competitors? Market? Technology? Political signals?) 5. Idea (Basic idea? Story? What is the added value?) 6. Vision (Short power sentence – slogan?) 7. Purpose (Short term and long term achievements?) 8. Values (What values do we reflect? And are reflected?) 9. Principles (Underlying principles? Eg. The Kaospilot six values) 10. Dynamic process goal (What should we do? What are our goals?) 11. Team (Why am I here? Who are you? What do we want/need? Roles? Learning goals? Interested parties? Network? Competences? Challenges? Resources? CSC?) 12. Rules of the game (How do we want to communicate? Decision prosess?) 13. Project metaphor (A common picture on the project’s challenges/potensial/complexity?)

Creative concept development 14. Concept (Describe the concept in detail?) 15. Creativity 16. Dynamic time and action plan (Visualize the dynamic goal? Wha has to be done?) 17. Resources 18. Points of special attetion Methods

Implementation of dynamic goal 19. Script/follow up 20. Putting into perspective 21. Making the project visible 22. Reflection adn learning 23. Conclusion Methods

Main elements in a project ▪ Need – Idea – Vision/Purpose – Principles/Values – Concept – Team – Action

Game plan: Se gameplan.ai

▪ Idea vs Concept The idea of what you want to do. The concept is how you want to do it.

Week 39

Process Design

Toke Møller, Inter Change

Floris Koot, Development Zone KP

Open Space Process By Floris Koot

Agenda Welcome Shake body and head. Make bizarre statues both with and without sound. Check In Give a weather report, both with sound and physical mimic.

Eg. Tired *yawning with hand over mouth*)

Rules of the Game Workshop 3 rounds in several different rooms. Presentation 1 min presentation of what happened in your space. Check Out Tombs up & point a gun at

/or/
What do you bring with you this morning? & What did you take with you?

Questions Why, what

Why an OS process? Why are we meeting? Have a clear and expressed purpose with the meeting. What do I need and what can I offer to strengthen our principles and purpose?

Rules of the Game 4 principles: Whoever comes are the right people Whatever happens is the only thing that could have happened It starts when it starts It is over when it is over

3 vital ingredients needed to let self-organization arise: A higher common purpose A willingness to work together A level of personal maturity and self mastery

Make an offer (write down a question/topic) you would like to discuss. Eg. Who is Team 12? We have all these conversations with the main purpose in the back of our head. 3 rounds: Lasting 25 min, 10 min, 30 min. Could be a day between each round and longer lasting rounds.

3 roles: The butterfly The bie The walker|

When is OS a good tool? Not controlling For a complex problems/challenges When people are not after a single solution When people are open to the process

www.openspaceworld.org

$/!\$ Edit conflict - other version:

Open Space Process By Floris Koot

Agenda Welcome Shake body and head. Make bizarre statues both with and without sound. Check In Give a weather report, both with sound and physical mimic.

Eg. Tired *yawning with hand over mouth*)

Rules of the Game Workshop 3 rounds in several different rooms. Presentation 1 min presentation of what happened in your space. Check Out Tombs up & point a gun at

/or/
What do you bring with you this morning? & What did you take with you?

Questions Why, what

Why an OS process? Why are we meeting? Have a clear and expressed purpose with the meeting. What do I need and what can I offer to strengthen our principles and purpose?

Rules of the Game 4 principles: Whoever comes are the right people Whatever happens is the only thing that could have happened It starts when it starts It is over when it is over

3 vital ingredients needed to let self-organization arise: A higher common purpose A willingness to work together A level of personal maturity and self mastery

3 roles: The butterfly The bie The walker|

When is OS a good tool? Not controlling For a complex problems/challenges When people are not after a single solution When people are open to the process

www.openspaceworld.org

$/!\$ Edit conflict - your version:

$/!\$ End of edit conflict

Kirstine Simoni og Jacob Paaske, Danish Youth Council

Goos Geuersen

$/!\$ Edit conflict - other version:

Visualization in processes By Goot Geursen

PART 1

Constellations – the purpose • Visual representation with of a problem • Unveiling group dynamic • Figuring out what is wrong, what is not working without asking. • Extending you level of consciousness to be more aware of the relations between people

(energy, team spirit)

The client The client is the person asking the question. The client is never part of the constellation in the beginning to see the system from the outside. The client can decide to partake in the system afterwards, directly.

The representatives The representatives are an anonymous group. The more detached the representatives are from the question and client, the purer the constellation.

The audience The audience is the people watching the constellation and its development.

The analysis Remember that the constellation only shows the clients truth, not necessarily the only truth. Talk about the revealed dynamics. Which representations were left out that could have been important in the constellation or which representations didn’t have the impact first thought.

PART 2

Be authentic • How to stat with yourself and be authentic • Be centered and grounded

Exercise 1: Place your thoughts in your head, your stomach and your feet. Let someone press your collarbone and press you backwards. Feel the difference when moving focus

Exercise 2: First let someone push your arm in an angle Then press your muscles to prevent the person from bending your arm Then imagine your arm as the hose and the water is flowing through your arm and to the garden.

Self 1 → Ego, judging self Self 2 → Natural self

Literature: The inner game of… by Timothy Galway (tennis player)

Exercise 3 - Guided fantasy: Grounded with your feet, on a chair Close your eyes Story told by a host Visualization of an ideal setting Exercise 4: Based on charka

Chakra Location Meaning 1st charka Sexual organ/anus Money, earth and nature, the basic grounding Root chakra 2nd charka Stomach area Playful charka Orange chakra 3rd charka Solar plexus Ego, self respect Solar Plexus chakra 4th charka Heart region Compassion Heart chakra 5th charka Throat Throat charka

Resonate with other, language, communicate with the people

Throat chakra 6th charka Between the eyes The third eye, the feel for the culture Brow chakra 7th charka Above your head Higher state of consciousness Crown charka

goos@bedryvigheden.nl

The Chaos Alliance, Lemmy Kook, Oufa Rian, Morten Ove

Dialogue, learning and listening By Lemmy Kook Jensen, Ouafa Rian, Morten Ove & Gry Guldberg

The KaosAlliance Heartcore Communication – Lemmy Kook Jensen Honesty (rhetoric) – Gry Guldberg Coherence – Morten Ove The Many Voices– Ouafa Rian

The KaosAlliance is a network fighting to develop leadership in emerging from coherence in complex systems.

Guiding principles Be present or be somewhere else Search for questions, not for answers Engage constructively with yourself, the others and us.

Hopes for the outcome of this day - What is rhetoric and what is honesty? Investigating the balance between manipulation and telling/doing the truth - Opening up to new and improved ways of communicating - Learn how to ask the good questions

Divide into 4 groups (Presence Coherence Complexity Honesty)

The Heart and Mind wall Exercise (morning, lunch, afternoon): Write down or illustrate a word describe the state of your heart and mind.

Lesson 1: Heartcore Communication - Why isn't everybody thinking like me? By Lemmy Kook Jensen

Dream Journey 1-2-3 Beach, Sun, The Earth, Forest Path Open spot Rock Glowing Diamond Clear feeling Evident perception There is something on your heart There is something you want to tell the world There is something you want to show the world Old man, Secret 1-2-3

When I was a student at the KaosPilots • People were always talking • People were always saying the same things again and again • Some people talked all the time, some were always quiet • How did we communicate? • Did we communicate? • What about coherence? • I often ask myself if we were present • Did we forget to nurse the connections? • Maybe there was a lack of "Stimmung"; we weren't tuned in; vibrations that didn't catch the same beat or pulse • But how come? We had the language; the word by mouth and we said a lot of words? • Did our brains cheat our hearts

Do we have to say something to communicate?

Exercise 1: How do we act without saying something? The voice is sounds Sound are vibrations But where are these vibrations coming from? From our mind or our heart?

I want you to count to ten, in chronological order, starting with 0 Everyone must say at least one number If two or more persons say the same number, you start all over again There must be no pattern in the way you execute the task.

So how do we communicate with the language? Where is communication anchored when we can't see the words?

Why this exercise: Be aware, and be present. Know when to listen and when to speak.

What is important when listening? The listener, the storyteller and the space between.

Exercise 2: How do we listen? The 4 levels of listening Level 1: We can listen with starting point in oneself Level 2: We can listen with interest (ask questions) Level 3: We can listen with our mind and our body (fully aware of the other person, her/his body language) Level 4: We can listen with the pit of our heart (seing what the other person is saying to me underneath it all)

Get together in pairs of two. Listen on level 1 Listen on level 2 Listen on level 3

What is listening about? How do we create an inner broadband for good listening? What is most important when we listen: Me? You? Us?

Exercise 3: Are we important enough to each other? In order to make to clear communication we must create coherence To create coherence we must connect In order to connect we must be so important to each other that we are being honest

So let's try to listen on level 4 Are we important enough for each other to be honest or to listen. Listen quietly for 1 min. Then rotate.

While you are listening try to sense how important the other person is to you. Find out what connects you Communicate what connects you to each other. Be honest.

How can coherence emerge? How do we nurse coherence? How do we strengthen your connections?

Exercise 4: How does it feel when you tell the world what's on your heart We can try to pretend that we are someone else that the person we are We can be busy running We can believe that we are independent people with no connections to the people around us We can get in sync with the person we are and fully act out this person We can be busy being present and honest We can believe that we are dependent on the people around us and connect in order to create coherence

Communicate what you want to tell and show the world

How did you feel? Where could you feel it? What happens if this feeling gets your starting point of communication?

Lesson 2: Body and Dialogue By Gry Guldberg

Learning goal: Be conscious about how you use your language and what impact your verbal actions have on you and the people around us. Any phrase expressed is a verbal action

Literature: Goffman (everyday theatre)

Big talk and small talk Big talk Say only what is necessary according to the goal of the conversation. Say only what you think is true. Don not say something you are not sure if you believe in. Be relevant, stick to the subject. Express yourself clearly and directly, without any possibility for misinterepretation.

Exercise: Where could a big talk be appropriate for team 12 (3 & 3) Make a list.

Simple talk (small talk) – the principle of politeness Take care of people around you. Avoid that your words increase people’s ability to act Be generous and fulfill other people’s need (or express that you want to fulfill them) Be positive. Avoid criticizing the one you are talking to. Support and express you sympathy instead. Be modest. Avoid telling about your advantages, reject kind words and be self critical. Agree. Seek common ground and avoid disagreement. Use phrasing like: Yes, but…

Exercise: When were you last polite to someone in team 12 (2 & 2)

Question: Do you see small talk as an advantage or disadvantage regarding leadership?

Exercise: What characteristics hide beneath these sentences? (2 & 2) 1. Hi John, wouldn’t you be nice and turn of the radio?

Politely/ seeking compromice

2. Ehh, John. Would you mind switching off the radio?

3. Wouldn’t it be nice to switch that radio off, John?

Hinting at a group benefit. Not me, but we.

4. John! Would you switch that radio off?

Direct order

5. Just switch that radio off, please

Uncompromising, but with a please

6. Just switch that radio off

7. Switch that radio off

Commanding

8. Get that radio switched off!

Offended, you should know better-tone

9. Could you then get that radio switched off?

10. Go and get that radio switched off right away!

Commanding action

11. God damn! Get that radio switched off or I’ll…

Threat

Characteristics: Question Negation (not) Verbs in preteritum Adverbs that loosen up the sentence (just, kindly) Please, bitte, por favor etc

Indirect techniques of down-toning the expressed Example: Turning of the radio 1. What a day. I am completely tired (understated: please turn of the radio) 2. My work is quite difficult, I have to concentrate a lot. But I think you know that feeling. 3. Sorry, may I ask you something? Doesn’t that radio play louder than it use to? 4. Are you still listening to the radio, John? 5. Can you reach the button? I don’t feel like switching it off. 6. You would make me happy by switching off the radio. 7. Would you mind switching off the radio 8. Isn’t the radio able to play any louder? What about some more volume?

Interpretations 1-2: Talking about something else 3-4: Saying it in an indirect way. E.g. try to begin in a sympathetic way. 5-6: Informing how you would feel if the desired action happened. 7: Ask for the other’s opinion about the action 8: Use irony, jokes or non-transparent expressions

Face or fiasco – interaction between people The face is the positive and idealistic image of our own position and value one has of one self. One seeks to have this image confirmed by other people through their verbal actions and contact. This means your face is not a personal affair. You need to have your face confirmed by others. But at the same time they can destroy, interrupt and break down the face or mask you wear. You acknowledge and confirm a person’s presence through verbal actions, and are being confirmed and acknowledged through other people’s verbal actions.

Questions: When was your face last interrupted? Which verbal expressions can break down your face?

Exercise: (in plenum) When did you last lose your face? How did your body react when you lost your face?

Lesson 3: Reflection on process, communication and coherence By Morten Ove

(Entire lecture is giving without use of the voice, there is a powerpoint assisted by a second screen where Morten is writing all his thoughts in a notepad document as we go through the slides. He is talking personally to his audience through a simple text-editor, wirting down his immediate thoughts. Silence, music and live text – a live message)

Authenticity and communication Be real, be authentic, be yourself Communicating is interacting is relating is communicating is…

The Human Game (call your own bluff, change the game) Communicating without filters It is easy being just cool, the important subculture – I want to be accepted as I am, therefore I behave like someone else. But show your face – be real with me. Stop defending and start engaging Stop looking for the “right” answer, the right thing to do.

Me and Us Take the contribution to the world from your heart. There is no one like you, and no one, except you, can bring what you have. There is a live exchange (be real, be connected) – unlock potential by sharing, moving. The potential lies with US, not with YOU or ME.

Relational foundation for process makeup Relating is the foundation. You relate through openness (curiosity, inviting, welcoming) Honesty (being real, present). Are you important enough to me for me to be honest? Accountability (trust, counting on each other, integrity) Don’t say it, show it. Acceptance (Spacious personality, room for everyone, tolerance)

How to facilitate in relationships, engage in them? By getting dirty and heartcore Engage (words, intention, put yourself on the line) Heart to heart When to use the toolbox?

Be grounded | Be curious | Be together

Lesson 4: The Many Voices By Ouafa Rian

What perspective to create a space to contain a diversity of voices? Perspective – cognition

Behind every right and wrong there is a field. I will meet you there - J. Rumi (sufi)

Living systems (natural, social) Complexity, diversity, chaos, adaptive, non-linear and dynamic systems. Constantly in a balance between chaos and order.

Def. chaos: Unpredictable, but not random

Tool # 1 - Negotiation

3 ways of seeing: Me or you (Scandinavian, room for all) Me and you Us

The world does not exist, it is constantly being brought forth by negotiation. (The foundation of systemic thinking)

Understanding is a form of control Every answer is a death – John Cage

Gry Guldberg, Development Zone KP

Body and Dialogue By Gry Guldberg

Learning goal: Be conscious about how you use your language and what impact your verbal actions have on you and the people around us. Any phrase expressed is a verbal action

Literature: Goffman (everyday theatre)

Big talk and simple talk (I refuse to use small talk) Big talk Say only what is necessary according to the goal of the conversation. Say only what you think is true. Don not say something you are not sure if you believe in. Be relevant, stick to the subject. Express yourself clearly and directly, without any possibility for misinterepretation.

Exercise: Where could a big talk be appropriate for team 12 (3 & 3) Make a list.

Exercise: When were you last polite to someone in team 12 (2 & 2)

Question: Do you see small talk as an advantage or disadvantage regarding leadership?

Exercise: What characteristics hide beneath these sentences? (2 & 2) 1. Hi John, wouldn’t you be nice and turn of the radio?

Politely/ seeking compromice

2. Ehh, John. Would you mind switching off the radio?

3. Wouldn’t it be nice to switch that radio off, John?

Hinting at a group benefit. Not me, but we.

4. John! Would you switch that radio off?

Direct order

5. Just switch that radio off, please

Uncompromising, but with a please

6. Just switch that radio off

7. Switch that radio off

Commanding

8. Get that radio switched off!

Offended, you should know better-tone

9. Could you then get that radio switched off?

10. Go and get that radio switched off right away!

Commanding action

11. God damn! Get that radio switched off or I’ll…

Threat

Characteristics: Question Negation (not) Verbs in preteritum Adverbs that loosen up the sentence (just, kindly) Please, bitte, por favor etc

Questions: When was your face last interrupted? Which verbal expressions can break down your face?

Exercise: (in plenum) When did you last lose your face? How did your body react when you lost your face?

Mick Cordero and Jonas Lidman, KP Team 10

Forum theatre By Mick and Thomas (team 10)

Agenda 09:00 Welcome

Warm-up and focus What is a process? (what does the mean to you and to us) Exercise in observation Exercise in values

12:00 Lunch 13.00 Choose the themes for the forum theatre

About forum theatre Preparation Play! Act! Fishbowl/evaluation

16:00 End

Exercises in focus and concentration Exercise 1: Passing you name on. When you meet someone stretch out your right hand tell them your first name. You get a name in return. This is your new name, take it and pass it on to the next person you meet. When you get your own name back, step out of the group. (If you want a harder challenge you can stretch out your left hand and give away your last name when you get your own name back)

Exercise 2: Here we come & show me who you are Divide into two groups. Both group get a theme from a category (a meal, an artist, a country etc.) Each group get 10 seconds to decide on what the concrete theme should be and how to mime it. The groups stand in front of each other. Group one takes 3 steps (saying: Here we come x 3), group 2 stops them (saying: Stop! Show me who you are) and then group 1 have to mime their theme. When group 2 guess the theme, it is up to group 1 to get back to the starting point without getting caught. Anyone who does is not part of the other group. Repeat until you loose interest ☺

What is a process? A development you are focused on People moving from one place to another (Ketan) Take a theatre, everything happening backstage or behind the scene is the process (Kristin) Classical def: The movement from A to B

NB: In order to have a project, it must be limited in time and space and it must have an outcome. Time tables and milestones etc.

Process: Why are we doing this? How are we going to work together? Are we conscious about the process during the project?

Top 5 (last week for Elisabeth) - Constellation – visual representations - Listening exercise (Lemmy) - Communication is everywhere/everything - Be true to yourself, be real - How to keep the overview when involved in a process. It is often more difficult to reflect when in the middle of everything.

Wishing list (What do we want to learn?) - Involvement versus overview - Case studies - Implementing tools (embody the tools) - How to treasure the results/outcome of the workshop?

Tip Ask questions for the group to answer Draw drawing resembling the situation Change perspective (How does X feel, how does Y feel) Always end with an evaluation

NB: Shut up - fruit

Make a decision - object

Exercise in observation 10 people are sent out of the room. They are given a specific scenario they are exposed to and should respond to when re-entering the room they left.

- Visiting a junky’s apartment - Visiting your dream apartment - Visiting a morgue

The rest will observe the 10 people when they re-enter the room. Observe without judgement (describe without judgement)

What is he/she doing? How is he/she doing it? (Do not include your thoughts on why they do what they are doing)

Do the observation group manage to decipher where the 10 people are?

Simple version: It is muted, there is no specific task for the actors to perform, and there is no cooperation.

Conclusion: The leap from observation to judgement is a short one.

Be more aware of our body language and how much it affects our perspectives Went from being focused on details to the whole group’s movements Getting concrete from just watching It is using the power of transformation, imagine a different setting.

Exercise in values Agree/Disagree/Not sure You have these 3 different answer to give to the following statements. When hearing a statement you move to the corner of the room that represent the your opinion. You are allowed to change your opinion at any time. When the groups are set, they discuss why they have choose the opinion they have and the facilitator ask a representative to share the groups thoughts. Statements: Autumn is the best season

A large group should always have a leader All members in a group should be able to work together The Danish politic on alcohol is good.

Forum theatre and forum play

Created in 1950-60 by Director Boal. He was working with plays that had no ending and rather letting the audience decide what should happen, and even partake in the process on stage. The purpose was to transform the audience. Boal worked with a Swedish woman Byrens. A famous quote from her is: Be the main character in your own life”

Difference between forum and play Theatre: Prepared parts where som may influence or even partake in the piece Play: The group in total decide the focus/content of the piece

Forum play Purpose: Show/play out a conflict or challenge to generate the possibility of recognition.

The piece must have the following ingredients: - Relevance to the audience - A problem owner - A problem solver

Reflections + You see the problems on a distance, as an audience + The power of recognition + There is no magical answer, no single solution - Not realistic, as it is very difficult to find a relevant solution - People get stuck in their roles

How to alter the situation/end the conflict in the play? You can include physical alterations (shouts, carrying a person) Change the actor to let someone else play the role differently Make people talk clearly, no in each others mouths. Make people be less verbal and more physical