Search Results for “post up ” – Page 10

Posted on January 4, 2010June 2, 2015 by Dave Gray — 4 Comments

Elevator Pitch

Note: This approach is meant to be pretty flexible- other idea generating and prioritizing techniques may be substituted within the flow to suit the circumstances. Would like to hear how others approach this challenge. -James

Object of Play: What has been a time-proven exercise in product development applies equally well in developing any concept: writing the elevator pitch. Whether developing a service, a company-wide initiative, or just a good idea that merits spreading, a group will benefit from collaborating on what is- and isn’t– in the pitch.

Often this is the hardest thing to do in developing a new idea. An elevator pitch should be short and compelling description of the problem you’re solving, who you solve it for, and one key benefit that distinguishes it from its competitors. It must be unique, believable and important. The better and bigger the idea, the harder the pitch is to write.

Number of Players: Works as well individually as with a small working group

Duration of Play: Long- save at least 90 minutes for the entire exercise, and consider a short break after the initial idea generation is complete, before prioritizing and shaping the pitch itself. Small working groups will have an easier time coming to a final pitch; in some cases it may be necessary to assign one person follow-up accountability for the final wording after the large decisions have been made in the exercise.

How to Play:

Going through the exercise involves both a generating and forming phase. To setup the generating phase, write these questions in sequence on flipcharts:

Who is the target customer?
What is the customer need?
What is the product name?
What is its market category?
What is its key benefit?
Who or what is the competition?
What is the product’s unique differentiator?

These will become the elements of the pitch. They are in a sequence that follows the formula: For (target customer) who has (customer need), (product name) is a (market category) that (one key benefit). Unlike (competition), the product (unique differentiator).

To finish the setup, explain the elements and their connection to each other.

The target customer and customer need are deceptively simple- any relatively good idea or product will likely have many potential customers and address a greater number of needs. In the generative phase, all of these are welcome ideas.

It is helpful to fix the product name in advance—this will help contain the scope of the conversation and focus the participants on “what” the pitch is about. It is not outside the realm of possibility, however, that there will be useful ideas generated in the course of exercise that relate to the product name, so it may be left open to interpretation.

The market category should be an easily understood description of the type of idea or product. It may sound like “employee portal” or “training program” or “peer-to-peer community.” The category gives an important frame of reference for the target customer, from which they will base comparisons and perceive value.

The key benefit will be one of the hardest areas for the group to shape in the final pitch. This is the single most compelling reason a target customer would buy into the idea. In an elevator pitch, there is no time to confuse the matter with multiple benefits- there can only be one memorable reason “why to buy.” However, in the generative phase, all ideas are welcome.

The competition and unique differentiator put the final punctuation on the pitch. Who or what will the target customer compare this idea to, and what’s unique to this idea? In some cases, the competition may literally be another firm or product. In other cases, it may be “the existing training program” or “the last time we tried a big change initiative.” The unique differentiator should be just that- unique to this idea or approach, in a way that distinguishes it in comparisons to the competition.

Step One: The Generating Phase

Once the elements are understood, participants brainstorm ideas on sticky notes that fit under each of the headers. At first, they should generate freely, without discussion or analysis, any ideas that fit into any of the categories. Using the Post-up technique, participants put their notes onto the flipcharts and share their ideas.

Next, the group may discuss areas where they have the most trouble on their current pitch. Do we know enough about the competition to claim a unique differentiator? Do we agree on a target customer? Is our market category defined, or are we trying to define something new? Where do we need to focus?

Before stepping into the formative phase, the group may use dot voting, affinity mapping or other method to prioritize and cull their ideas in each category.

Step Two: The Forming Phase

Following a discussion and reflection on the possible elements of a pitch, the group then has the task of “trying out” some possibilities.

This may be done by breaking into small groups, pairs, or as individuals, depending on the size of the larger group. Each given the task of writing out an elevator pitch, based on the ideas on the flipcharts.

After a set amount of time (15 minutes may be sufficient) the groups then reconvene and present their draft versions of the pitch. The group may choose to role play as a target customer while listening to the pitch, and comment or ask questions of the presenters.

The exercise is complete when there is a strong direction among the group on what the pitch should and should not contain. One potential outcome is the crafting of distinct pitches for different target customers; you may direct the groups to focus in this manner during the formative stage.

Strategy:

Don’t aim for final wording with a large group. It’s an achievement if you can get to that level of finish, but it’s not critical and can be shaped after the exercise. What is important is that the group decides on what is and is not a part of the pitch.

Role play is the fastest way to test a pitch. Assuming the role of a customer (or getting some real ones to participate in the exercise) will help filter out the jargon and empty terms that may interfere with a clear pitch. If the pitch is truly believable and compelling, participants should have no problem making it real with customers.

Posted on December 8, 2009June 2, 2015 by Dave Gray — 13 Comments

Meeting games

Meeting games, originally uploaded by dgray_xplane.

Games are not a new thing at work. In nearly every office environment games are in evidence. Be assured: you are part of a game whether you know it or not. Games are going on all around you and most of the time the rules are unclear, unspoken or unknown.

Whether or not you choose to explicitly bring knowledge games into your workplace, a better understanding of games and game mechanics can help you be happier and more productive at work. We can call this game literacy: An understanding of what games are, how they work, and how they shape our environment.

A game is a socially constructed world where the rules of ordinary life are suspended in favor of a set of rules that the game-players have explicitly or tacitly accepted. Every organization has both written and unwritten rules, and you need to play by both sets of rules if you want to be successful in that organization. The problem with ambiguous or unwritten rules is that people easily become confused, disoriented and sometimes disenfranchised. They check out.

Here are some of the games we have observed in work environments:

I agree with the boss more than you do: Players compete to show the most enthusiasm for the ideas or suggestions of the most powerful person in the room. Moves in this game include loud, conspicuous or unnecessary expressions of agreement or enthusiasm, as well as disparaging comments about alternative positions or perspectives. The winner is the one who curries the most favor with the boss, or gets the boss to appoint him or her to a coveted position or project.

Let’s pretend we all get along: In this game, meetings are somewhat farcical ceremonies where nothing of serious importance is discussed or decided. The real issues are resolved outside the meeting space and the real decision-makers may not even attend the meeting. The meeting leader may be in a position where he or she pretends to have a discussion about a topic, but has no real authority to change anything. Moves in this game can include changing the subject, soft-pedaling difficult questions, and shifting blame to a higher authority or “the system.” The goal of this game is to continue the play without anyone challenging the status quo.

The definition game: Players use language as a game element. The goals of this game can vary widely, from productive to destructive to simply play for the enjoyment of the game. In the definition game, the discussion is paused as players work to find language or semantic issues that can change, derail, or delay the game. One mode of play is to drag the other players into endless discussion and delay the real issues of the meeting. Another mode is where players work to define language such that they can appear to agree when in fact they disagree – a version of “let’s agree to disagree” without making the conflict explicit. This mode is a version of “Let’s all pretend we get along.” The definition game is not always negative. It can be useful when a meeting involves people from different disciplines or different cultures. The goal in that case is to truly understand what is meant by a term that’s in play.

Saboteur: This game is only fun if everybody in the meeting is not in on the game. The goal of the game is to subvert the real meeting in order to nurture a grudge, or for the amusement of the players. Moves in Saboteur are wide and varied. They can be anything from body language, like yawning, crossing the arms and rolling the eyes, to killing any new idea through ridicule or discussing similar ideas that failed. Other moves are pretending you don’t understand in order to impede the meeting’s progress, or taking advantage of a backchannel like Twitter or IM to comment disparagingly on the conversation. A key strategy in Saboteur is to wait until others have staked out a position and then move in for the kill. The goal of Saboteur is to stop or delay any serious progress or change.

King of the hill: Players compete to demonstrate their alpha status within the group. This can be a version of “I agree with the boss more than you do” when players are competing for the boss’s approval, although this is not always the point of “King of the hill.” The goal of this game is to assert your dominance and to get others to show signs of submission. Moves in the game can be anything from an unnecessarily strong handshake to taking the seat at the head of the table.

I’m too busy for this: Players attend a meeting but at the earliest opportunity delve into unrelated work, often by opening their laptops. This is a form of “checking out” but can also be a signal of disinterest or a play for dominance; sometimes it can be a version of “King of the hill.” One very recognizable move in this game is the player who ducks out of the meeting to take an “important call.”

Filibuster: Filibuster is a game about air time. Players angle for center stage and enter into lengthy monologues to promote an agenda or point of view that is only tangentially related to the meeting. Moves may include the introduction of technical jargon to prove one’s expertise, lengthy explanations of unrelated topics, or raising issues from other domains to get them the widest possible audience. Filibuster may also be a play for attention for its own sake. The goal of the game is to keep the center stage for as long as possible.

Here’s why you all should like this: This game is played by authority figures in hierarchical organizations who want to discourage conversation about difficult topics. Decisions are presented to a group and a pretend “discussion” ensues. Controversial decisions are “spun” or presented as “good news” and any discussion of the controversial aspects is discouraged. Moves include “We’ve already discussed that” and body language like that seen in Saboteur. The goal of the game is to maintain the appearance of consensus without changing any of the decisions. One version of this game is “Let’s all agree with me” where a power- player continually raises the same “suggestion” until all disagreement evaporates. One sign that this game may be underway is when managers do most of the talking and frontline workers are noticeably silent.

Sock puppet: Players try to increase their status or the importance of a point by claiming to speak for a constituency that isn’t present. They may represent this point of view as coming from others but more often than not it is their own. Moves include terms like “I’ve heard,” “People are saying” and so on. A key strategy in this game is to refuse to identify one’s sources in order to protect them from retribution. A player wins when the other players agree to the validity of their point.

Shell game: The goal of this game is to postpone meetings and decisions indefinitely. In this game, meetings are moved all over the calendar to accommodate everyone’s schedule, or decisions are postponed because everyone wasn’t able to attend. Difficult topics are “punted” into the next meeting. Players avoid making decisions until everyone agrees, and attempt to keep as many issues unresolved as possible. This can be a version of “Let’s all pretend we get along.”

I’m sure it’s clear by now that these kinds of games go on all the time, in nearly every organization. Players are not even necessarily conscious of their roles as players in a game, and yet they play anyway, sometimes out of boredom and sometimes out of habit. The point here is not that “game-playing” is a negative thing in work environments, but that games are a natural activity; they are part of the social construct and part of how work gets done. And like any other practice, they can be constructive or destructive.

Knowledge games are a way of bringing structure and clarity to the work environment. They make the game – and the rules of the game – explicit, so everybody knows what game they are playing and why. When people understand and agree to the rules, they can put themselves more fully into the game. A knowledge game creates a safe place for people to explore new and sometimes uncomfortable ideas. They are more engaged in their work, they collaborate better, they contribute more, and a better work product is the result.

Posted on December 7, 2009June 2, 2015 by Dave Gray — 7 Comments

Why knowledge games work

The way humans gain the lion’s share of what we know is through a slow process of gathering informational knowledge – accumulated layers of additive information based on years of exposure and experience. For example, my knowledge of Spanish is informational knowledge. I learned it through years of listening to Spanish speakers and eventually formalized it by taking multiple semesters at university, building up bits of knowledge to get a fairly complete understanding of the language. And along this learning path, I had an anticipated outcome – fluency. I would eventually know enough verbs, conjugations, vocabulary, etc. to present myself as a Spanish speaker. But nowhere along that learning curve did I create something rather than just accumulate it. Spanish was already there; it was just a matter of me methodically crawling through it, adding to my increasingly large pile of information.

And this is how most of us approach problem-solving – by applying informational knowledge. We think of a problem (or perhaps create one!), get a sense of its magnitude, reference relevant information we know and then apply it as a solution. And there are many situations in which this is a perfectly appropriate plan of attack: you see someone choking in a restaurant, you hurriedly scan your knowledge from the past, you perform the Heimlich. Brilliant. But the shadow side to this type of problem solving is that it confines you to the boundaries of the smaller pieces of the pie chart above – the realm of what you know and the realm of what you know that you don’t know. So if you know the Heimlich (even half-assed), you try it. And if you know that you don’t know the Heimlich, you’re likely going to seek out someone who does and ask them to solve the problem. But it’s highly unlikely that you’re going to spontaneously invent a new move and liberate a choking gentleman from his hambone. That’s just not the way informational knowledge works. And if you impress yourself by actually inventing a new anti-choking technique, well, surprise. You’ve just entered the realm of transformational knowledge.

Transformational knowledge is knowledge that can seem to appear out of the ether. It emerges almost as a flash – a eureka moment – and appears most often when we’re either under duress or in a child-like state of learning. But since most of us eschew being “child-like” – we do take ourselves rather seriously – rarely do we get access to the biggest piece of the pie chart. We spend almost all of our time vacillating between the two dinky realms of either ‘what we know’ or ‘what we know that we don’t know.’ So it’s not shocking that when we’re tackling problems – business or personal – we find our way to the same results. How innovative can we really be when we’re treading and retreading the same ground? But don’t misunderstand; we’re not at fault – we can hardly be held responsible for what we don’t know that we don’t know. But we can be responsible for actively trying to get access to that space. To that big, mysterious piece of the pie that’s hoarding almost all of the creative solutions.

Knowledge games, as set forth in our book, are powerful because they’re designed to help us move out of the familiar and predictable and into the uncertain and unknown – where creation actually lives. We’re including games and meeting processes in which the rules aren’t rigid, you can veer away from a directed outcome and you’ll often be surprised at how it all turns out. We’re giving you tools to create, not repackage. And this is important because, as Einstein understood, “Problems cannot be solved by the same level of thinking that created them.”

Eureka.

Note: This post was inspired by Landmark Education, a forum that applies the notions of informational vs. transformational knowledge in the areas of human consciousness and performance.

Posted on November 18, 2009June 2, 2015 by Dave Gray

Show Me Your Values

NAME OF PLAY: Value Tease

Object of Play:

To unearth employee perception of the deep values that underly an organization, an initiative, a system-wide change, or any other topic.

# of Players: 5 – 10

Duration of Play: 30 minutes

How to Play:

Before the meeting, decide the topic around which you want players to share stories. Set-up a flat surface area in which you can write and they can post their images. Write the name of the topic in this area.

Provide the players with tape and several magazines of all genres—enough magazines for each player to rifle through three or four.

Tell the players that the goal of the exercise is twofold: First, they’ll describe in pictures what they perceive to be the values underlying the topic. Second, they’ll share a work-related story that’s indicative of those values. (Example: an image of a turtle may represent patience and longevity, so the player may share an anecdote in which an attractive but high-risk project was not pursued.)

Give everyone 10 minutes to cutout one or more images that represent their perception of the underlying values.

Ask them to tape their image(s) in the designated area and then quietly reflect on a story associated with the value(s) they represented.

Ask for volunteers to take turns sharing both their images and their associated story.

Pay attention as the players describe the values they perceive and write them in the space beside the appropriate image.

Go over the values you captured and ask the players to look for overlaps and gaps in their perception. Ask follow-up questions about the content and stories to generate further conversation. Let the group absorb and discuss the perceptions they share as well as those they don’t.

NAME OF PLAY: Show Me Your Values

Object of Play: To understand employee perception of the values that underly an organization, an initiative, a system-wide change, or any other topic.

# of Players: 5 – 10

Duration of Play: 30-45 minutes

How to Play:

Before the meeting, decide the topic around which you want players to share stories. Set-up a flat surface area in which you can write and they can post their images. Write the name of the topic in this area.
Provide the players with tape and several magazines of all genres—enough magazines for each player to rifle through three or four.
Tell the players that the goal of the exercise is twofold: First, they’ll describe in pictures what they perceive to be the values underlying the topic. Second, they’ll share a work-related story that’s indicative of those values. (Example: an image of a turtle may represent patience and longevity, so the player may share an anecdote in which an attractive but high-risk project was not pursued.)
Give everyone 10 minutes to cutout one or more images that represent their perception of the underlying values.
Ask them to tape their image(s) in the designated area and then quietly reflect on a story associated with the value(s) they represented.
Ask for volunteers to take turns sharing both their images and their associated story.
Pay attention as the players describe the values they perceive and write them in the space beside the appropriate image.
Go over the values you captured and ask the players to look for overlaps and gaps in their perception. Ask follow-up questions about the content and stories to generate further conversation. Let the group absorb and discuss the perceptions they share as well as those they don’t.

Strategy:

A notable benefit of using pictures to elicit values statements and stories is that imagery is simultaneously one step removed from a straight, verbal declaration yet one step deeper than what you may get when you ask players to share their “intellectual” thoughts. And using pictures gives the players a sort of comfort zone to express themselves, since they can choose pictures that represent the whole spectrum of comedy and tragedy around a topic. So if someone prefers truth through humor, they can find images that allow them to use it. And if someone else prefers truth through hyperbole, well, they have that option too.

As the group lead, realize that some players will think immediately of a value representing a topic and go hunting through the magazines until they find a suitable representation. Others will surf the images, looking for something that resonates with a vague notion they have in their minds. Either approach is suitable and you can discuss these approaches when you set up the play.

Most importantly when you introduce the game, encourage people to share the values they perceive as honestly as they can. Tell them that it’s okay to believe that an underlying organizational value is territoriality and to represent that with an image of a lion. Not only is this behavior appropriate, but it’s also desirable—since beliefs that drive behavior often go unstated in public but are repeated and spread through huddles within the organization. And as people share stories, if someone is having trouble thinking of a story to match their image, give them more time (or let them bow out completely) and let someone else offer a story. Often people will have stories triggered based on anecdotes that others share.

Finally, let people be creative with the storytelling section of the play. If two or more participants want to share a story together, encourage them to do so. They can even go so far as to role play an event that unfolded. Your job is to create a space in which people can say something that may be taboo but that everyone is thinking.

Fun, optional activity: Ask the players to cutout images that represent what the values are NOT. So if a player believes expediency is NOT one of the values around a project, she may choose the aforementioned turtle as a representative image.