1. a shared common focus.
2. a culture in which everyone is able to contribute and is “listened to” equally.
3. an environment in which feelings can be freely expressed.
4. an expectation that all aspects of issues will be canvassed.
5. shared decision making i.e. no single person is relied upon to make decisions.
6. a culture which invites people to be extremely candid.
7. a creative membership open to new ideas.
8. a perception that activity is effortless.

If you are wanting a high performing team, challenge yourself against the above eight points.

ACTION: Ask yourself whether these are characteristics of your team?

• If so, how can you ensure they continue?
• If not, what can you do to bring more of them into your team?

Article summary:

• Extract from www.anyzing.com
• In teams, peak experiences can be contagious and lead to great business outcomes. This is especially true when team members begin to achieve their ‘highs’ simultaneously. Such simultaneous highs can be termed as being in the ‘Flow’.
• When in Flow, actions can become effortless and people often recount them as stand out moments of work.
• Flow Theory was developed by Mihaly Csikszentmihalyi, Department of Psychology at the University of Chicago.
• The eight essential factors that lead to an enjoyable flow experience are given.

Apply your learnings from this article to:

• inspire and motivate your team to higher levels of performance and achievement through the Flow state.
• Assess yourself against the eight essential factors for Flow. Ask yourself, what more can I do to facilitate Flow in our business?

Ready, Set, Flow!

“The conditions under which accelerated team formation and knowledge creation occur are similar to the condition known as ‘flow’. At the same time, people report experiences such as ‘being in the groove’, ’switched on’ or having ‘aha’ moments.

In the world of the group or team, peak personal experiences can be contagious, especially when the members begin to achieve their ‘highs’ simultaneously.

The orchestra plays music so brilliantly that the audience and musicians are transported. The football or netball team plays as if every move was perfectly choreographed and the crowd joins in too. The school teacher has a classroom in which every learner is so engaged that they participate in Multiplayer Maths problems for hours and do not notice time passing. The strategy team reaches agreement without a fight, sensing the needs of the others, creating a world in which all can join in equally. These teams all behave as if they were a single organism.”

Flow Theory

Flow Theory was developed by Mihaly Csikszentmihalyi, the former Chairman of the Department of Psychology at the University of Chicago. He devoted his life’s work to the study of what makes people truly happy, satisfied and fulfilled and what makes them bored and anxious.

During the flow experience, your whole body, mind and consciousness become ordered and harmoniously directed. When you are in flow, everyday experience becomes a moment-by-moment opportunity for joy and self-fulfilment. Feelings of chaos, indecision and anxiety disappear. Self-consciousness and worries recede. You have a single goal.

In these exceptional moments, whatever one does becomes worth doing for its own sake: living becomes its own justification. In the harmonious focusing of physical and psychic energy, life finally comes into its own.

The metaphor of flow is one that many people have used to describe the sense of effortless action they feel in moments that stand out as the best in their lives. Athletes refer to it as ‘being in the zone’, religious mystics as being in ‘ecstasy’, artists and musicians as ‘aesthetic rapture’. All do very different things when they reach flow, yet their descriptions of the experience are remarkably similar.

The eight essential factors that lead to an enjoyable flow experience are:

1. A clear goal
2. Feedback
3. Challenges which just exceed skills
4. Concentration and Focus
5. Control
6. Loss of self consciousness
7. Transformation of time
8. Activity which is its own justification

Compare the conditions of flow with Schein’s conditions of effective Teamwork:

1. A shared common focus
2. Everyone is able to contribute and is ‘listened to’ equally
3. Feelings are freely expressed
4. All aspects of issues are canvassed
5. No single person is relied upon to make decisions
6. People are extremely candid
7. People become very creative and open to new ideas
8. Activity seems effortless

There are many overlaps between Csikszentmihalyi and Schein, especially the clear and common focus on the activity and being open to feedback. Teamwork may simply be a state of consciousness that can only be achieved, like flow, under optimum conditions.

The important thing for you as a leader is to create these conditions for flow. What can you plan today? Go beyond your previous thinking, write down ideas and make plans to facilitate Flow.

Reference:

The above is an extract from: On-line facilitation course and user manual for applications based on Zingthing 3.6, Zing Technologies Pty. Ltd. Eveleigh, Australia, viewed on 12 August 2009. http://www.anyzing.com

Article summary:

• Think of yourself as an artist. Create and manage your workspace and workflow to enable your creativity.
• Remove distractions. Give your mind a chance to focus. Don’t constantly flick between work tasks, email to-do lists or social media (or your mobile).
• Allocate thinking time in your calendar. Plan and set goals to be creative.
• Moderate ‘skimming’. Skimming doesn’t give you in-depth knowledge to build on. Without in-depth knowledge how can you compete sustainably in the market place?
• Generate hotspots. Hotspots are moments when real value is added to your work tasks. In order to create them, value and grow interpersonal relationships with different people in your business. Invite these people to explore and challenge ideas and assumptions with you.

Learn from artists

Artists often have conducive workspaces to assist their creativity. We can all learn from their example and prime our creative juices by thinking about our workspaces and workflow.

We all like to think of ourselves as ‘creative’ to some degree, and we all are. Whether we’re artists, innovators, entrepreneurs or worker bees, the importance of creativity in our work can’t be underestimated. It can be the difference between good work and great work or a fresh new direction and the stale old status quo. But how can we be sure we’re primed for those creative ‘light bulbs’ to burst into action? A creativity-conducive workspace is a great place to start, whether it’s the studio, home office or your Level 23 cubicle.

STEP 1: Remove distractions

It sounds basic, but it works. If you find you’re constantly flicking between work tasks, email to-do lists or social media (or your mobile), you’re probably distracting yourself from your work and also stopping the flow of creative thought. Your brain is kept in task mode with little room for ideas. Compare how often you get great ideas when you’re present and undistracted (in the shower, on a jog or in bed before your eyelids close) with estimates of how often workplace distractions occur: anywhere from every 14 to every 3 minutes.

There are many ways to remove distraction and leave room for creative thought. Many large firms adopt ‘thinking days’ where internal email and meetings aren’t used. Tricks, like putting your SMS tone on silent or putting a short term ‘out of office’ on emails (“I’m away from my desk this morning but will respond to your email after 2pm”), can bring you closer to a more focussed and creative mind. Other techniques such as keeping a clean workspace, using simple meditation techniques regularly in your day (think of it like the feet exercises you do on an inter-city flight) or compiling a good to-do list (on paper or on your laptop) can also prime your mind for creative bulbs.

STEP 2: Moderate ‘skimming’

Although skimming a document, article or email can help in digesting information or getting across issues quickly, proper consideration of reading materials for a meeting can help you think more deeply on issues, gain insight or even make lateral connections to other seemingly unrelated issues. Taking in information only at surface level can result in you missing many creative ideas. This, in turn, may be at great cost to your organisation.

STEP 3: Re-design workplaces

Open-plan offices are unfortunately, by their nature, not so conducive to non-distraction. Quiet areas, even those not specifically set aside for work use, can provide useful spaces to let creativity in: ponder longer in the coffee room when deliberating on an issue or book time in the meeting room to work on things where creative insights might be useful. ‘Dampening’ techniques, such as removing yourself from the line of fire of the most frequent workplace distractions – the lift, the photocopier or the new guy – can also work.

STEP 4: Generate ‘hot spots’

London Business School’s Professor Lynda Grattan refers to the moments when staff really ‘value add’ to work tasks as ‘hot spots’. She identifies the importance of positive work relationships, removing obstacles that make them barely functional professional interactions, in order to create hotspots.

Additional ways to encourage hotspots are:

• Raise doubts or questions in the workplace, and do not view/treat them as weakness or confrontation.
• Allow time to properly prepare for meetings and discussions.
• Remove the reliance on impressive slides or hand-outs.
• Foster good friendships across boundaries.
• Reduce the common workplace approach of ‘command and control’.

STEP 5: Let others be creative too

Letting those you interact with prime themselves for creativity is also important. Allowing enough time to prepare for meetings or discussions or avoiding your own reliance on flashy presentation slides or detailed hand-outs can let your ideas hit a “hot spot” and become better, as can drawing on (or inviting in) fresh input or insights from outside your usual domain. Whilst creative “hot spots” can’t be forced, you can give them space to happen.

Conclusion

Just thinking about how you can allow more room for creativity is the first step to generating a positive and useful creative flow and gaining deeper insights. As with artists, there’s no reason why all of us can’t prime ourselves better for more creative light-bulbs and how we go about our work is a great place to start.

Fiona Smith, 2009, Slow down and let the ideas roll in, John Fairfax Publications.

If you are looking towards fresh ideas for your business it can be great to look at what market challenges and successes other businesses are having.

By extrapolating their underlying concepts for success you may be able to apply them to your business.

For example: Apple’s keys to success

Let’s consider the success Apple has achieved with its iPod. The iPod was far from the first portable MP3 music player yet it still has been able to achieve the market dominance it currently enjoys.

Underlying success concepts we can all learn from Apple and apply in our businesses include:

1. Diversify – be prepared to move away from historical core business.
   • Apple went from computers to portable music players. The result? In 2005, combined iPod and iTunes sales accounted for 39% of total Apple revenue. Apple also moved to Intel chips which at the time were synonymous with PCs.
2. Keep innovating to respond to market needs and challenges. Stay on your toes – you have to be creative!
   • Apple is constantly bringing out new versions of the iPod and supporting services such as Apps.
3. Expand market reach.
   • The iPod and iTunes store gave access to both Apple and PC users.
4. Be desired by the market - ‘Create cool’ to drive early users and others will follow.
   • iPod ‘cool’ is exemplified by its trademark white earphones.
5. Think in terms of innovation ecosystems rather than stand alone products/services.
   • Accessories (Apple reported nearly $900 million in sales of iPod-related services and accessories in 2005)
   • iTunes store (when the iTunes store came online iPod sales went through the roof. See chart below.)
   

   The above chart shows how the iPod and iTunes store work together to form an ‘ecosystem’. iTunes was launched for Mac users in April 2003 and later for PC users in October 2003. Look at the correlation between iPod sales and music downloads! It begs the question, which now drives which? The chicken or the egg?
6. Think outside the marketing square.
   • The iTunes store initially acted as a loss leader for a profit-driving durable iPod.
   • “The dirty little secret of all this is there’s no way to make money on these stores”, Steve Jobs, Apple CEO said.
     Of the US 99 cents that Apple collected per track:
     • 65 cents went to the music label.
     • 22 cents went toward the cost of credit card processing.
     • 12 cents revenue was left for Apple from which Apple had to pay for its direct and indirect costs.
• See the similarity, for example, to cheap printers needing constant consumables? Or your electric toothbrush needing regular new heads?
7. Partners can come in all shapes and sizes: If you scratch their back they will scratch yours.
   • Partner with other businesses and make more money! Apple isn’t relying only on products and services it produces to make money. It is allowing millions of other businesses/individuals to partner with them through music downloads and more recently the Apps store.
8. Produce quality products.
   • The iPod exemplifies cutting edge engineering with sleek design and appealing functionality as embodied in its original “click wheel” control and now touch screen interfaces.
9. Deliver quality services and support.
   • Apple Genius bars offer a no cost, walk in service for all Apple products.

The proof is in the pudding

Don’t believe me that these are success concepts? If not, does the following convince you:

Apple on 21 July 2009 said  its “profit jumped 15 per cent in the most recent quarter despite the recession”. Click to read more.

Reference:

Yoffie D.B. & Slind M., May 30 2007, ‘Apple Computer 2006′, Harvard Business School Publishing.

]]> http://rhythmeffect.com.au/articles/?feed=rss2&p=160 http://rhythmeffect.com.au/articles/?p=248 http://rhythmeffect.com.au/articles/?p=248#comments Tue, 14 Jul 2009 06:32:18 +0000 Greg http://rhythmeffect.com.au/articles/?p=248

Do ideas get killed in your business?

According to ?What If! & Allison, here are the best ways to kill innovation in your business:

• “Yes, but ..”
• ”We’ve tried it before ..”
• “That won’t work because ..”
• “Have you really thought about the implications ..”
• “We don’t have time for this right now ..”
• “Put it in an email ..”
• “How much is this idea of yours worth?”
• “Do a cost benefit analysis and then we’ll talk about it ..”
• “OK, I hear you but we’ve just invested millions in doing it another way ..”
• “That’s fine in theory, but it doesn’t work like that ..”
• “The new manager isn’t going to go for it. I already know.”
• “That just doesn’t make sense ..”
• “We should develop this one the way we did the last one ..”

Do any of these resonate? If so, then your challenge this week is to modify your behaviour. Look out for times that you or others kill ideas within your business. By using awareness and practice it is possible to change the words you use to grow fresh ideas for business growth, rather than to kill them.

Killing innovation 102

According to Allison, other idea killers are:

• Being afraid of how we’ll look to someone else.
• Having a ‘fixed’ versus a ‘fluid’ point of view.
• Listening for ‘logic’ rather than ‘energy’.
• The belief that doing the same action, only harder, will get a different result.
• Addiction to answers – a natural response to how we are taught. Before you hunt answers, look for all the questions.
• The belief that if the subject is important, we need to be serious.
• Relying on previous experience to create something new.
• Avoiding friction.

References

Allison K, 2005, ‘Secrets from the innovation room’, McGraw-Hill Companies

‘Sticky wisdom’, 2002, ?What If! Ltd.

It is that gut response that immediately tells you “Yes!!! That is awesome” (or ‘cool’ or ‘fantastic’ or ‘superb’, depending on your age and image). It is this excitement and energy that really captures your attention.

I want to put a challenge out to all leaders in business.

‘Make sense’ ideas often lack that special spark.

I challenge you to create meetings, presentations and discussions that generate this level of excitement and energy. That is, to tap into the natural energy that sits within all of us. The norm for meetings currently seems to be that managers and teams push for the ‘makes sense’ ideas rather than the ideas with a spark of energy. This is just another time that the left (logical) brain triumphs over the right (creative, intuitive) brain. Don’t you feel sorry for the right brain? I do. Do you see your business not coming up with ground breaking ideas as much as you would like? I see that too.

What is the cost of ‘makes sense’ ideas?

Well, if an idea doesn’t get you and your team excited, how are consumers or users or clients going to respond to it? We all know the answer to that. If you are not excited by it nor will they be. So stop doing it!

Here is what you can do at your next meeting:

1. Put aside 10 minutes in the agenda to let go of logic and generate exciting ideas. When it comes to creativity, the role of logic is to sort and strategize, not to generate ideas.
2. Tell people that you are looking for ideas that may not make sense but that get a reaction, such as a laugh or inadvertent “mmmm …” or anger or frustration etc. Rather than disregard these ideas, which is normally what happens, list them out.
3. After 10 minutes go through the list and look for the underlying concepts and then, using the left-brain, shape and mould them. Note: Don’t take the ‘energy’ out of them! You want that energy to remain. Better yet, you want to build on it.

Now it is up to you to try it, no actually – just do it! Commit yourself to being successful.

As Yoda the Jedi Warrior said in the movie Star Wars: “Try? There is not try. There is only do or not do”.

Let me know how and what you do.

References

Allison K, 2005, Secrets from the innovation room, McGraw-Hill Companies.

You will know the feeling! Just because you call a thirty-minute brainstorming session with a room-full of people and a flip chart, success does not necessarily follow.

The problem:

You are not getting the fresh ideas or new opportunities you desire from team brain-storming. One of the possible reasons for this is that people have never learnt to be effective at collaborative idea generation.

The solution:

Go back to basics. Have your team learn and practise the fundamentals of effective brainstorming. Surprisingly, most people have never formally learnt to be effective brain-stormers.

The benefit:

When done effectively brainstorming can be a powerful way to:

• have shorter, more productive meetings.
• grow fresh, out of the box ideas.
• break out of old thinking patterns.
• develop new ways to solve challenges.
• develop new business opportunities.
• improve your business offering.
• create team member buy-in and ownership of ideas.
• help team members reach their potential.

Brainstorming - ‘How to’ Guide.

Most people have never learnt to be effective brainstormers. I have seen businesses all around Australia waste valuable meeting time and not fully realise the ideas in their people as a result of poorly run brainstorming sessions.

For problem-solving brainstorming to be effective it is useful to follow the following guidelines.

1. Don’t assume people know how to brainstorm – take 30 seconds to clearly define brainstorming as per below.
2. Define a clear focus.
   • Clearly define the problem you want solved and specify the criteria to be met. Don’t let the session go off focus!
3. Set a time frame for the session.
4. Suspend criticism.
   • All ideas, no matter how crazy they may seem, should be encouraged and recorded without comment or criticism from the group. The general goal of brainstorming is to collect as many ideas as possible, making quantity much more important than quality at this initial stage.
5. Postpone evaluation.
   • Brainstorming sessions are not the time or place to evaluate the merits of the ideas suggested. So don’t suspend the process to evaluate the projected results of any single idea.
6. Build on others’ ideas.
   • At their best, brainstorming sessions are fast-paced and fun. Participants should try to build each consecutive idea on the previous ones. This can sometimes result in surprising twists and turns.
7. Pose an initial question.
   • Suppose you had created a product for large businesses and were looking for a new marketing approach. The facilitator might open the brainstorming session by posing a question such as “What do small business owners want?” Participants would then come up with ideas, such as “to save time” or “to increase sales.”
8. Let people have fun brainstorming.
   • Encourage them to come up with as many ideas as possible, from solidly practical ones to wildly impractical ones. Welcome creativity. There is no right/wrong answer.
9. Ensure that no train of thought is followed for too long.
10. Record all ideas.

Computer-aided Brainstorming

It can be worth exploring the use of computer-based tools for group brainstorming as they can significantly improve the quality and effectiveness of a brainstorming session. If this interests you, some sites to look at include:

• www.comapping.com
• www.brainreactions.net
• bubbl.us
• www.mindmeister.com

References:

Gordon, KT, Creative Brainstorming Techniques, 6 ways to come up with million-dollar marketing ideas, viewed 13 July, 2009. www.entrepreneur.com/marketing/marketingcolumnistkimtgordon/article57616.html

Mind Tools Ltd, Essential skills for an excellent career, 1995-2009, viewed 13 July, 2009. www.mindtools.com/brainstm.html

Swinton, Lyndsay, 13th May, 2005, 3 Creative Brainstorming Activities, Games and Exercises For Effective Group Problem Solving, viewed 13 July, 2009. www.mftrou.com/creative-brainstorming-activities.html

Straker, David, Creating Minds.org, viewed 13 July, 2009. www.creatingminds.org/tools/tools_ideation.htm

Teamwork is becoming an increasing element of all areas of our lives and every team we are part of will be different to teams we have previously experienced. Teams are formed because they can achieve much more than individuals alone and can also be fun and supportive. When a new team is formed it takes time before its members can perform effectively – it just doesn’t happen overnight.

Psychologist Bruce Tuckman came up with the five key stages through which teams move. They are:

1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning

By managing and supporting your team through these stages it is possible to increase its performance. Doing so may take patience on your behalf, but it will be well worth the effort and, ultimately, will make your work as a leader more productive.

Tuckman’s five stages of teamwork

1. Forming

• The team meets for the first time.
• Members learn about the opportunity/challenge the team is facing.
• Team members are often extra polite to each other as they get to know each other, but often they are very focused on themselves.
• Roles and responsibilities have often not been agreed.
• Leaders have to direct the group to manage the dichotomy between team members who want to ‘get on with the task’ and those who want to clarify and plan further.

Tip to leaders: Take time to direct the team and clarify requirements.

2. Storming

• Different ideas compete for consideration.
• The team considers solutions to perceived challenges and the leadership model they will accept.
• Team members may vie for influence and power in the group.
• Decisions often don’t come quickly as relationships are tested and challenged.
• As a leader your leadership may be challenged.
• The ways in which the team will work start to be identified.
• Some team members may be overwhelmed at the amount of work to be done while others may question the goals.
• Some teams never leave this stage and it is a common point of failure for teams.
• Some team members will focus on minutiae to evade real issues.
• Successful teams will be able to resolve real issues.
• Leaders need to remain accessible but directive in terms of decision-making, professional behaviour and emotional intelligence.

Tip to leaders: Stay positive in the face of challenges and, if needed, explain the various stages of teamwork in order to facilitate understanding of what is being experienced.

3. Norming

• Agreement and consensus form within the team which responds well to the leader’s facilitation.
• Team members often work through this stage by agreeing on rules, values, professional behaviour, shared methods, working tools and even taboos.
• The team members can be expected to take more responsibility for making decisions and for their professional behavior.
• Commitment and unity are strong.
• As new tasks come up, the team may lapse into typical storming stage behaviour, but this eventually dies out.

Tip to leaders: Step back a little and let the team develop proactive solutions. Running a team-building event may be of great benefit here.

4. Performing

• Some teams will reach the performing stage. These high-performing teams function as a unit by finding ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision.
• The team is more strategically aware. It knows clearly why it is doing what it is doing.
• As leader, you are able to delegate much of the work and can concentrate on developing team members. Being part of the team at this stage feels “easy” compared with earlier on.
• There is a focus on the achievement of goals

Tip to leaders: Delegate where it makes sense to do so.

5. Adjourning

• No team lasts forever and the break-up of a team needs to be planned to ensure organisational, team and individual goals are managed.
• Some team members may have entered their comfort zone and may resist the break up of the team while others will be ready for the next challenge.

Tip to leaders: Celebrate the team’s achievements. Ensure that people leave the team on a positive note.

Mind Tools Ltd, Essential skills for an excellent career, 1995-2009, viewed 9 July, 2009. www.mindtools.com/pages/article/newLDR_86.htm

Wikimedia Foundation, Inc, viewed 9 July, 2009.
en.wikipedia.org/wiki/Forming-storming-norming-performing

Article summary:

• Experiential Learning uses real life experience and reflection to enhance learning.
• The Experiential Learning cycle consists of the following stages: Experience ⇔ Awareness ⇔ Reflection ⇔ Theory ⇔ Action ⇔ Experience.
• By applying these stages, teams and individuals can learn to enhance performance.

Apply your learnings from this article to:

• make team meetings more productive.
• debrief projects or clients.
• make relationships with other team members more productive.

What is Experiential Learning?

Conner writes that “we take in information through our senses, yet we ultimately learn by doing. First, we watch and listen to others. Then we try doing things on our own. This sparks our interest and generates our motivation to self-discover … Think back on learning to ride a bicycle, use a computer, dance or sing. We undertook an action, saw the consequences of that action and chose either to continue or to take a new and different action. What allowed us to master the new skill was our active participation in the event and our reflection on what we attained. Experience and reflection taught more than any manual or lecture ever could.”

Greenaway encapsulates this statement when he says “experiential learning utilises participants’ own experience and their own reflection about that experience, rather than lecture and theory as the means of generating understanding and transferring skills and knowledge”.

Conner goes on to say that “when we practice a skill, analyse our practice and then repeat the practice at a higher level, we move practice to praxis.” In practical terms, then, reflection on our experience informs improvement in our learning and actions and enables us to perform at a higher level.

This is the exact process we call Experiential Learning.

The Experiential Learning Cycle.

An overview of the experiential learning cycle is shown in the following sequence:

Experience ⇔ Awareness ⇔ Reflection ⇔ Theory ⇔ Action ⇔ Experience

Use Experiential Learning to increase performance.

People often think Experiential Learning only relates to team building and leadership programs. While both of these types of programs often feature experiential learning with great success, you can actually apply experiential learning to almost any situation in work or life!

David Kolb’s experiential learning model can help us learn from our experiences. There are four primary steps:

• Step 1: Describe the experience
• Step 2: Reflect on the experience
• Step 3: Relate concepts/theory to the experience
• Step 4: Develop resolutions for action resulting from the experience

Further details on the four steps are given below.

STEP 1:  Concrete experience – Describe the experience

1. Objectively describe the experience. That is, describe the “who”, “what”, “when”, “where”, “how” elements of the experience.

Ask your self: What did I see? What did I hear?

2. Subjectively describe the feelings, perceptions and thoughts that occurred during, not after, the experience.

Ask your self: What did I feel? What did I think? How did it seem to me?

STEP 2: Reflective observation

1.  Look at the experience from different points or view.

2. Use these perspectives to add more meaning to the incident.

Ask yourself: How could others perceive this situation? What was helping and hindering progress? What do my observations mean? What sense or meaning can I make of my experience?

STEP 3:  Abstract conceptualisation

1. Relate concepts to the experience.

Ask yourself: How do the theories I have read apply to this situation? How do they help me understand what is happening?

2. Create your own original models and theories.

Ask yourself: What are my theories about the situation? Why did these things happen?

STEP 4: Active experimentation (Applying & testing your learnings)

1. Write about what you will do that will improve your effectiveness in that situation in the future. Develop resolutions for action. What will others be able to see and hear you do differently that will enhance your effectiveness on-the-job?

2. Describe these developments specifically, thoroughly and in detail.

Ask yourself: What will I do differently? How can I behave more effectively? What will others see or hear me doing in the future?

References

Batros, J G, Making common sense and meaning of what we See, Hear and Feel using David A Kolb’s Experiential Learning Cycle, 2007, Australian Graduate School of Entrepreneurship.

Conner, Marcia L, Learning from Experience, Ageless Learner, 1997-2007, viewed 2 July, 2009, http:/agelesslearner.com/intros/experiential.html

Greenaway, Roger, Experiential Learning Articles and Critiques of David Kolb’s Theory, viewed 2 July, 2009, http:/www.reviewing.co.uk/research/experiential.learning.htm#26

Kolb, D A, Osland, J & Rubin, I M 1995a, The Organizational Behavior Reader 6th edn, Prentice Hall: NJ.

Kolb, D A, Rubin, IM & Osland, J 1995b, Organizational Behavior - An Experiential Approach, 6th edn, Prentice Hall.

The HRD Group Ltd, Business, Management and Personal Skills Training for Corporate Clients, viewed 2 July, 2009, http:/www.teamskillstraining.co.uk