Libby Welch - increasing Participation/Volunteerism

Libby WelchRegina Rowland, Ph.D.Facilitating Creative ThinkingIncreasing Participation/Volunteerism

WINTER 2016

DMGT 732

PROJECT

Figure 1. Photo of Idea Capture Grid from Visual Storytelling Activity. Author’s image.

2

“There comes a time when one cannot proceed further

without restructuring the pattern—without breaking up

the old pattern, which has been so useful, and arranging

the old information in a new way” (de Bono, 1990, p. 35).Contents

2

3

Part 1: Project Overview Project Goal ................................................................................................................ 6 Expected Outcome ..................................................................................................... 6 The Entity ................................................................................................................... 7 The Location ............................................................................................................... 7 The Participants .......................................................................................................... 8

Part 2: Project Activity Plan Activity Overview ..................................................................................................... 12 Methodology ............................................................................................................ 13 Warm-Up Activity ..................................................................................................... 14 Visual Storytelling Activity ........................................................................................ 16

Part 3: Warm-Up Activity Overview .................................................................................................................. 20 Activity in Progress ................................................................................................... 20 Results ...................................................................................................................... 22

Part 4: Visual Storytelling Activity Overview .................................................................................................................. 30 Activity in Progress ................................................................................................... 30 Results ...................................................................................................................... 31

Part 5: Project Analysis Assessment ............................................................................................................... 40 Participant Feedback: Warm-Up .............................................................................. 41 Participant Feedback: Visual Storytelling ................................................................. 42 Video Presentation ................................................................................................... 43

Appendices Appendix A: Detailed Activity Plan: Warm-Up ......................................................... 46 Appendix B: Detailed Activity Plan: Visual Storytelling ............................................ 47 Appendix C: Obtaining Permission ........................................................................... 48 Appendix D: Lateral Thinking Exercise: Sequential Information ............................... 50 Appendix E: Game Board and Cards ......................................................................... 52 Appendix F: Six Thinking Hats Reference Page ......................................................... 54 Appendix G: List of Figures ....................................................................................... 55 Appendix H: List of Tables ......................................................................................... 60 Appendix I: References ............................................................................................. 61

Contents

444 Figure 2. Photo of supplies before the Warm-Up. Author’s image.

5

Part 1 Project Overview

5

6

“There are those who believe that creativity is not for them but for

artists, designers and inventors. This is a dangerous and limiting

attitude. Just as the ability to use the reverse shift is part of every

driver’s driving ability, the ability to use creative thinking should be

part of every thinker’s thinking skill” (de Bono, n.d.).

project goalThis project is an opportunity to help an organization learn to apply lateral thinking as a problem-solving tool. Lateral thinking is closely related to insight and creativity (de Bono, 1990). It is a deliberate process that engages logical thinking in a different manner. It differs from vertical thinking because it does not move along a specified path reaching predetermined milestones, but draws from ideas across multiple disciplines, generating new ideas and increasing creativity.

Through the implementation of de Bono’s Six Thinking Hats methodology, the selected group will be led through a series of activities to show them how to break old patterns of thinking and replace them with new ones.

the expected outcomeA group of individuals will develop teamwork, listening skills, and explore new ways of thinking. The experience will provide a framework to approach future problems. The experience will be hands-on and use a variety of materials and techniques. The group will reconnect with a playful, open style of interacting. An environment of playfulness and humor affords people freedom to make new connections (Prather, 2010), which is what makes innovation possible.

project overview

The Objective

7

project overview

The Selection Process

the entityThe group selected for these workshops consists of parents whose children attend Eastover Elementary School in Bloomfield Hills, Michigan. Eastover houses kindergarten through 4th grade. The current enrollment is 495 children. The township of Bloomfield Hills has a wide socioeconomic range, with some extremely affluent areas and pockets of lower-income families. Eastover has a diverse population—racially, ethnically, physically able/disabled and a significant deaf/hard-of-hearing program. Eastover is a Title 1 School, which means it receives additional federal funding to address the achievement gap related to income discrepancies (United States Department of Education, 2004). The Bloomfield Hills school district is among the top performing school districts in the state and Eastover Elementary was recognized as a 2015 National Blue Ribbon School by the United States Department of Education (Bloomfield Hills School District, 2015).

the locationBoth sessions were conducted in a conference room at a nearby law firm. It is a conveniently located, well-lit, welcoming environment with plenty of space for the workshop activities.

Figure 3. Photo of conference room at the Paletz Law Firm. Author’s image.

8

participantsThere are eight people participating. They are all parents who have children attending Eastover Elementary School. Some are members of the Parent-Teacher Organization (PTO), some are not. The group includes men and women in order to gain multiple perspectives.

The group varies in three specific ways:

1. Some participants have other children besides elementary age—older and younger2. Some work full-time, some part-time, and some are at-home parents3. Some volunteer regularly and some do not

Figure 4. Photo of Rachel. Author’s image.

Rachel A.PTO president

Figure 8. Photo of Rob. Author’s image.

Rob D.Occasional involvement

Figure 5. Photo of Stephanie. Author’s image.

Stephanie C.Past PTO president

Figure 9. Photo of Fozia. Author’s image.

Fozia R.Doesn’t usually volunteer

Figure 6. Photo of Lydia. Author’s image.

Lydia F.Past PTO president

Figure 10. Photo of Allen. Author’s image.

Allen K.Doesn’t usually volunteer

Figure 7. Photo of Jennifer. Author’s image.

Jennifer F.Active PTO member

Figure 11. Photo of Libby. Author’s image.

Libby W.Facilitator

project overview

The Group

9 9Figure 12. Photo of Rob and Rachel during the Warm-Up introductions. Author’s image.

10

Part 2

10 Figure 13. Photo of Stephanie and Jennifer during the Warm-Up introductions. Author’s image.

11

Part 2 Project Activity Plan

11

12

the defined problemThe problem being explored is how to get more parents involved with school activities—coming to PTO meetings, volunteering, and actively engaging with the school community. As with most organizations of this nature, it is the same core group of parents coordinating and volunteering most of the time.

why parents don’t volunteerThere are several reasons why volunteerism and parental involvement is low. The most common reason parents give is not having enough time. Another one is that they work, have many other responsibilities, or even that they are not comfortable, especially when working on a new project (O’Donnell, n.d.).

why parents should volunteerAccording to research by Henderson (2002) for her book, A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, parent involvement “is linked to higher rates of school attendance, graduation, and pursuit of higher education” (Leaver, n.d.). Other important outcomes of parent volunteerism are:

• More access to teachers and staff• More awareness of opportunities• An understanding of school culture• Being better positioned to advocate for a child should the need arise• Parent sends a clear message that education and community matter • Parents show they are invested in their child’s success

“When parents are involved in their children’s education at home,

they do better in school. And when parents are involved in school,

children go farther in school and the schools they go to are better”

(Leaver, n.d.).

project activity plan

Activity Overview

13


Methodologythe six thinking hatsThe Six Thinking Hats methodology was developed by de Bono in the 1980s (de Bono, n.d.). Its goal is to help teams become creatively engaged and more productive while problem solving. It works with six metaphorical hats. The hats are color-coded and each one represents a specific mode of thinking. Participants can metaphorically put on a particular hat and add to the conversation from the viewpoint of that thinking modality. Then s/he can switch hats and look at the same issue from a different perspective.

white hatFacts, figures and data—understanding the information that is already known. It is here that items are defined, clarified and knowledge gaps can be identified.

black hatJudgment and caution—pointing out why a suggestion does not fit the facts, the available experience, the system in use, or the policy currently in place. It is an essential part of this process and must always be logical.

red hatIntuition, feelings and emotions—allows the speaker to add a feeling or intuition without having to justify it. Concerns can be raised without supporting logic or fear of retribution.

yellow hatPositive aspects and potential benefits—finding value in actions being proposed and/or something that has already happened.

green hatCreativity and innovation—proposing new ideas, alternatives, provocations and/or changes.

blue hatOverview, process control and meta-cognition—looking not at the subject, but at how the subject is being approached. Used to move the conversation forward. For example, a proposal from the blue hat perspective could be to do more green hat thinking.

14

goals & expected outcomes• To introduce the group members to each other• To loosen them up a little/get them to have fun with the process• To begin the process of lateral thinking/breaking up old patterns of thinking• To begin addressing the issue of increasing volunteerism• To give the group a sense of the activities planned for the next session

• To introduce them to de Bono’s Six Thinking Hats methodology

activity overview

activityThe group members are introduced each other and begin the conversation about volunteerism. Each participant molds an item out of Play-Doh® and introduces him/herself to a partner. Then as a group, they create a story about the experience of volunteering, incorporating each item. Play-Doh® is a non-threatening material that encourages participant creativity.

cool downDe Bono’s Six Thinking Hats methodology is introduced as each participant reads a description aloud. Next, they draw symbols to represent a hat. These symbols and modes of thinking will be used in the next session.

debriefingThe participants pass a hat and take turns reflecting on the session, sharing their experiences.

feedbackThe participants give feedback through a brief written survey.

closureThe participants draw a symbol representing how they feel at the end of the session.


Warm-Up

15

resources

for the group• Name tags• Consent forms• Play-Doh® (1 can per person)• Large paper for writing the story• Markers/pens• Cards with hat explanations• Blank cards• A hat • Debriefing questions

for the facilitator• Camera• Video camera• Tripod• An assistant/photographer

stage time description

Welcome Before the session begins, as participants arrive

• Photograph each participant.

• Complete consent forms.

Introductions/Icebreaker 8 mins. • Participants receive Play-Doh® and mold items, introduce themselves to partners, and explain their object.

Warm-Up Activity 10 mins. • As a group, they invent a story about their experiences volunteering. The story involves each item. The items can be used in any order—the group decides that as part of the activity—but every item must be included.

• The story is written on a large piece of paper so everyone can see the finished product.

Cool Down 3 mins. • Introduce de Bono’s Six Thinking Hats by having them read the descriptions. Each person has a different hat.

• Participants draw a symbol for the hat on his/her card.

Debriefing 5 mins. • Pass around an actual hat. Each participant pulls out a question and answers it. The questions address how they feel about the experience and what they learned.

Feedback 2 mins. • Participants give feedback through a brief survey.

Closure 2 mins. • Participants draw something which represents how they feel at the end of this session.

30 mins.

Table 1. Warm-Up Activity Schedule


Warm-Up Schedule

16


Visual Storytelling

goals & expected outcomes• To reacquaint group with de Bono’s Six Thinking Hats methodology• To explore the main issue (increasing parent participation/volunteerism)• To increase the participants’ abilities to think laterally

activity overview

warm-upThe Warm-Up demonstrates the human tendency to use familiar patterns of thinking, then challenges the participants to break that pattern and see how it affects the result. This is done with a shape-sorting activity—the sequence of arrival of information (de Bono, 1990).

main activityThe Main Activity uses de Bono’s Six Thinking Hats methodology. The symbols drawn at the earlier session are printed on color-coded playing cards. Participants write thoughts about the defined problem on corresponding colored cards. The black cards are collected and affixed to a game board to serve as obstacles. Collaboratively, the group moves along the path playing cards on each color. The participants create a visual story, are encouraged to build on each others’ thoughts, and tackle each obstacle as a team.

cool downA ball is tossed around and each participant answers questions such as, “What did you learn from today’s session?” and “Which hat did you find the easiest? the hardest?”

debriefingThe Debrief is a critical component of the Visual Storytelling Activity. It is necessary to ensure the group understands the progress made during the session. The group completes an Idea Capture Grid where they use Post-it® notes to place comments, critiques, ideas, and questions into the corresponding quadrant on a large piece of paper.

feedbackFeedback is collected through informal interviews on camera.

closureEach participant assembles a kit containing a summary of the Six Thinking Hats methodology. The kit provides tangible materials to remember the experience, and encourages them to use this technique with other groups in the future.

17

stage time description

Welcome As participants arrive

• Snacks/chatting/getting reacquainted.

Warm-Up 10 mins. • Participants are led through a shape sorting exercise dealing with the sequence of arrival of information.

• They are given pieces one at a time, and the order they are given affects how they are organized.

Main Activity 40 mins. • Color-coded cards are dealt, corresponding to the hats.

• Participants write thoughts about the problem, one thought per card, using as many cards as they need; the thought should correspond with the card’s color.

• People play appropriate cards, add new ones, or pass as the group progresses along the path.

Cool Down 5 mins. • A ball is tossed around so that each person has an opportunity to share his/her reactions and answer questions about the activity and the Six Thinking Hats.

Debriefing 10 mins. • Participants reflect on the purpose of the activity and complete an Idea Capture Grid exercise.

Feedback 10 mins. • Participant feedback is collected through on-camera interviews.

Closure 5 mins. • Participants assemble a take-home kit with reference and reminder materials.

80 mins.

Table 2. Visual Storytelling Activity Schedule


Visual Storytelling Schedule

resources

for the group• Name tags• Game board• Game cards• Tape to affix black cards • Game piece (1)• A squishy ball• Large pad of paper• Markers/pens• Paper• Post-it® notes• Take-home kits

for the facilitator• Camera• Video camera• Tripod• An assistant/photographer

18

Part 3

18 Figure 14. Photo of Allen and Lydia during the Warm-Up. Author’s image.

19

Part 3 Warm-Up Activity

19

20

overviewAs described in the Project Activity Plan, the Warm-Up is an opportunity to introduce group members to each other and to the concept of lateral thinking. In this session, participants work in two-member partnerships and as a whole team. The activities are designed to be engaging and fun. This session also sets the stage for the forthcoming Visual Storytelling Activity.

activity rationaleThe activities designed for this group utilized humor, play, and participation. The group was put into a creative mindset with Play-Doh®. Next, they introduced themselves to a partner, before coming together as a team to write a collaborative story. They read descriptions of de Bono’s (1990) Six Thinking Hats and drew symbols to engage directly with the new concepts. Simple materials like Play-Doh® and markers helped break down barriers to creativity.

Interestingly, most of the participants continued to play with the Play-Doh® throughout the entire session, asked for more of it in the next session on their feedback surveys, and even took some home with them.

outcomes• The participants bonded successfully as a group• The Play-Doh® had the intended effect of bringing out a playful side of the participants• De Bono’s (1990) Six Thinking Hats methodology was successfully introduced• The experience laid the groundwork for the Visual Storytelling Activity

activity in progressThe Warm-Up went very well. The group bonded quickly and easily over the collaborative story activity. Group members enjoyed incorporating all of the objects and understood that the exercise represented working together and utilizing everyone’s individual talents. These opinions were expressed during the Debrief. The group members listened to each other intently during the partner exercise and revealed in the feedback at the end that it had been a favorite part of the day.

warm-up activity

Documentation

21

Figure 15. Photo of Libby handing out Play-Doh® to each participant. Author’s image.

Figure 17. Photo of Allen and Lydia. Author’s image. Figure 18. Photo of Fozia. Author’s image. Figure 19. Photo of Stephanie talking to Jennifer. Author’s image. Figure 20. Photo of Stephanie, Jennifer, Rob and Rachel. Author’s image.

Figure 16. Photo of group working in partnerships, explaining the object they modeled. Author’s image.

22

Figure 21. Photo of some of the objects participants created during the Warm-Up. Clockwise from top left: volleyball (Rob), camera (Jennifer), brain (Rachel), and heart (Fozia). Author’s image.

resultsThe Warm-Up Activity produced great results. Each person participated thoroughly, and group members listened to each other. The room was filled with productive chatter, often laughter, and great enthusiasm for the process.

introduction: descriptive objects

• Rachel—Brain• Stephanie—Heart• Lydia—Airplane• Jennifer—Camera

• Rob—Volleyball• Fozia—Two hearts• Allen—Hammer and nail• Libby—Book

warm-up activity

Documentation

23

main activity: a collaborative storyThe group created a story about volunteering. They were asked to use all of the objects made by the participants. Here is the result:

(We are a volleyball team with lots of heart. We are on an airplane on a surprise

trip to go volunteer building homes. We’re going to use our brains to create a

book filled with photographs. When we get home, we will show our book to

others to inspire them and sell copies to raise funds to build more homes.)

warm-up activity

Documentation

Figure 22. Photo of the story written during the session. Author’s image.

24

cool down: drawing symbols for each hatDe Bono’s (1990) Six Thinking Hats methodology was introduced during the Cool Down. Each participant read a description of a hat and drew a symbol representing that thinking modality. The symbols were used later in the Visual Storytelling Activity. It was interesting to see that two of the symbols created—the red and the green—are almost identical even though they represent different ways of thinking.

warm-up activity

Documentation

Figure 23. Photo of Rob drawing a symbol to represent one of de Bono’s hats. Author’s image.

25

Figure 24. Photo of white hat card with description and drawing by Jennifer. Author’s image.

Figure 27. Photo of yellow hat card with description and drawing by Allen. Author’s image.

Figure 25. Photo of black hat card with description and drawing by Rob. Author’s image.

Figure 28. Photo of green hat card with description and drawing by Lydia. Author’s image.

Figure 26. Photo of red hat card with description and drawing by Rachel. Author’s image.

Figure 29. Photo of blue hat card with description and drawing by Fozia. Author’s image.

26

warm-up activity

Documentation

debrief: pulling questions from a hatFor the Debrief, a hat was passed around containing folded pieces of paper with different questions on them. Each participant blindly chose a question, then answered that question aloud. Some of the questions were, “What was the point of making up a story?” and “How can you apply what you learned?”

feedback: survey / interviewsThe participants gave feedback through on-camera interviews and a three-question written survey, answering these questions: “What was your favorite part of today’s session?” “What would you like to do more of in the future?” and “Other comments/suggestions?”

closure: draw how you feel right nowThe feeling in the room at the end of the session was light-hearted. The consensus was that getting this group together to do this type of workshop was extremely beneficial. Many participants stayed after the session ended to keep talking with each other. There was a sense that they did not want it to end.

Figure 30. Photo of drawing created during the Closure exercise by individual group member. Author’s image.




27 27Figure 34. Photo of Rob discussing what he learned during the Debriefing. Author’s image.

28

Part 4

28 Figure 35. Photo of the Visual Storytelling Activity. Author’s image.

29

Part 4 Visual Storytelling Activity

29

30

overviewDuring the Visual Storytelling Activity, the group addressed a multi-faceted problem in an organized way. De Bono’s (1990) Six Thinking Hats was the structure that helped the group delve into the issue of increasing volunteerism. This session included a lateral thinking exercise and a board game activity, along with various feedback opportunities.

activity rationaleIt is a complex problem being addressed. The facilitator provided a framework for discussing various approaches and generating possible solutions. Each group member had opportunities to add input. The board game and playing cards were effective, allowing each person to contribute while progressing around the table.

outcomes• The activities created a climate of collaboration• Participants began to employ lateral thinking strategies• New possibilities were generated, which, in turn, inspired further ideation• This group of non-designers became comfortable with design thinking strategies

activity in progressThe excellent response to the earlier session provided a foundation for the success of this second session. The group members felt comfortable immediately, which set a positive tone. They were fully engaged in all of the activities and were able to employ the Six Thinking Hats methodology effectively. In fact, so much productive discussion was generated that the Main Activity had to be truncated to keep within the allotted time. The Debrief, Feedback, and Closure each went smoothly.

visual storytelling activity

Documentation

31

Figure 36. Photo of Lydia doing the shape-sorting. Author’s image. Figure 37. Photo of Rob doing the shape-sorting. Author’s image. Figure 38. Photo of Libby re-capping the exercise. Author’s image.

resultsMore ideas than expected were generated during the Visual Storytelling Activity. The group would like to continue meeting and working on this topic. The members have also expressed interest in widening the number of people being introduced to these techniques and approaches. One of the participants would like to discuss the possibility of creating workshops at a district level, not just one school. It was an encouraging outcome.

warm-up: shape-sorting exercise (appendix d)

Four sets of shapes were distributed to the group members in a specific order. At each step they were instructed to combine the shapes and create one shape that was easy to describe. As new shapes were given, the group was told to add the newly received shapes to the previous ones and still maintain a shape that was easy to describe. At the last step, they were given a shape that did not easily fit into the most common solution up to that point. The exercise demonstrated that even though they had been correct at each step along the way, they reached a point where they could not go on unless they took apart everything they had done previously and rearranged all the pieces. They could not simply add the new of information. This was a hands-on way of explaining that the sequence of the arrival of information (de Bono, 1990) plays a large role in understanding and solving problems.


Documentation

32


Documentationmain activity: playing the board game (appendix e)

The Six Thinking Hats methodology was fully utilized. Each participant was given blank color-coded playing cards. White hat cards were prepared ahead of time with facts and known data, such as the number of families at the school, the number of families who are members of the Parent-Teacher Organization, etc.

The participants began by writing the reasons why they think people do not volunteer on the black hat cards. These were read aloud, the three most common were selected to serve as obstacles on the path, and those cards were affixed to the game board.

Then the group did some brainstorming using each hat in turn: red, green, yellow, and blue. Participants wrote ideas on colored cards and played those cards as the discussion moved around the table. Notes were taken and added to the game board. A pawn was used as a marker to keep the group on track and show the progress being made.

Figure 39. Photo of Libby explaining the Visual Storytelling Activity. Author’s image.

33

Figure 40. Photo of Allen, Lydia and Rachel writing their cards during the Visual Storytelling Activity. Author’s image.

Figure 42. Photo of entire group during the Visual Storytelling Activity. Author’s image.

Figure 41. Photo of Stephanie, Jennifer and Rob writing their cards during the Visual Storytelling Activity. Author’s image.

34


Documentationcool down: tossing a ballAfter sitting during the Warm-Up and the Main Activity, it was important to do something with a physical component. A soft, squishy ball was used, and in turn, each participant caught the ball, shared his/her response to the board game activity, and then threw the ball to another participant. The ball toss was an effective vehicle for transitioning to the Debrief.

Figure 43. Photo of Libby tossing the ball to Rob. Author’s image. Figure 44. Photo of Rob saying his response to the Visual Storytelling Activity. Author’s image.

Figure 45. Photo of Stephanie tossing the ball to Allen. Author’s image. Figure 46. Photo of Lydia catching the ball. Author’s image.

35


Documentationdebrief: idea capture gridThe technique chosen for the Debrief was to create an Idea Capture Grid. Each participant received a pad of Post-it® notes and was asked to write comments for four specific areas:

1. Things you liked or found notable (plus sign in upper left)2. Constructive criticism (minus sign in upper right)3. Questions that were raised (question mark in lower left)4. Ideas to explore further (light bulb in lower right)

The group was instructed to place the notes in the corresponding quadrant on the grid.

Figure 47. Photo of Idea Capture Grid before the Debrief. Author’s image. Figure 49. Photo of Idea Capture Grid after the Debrief. Author’s image.Figure 48. Photo of Allen, Lydia and Rachel writing notes for the Debrief. Author’s image.

36


Documentationfeedback: on-camera interviewsThe participants gave feedback through on-camera interviews. They were asked to discuss their experience of the session, general thoughts about the new processes they learned, such as lateral thinking, and how they might apply these techniques in the future.

closure: making take-home kitsAt the end of the session, each participant assembled a take-home kit consisting of the following items:

1. A folder for keeping all materials.

2. A reference page that explains de Bono’s (1990) Six Thinking Hats methodology and describes the thinking modality that corresponds to each hat.

3. A two-page handout with detailed step-by-step instructions and explanations of the lateral thinking exercise.

4. A set of shapes used in the shape-sorting exercise.

5. A small envelope for the loose shape-sorting pieces.

Extra copies of each item were available if a participant chose to make a kit for someone who had not been present. The group members appreciated having these materials.

37

Figure 50. Photo of all the items for the take-home kit. Author’s image.

3838 Figure 51. Photo of Idea Capture Grid. Author’s image.

Part 5

39

Part 5 Project Analysis

39

40

“At first, the specific techniques and even the six hats system seem strange

and artificial—that is an important part of their value. Creative thinking is

different from normal thinking...Once the methods are used, then the

switch to the different mode of thinking takes place“ (de Bono, n.d.).

lessons learnedOverall, both sessions went very well. There was a tremendous amount of planning that went into making them successful, and it paid off.

However, as a novice facilitator, there were some important lessons learned. The first one was that it is easy to underestimate the amount of time each activity will take. Therefore, the activities need to be short and to the point, allowing for time to process and close the sessions without running over.

A second lesson learned is that it is important to be flexible. Planning a time for this group to meet for the first session was extremely difficult. The specifics changed several times, including changing the date and even switching the time on the evening before the event. Communication was key to making sure everyone got the message about the time change. There was anxiety about someone missing the session and arriving after it was over, but fortunately, that did not happen. Planning the second session was much easier, although one group member was not able to attend both sessions.

A third lesson to take away from this experience is to continually gauge your audience and adjust when necessary. It became evident during the Visual Storytelling Activity that the discussion for the first obstacle was going well, time was running short, and most likely the group would not make it to the other two obstacles. The decision was made by the facilitator to end the activity early, while the group’s energy was still high, rather than exceed the time and allow the group’s energy to fade. It was more important to be successful on the first obstacle and leave the rest for another day, than to push through and ultimately end up with a poor impression of the entire session.

project analysis

Assessment

41

participant feedback: warm-up activityThe participants were asked a three-question survey at the end of the first session. Following are the questions and some of their responses.

What was your favorite part of today’s session?

“Getting to know/engage with other parents from Eastover. Using Play-Doh®.” — Allen K.

“My favorite part was creating the story together as a team...” — Rachel A.

“Reflecting on one symbol to describe myself and listening to my partner’s reason for creating her own symbol.” — Stephanie C.

“The Play-Doh® exercise was a lot of fun! And a great way to get people talking. I was impressed with how quickly we made a story.” — Lydia F.

What would you like to do more of in the future?

“More Play-Doh® time!!! Getting to know more of each volunteer.” — Rob D.

“Hear more reflections—inner thoughts shared in the larger group. Brainstorming with fun activities to solve real-world problems.” — Stephanie C.

“I’d like to learn a little more about each person in the group; their strengths...what brought every busy person into the group?” — Fozia R.

“One on one time with others. Creating the story.” — Allen K.

Other comments/suggestions?

“Like to have a little clearer idea of what to expect today.” — Jennifer F.

“This is awesome and should be used at Eastover!” — Stephanie C.

“This was fun! Looking forward to the next session.” — Lydia F.

“Thank you, Libby. Kudos for making this so interesting and fun.” — Fozia R.

project analysis

Feedback

42

participant feedback: visual storytelling activityThe participants created an Idea Capture Grid at the end of the second session. Following are the categories from each quadrant and some of their responses.

What was something you liked or was notable today?

“Game board was extremely helpful. It’s nice to have a tangible piece.” — Rob D.

“The six hats broke things down into manageable parts. Very positive yet honest environment. Varied input. Everyone contributed.” — Lydia F.

“The sessions were well planned and very logical.” — Stephanie C.

Please give some constructive criticism.

“Not enough time.” — Rob D.

“Include the voice of those who are part of the problem.” — Stephanie C.

“Maybe have everyone only give 2 suggestions per category.” — Jennifer F.

“More sessions. There are things to think about for next sessions.” — Rachel A.

What questions were raised for you?

“What is the next step with all these ideas?” — Jennifer F.

“Where do we go from here? Next meeting date? Involve more people?” — Allen K.

“How do we get others to buy-in now to the refreshing ideas?” — Stephanie C.

What are some ideas for further exploration?

“A team like this should be instituted at Eastover” — Lydia F.

“Make this a yearly project. Continue having parents communicate.” — Allen K.

“More time. Back-to-back sessions, maybe a half-day retreat.” — Stephanie C.

project analysis

Feedback

43

the experienceA video was created to reflect the creative activities, group participation, and post-activity interviews from both workshops. The video complements the process book documentation. The video can be accessed at: https://youtu.be/K6Wv1U_fjUY

project analysis

Video Presentation

Figure 52. Screen capture from presentation video. Author’s image.

44

Part 6

44 Figure 53. Photo of cards generated by participants during the Visual Storytelling Activity. Author’s image.

45

Part 6 Appendices

45

46

time stage steps purpose materials set-up

Date: 02.07.16

Welcome • Ask participants for permission to be photographed.

• Give each participant a consent form to read/sign.

• Give each participant a name tag to fill out.

• Orient participants

• Photograph participants

• Complete consent forms

• Answer initial questions

• Camera

• Consent forms

• Pens

• Name tags

Have consent forms, pens, name tags, and markers on table.

2:00-2:08pm(8 mins.)

Introductions/Icebreaker • Give participants a can of Play-Doh® and ask them to mold an item.

• Split group into two-person teams.

• Have participants introduce themselves to their partners and explain their objects.

• Introduces participants to each other

• Begins to build rapport

• Creates environment for Warm-Up Activity

• Play-Doh® Have individual cans of Play-Doh® ready to distribute to participants.

2:08-2:18pm(10 mins.)

Warm-Up Activity • Ask them as a group to invent a story about their experiences volunteering. Explain that the story must use each item, but the items can be used in any order; it is up to them to decide as part of the activity.

• Ask one participant to write the story on a large piece of paper so everyone can see the finished product.

• Builds teamwork

• Group builds associations between themselves and the experience of volunteering

• Group visually sees progress

• Large pad of paper

• Markers

Have a large pad of paper where everyone can see it. Ensure markers are on the table within reach.

2:18-2:21pm(3 mins.)

Cool Down • Introduce de Bono’s Six Thinking Hats by having them read the descriptions.

• Each person reads a different hat.

• Ask participants to draw a symbol for the hat on his/her card.

• De Bono’s methodology is explained

• Drawing a symbol gets the group to engage directly with the new information

• Cards with de Bono’s Six Thinking Hats descriptions

• Markers

Have cards with a hat descriptions ready to be distributed. Make sure markers are on the table.

2:21-2:26pm(5 mins.)

Debriefing • Pass around an actual hat and in turn, each participant pulls a question out of the hat and shares their answer with the group. The questions all deal with how they are feeling about the experience and what they learned.

• Sets the stage for the Visual Storytelling Activity

• Ensures group reflects on and processes the information from the session

• Hat with questions Bring out the hat with questions that were prepared ahead of time.

2:26-2:28pm(2 mins.)

Feedback • Participants give feedback through a brief survey and on camera.

• Feedback for the facilitator is collected

• Experience of the group is noted and can be used to tweak plans for next session

• Feedback survey forms

• Pens

Have feedback survey forms and pens ready. Remove camera from tripod to conduct on-camera interviews.

2:28-2:30pm(2 mins.)

Closure • Ask participants to draw something which represents how they feel at the end of this session.

• Thank everyone and show enthusiasm for the next session.

• Closes the session

• Leaves participants feeling that the session is complete

• Blank card

• Markers/colored pencils

Have blank cards, markers, and colored pencils ready to distribute.

30 mins.

Table A1. Detailed Warm-Up Activity Schedule

appendix a: detailed activity plan

Warm-Up Schedule

47

time stage steps purpose materials set-up

Date: 02.21.16

Welcome • Let participants chat and offer them snacks/drinks.

• Give each participant a name tag.

• Lets participants get reacquainted

• Name tags

• Snacks/drinks

Have name tags, pens, markers, snacks and drinks on table.

1:00-1:10pm(10 mins.)

Warm-Up Activity • Participants are led through a shape sorting exercise dealing with the sequence of arrival of information.

• They are given shapes one at a time, and asked to arrange them in a particular way.

• The order in which the pieces are given affects how they can be arranged.

• Hands-on demonstration of thinking patterns

• Visually demonstrates how it is sometimes necessary to re-think an old issue in a way

• Shape-sorting piece sets (8)

• Explanatory diagrams

Have the shapes divided into sets that are easily distributed. Have a printed page for each participant with explanatory diagrams for the end of the sorting exercise.

1:10-1:50pm(40 mins.)

Visual Storytelling Activity • Color-coded cards are dealt, corresponding to hats.

• Group discusses the issue: increasing volunteerism.

• Participants write thoughts about the problem, one thought per card, using as many cards as they need; the thought should correspond with the card’s color.

• Board game is shown and explained.

• Play appropriate cards, add new ones, or pass.

• Lateral thinking activity

• Search for new solutions for the group’s main issue

• Teaches a system the group can use again in the future

• Game board

• Game cards

• Pens/markers

• Tacky dots to affix cards to board

Have the white hat cards already completed and on the game board. Pass out the color-coded cards and pens/markers.

1:50-1:55pm(5 mins.)

Cool Down • A ball is tossed around so that each person has an opportunity to share his/her responses to the activity and the Six Thinking Hats.

• Transitions from the Visual Storytelling Activity to the Debrief

• Adds more physical activity

• A squishy ball The group stands up, backs away from the table, and moves the chairs out of the way. Have the ball ready to throw to the first person.

1:55-2:05pm(10 mins.)

Debriefing • Participants reflect on the purpose of the activity and complete an Idea Capture Grid exercise.

• Ensures group reflects on and processes the information

• Large pad of paper

• Pens/markers

• Post-it® note pads (7)

Give each participant a pad of Post-it® notes and a pen.

2:05-2:15pm(10 mins.)

Feedback • Participant feedback is collected through on-camera interviews. (This will overlap the Debrief—individual interviews will be conducted while people are writing comments/placing them on the grid.)

• Feedback for the facilitator is collected

• Video camera Remove camera from tripod to conduct on-camera interviews.

2:15-2:20pm(5 mins.)

Closure • Participants assemble a take-home kit with reference and reminder materials.

• Thank everyone.

• Closes the session

• Leaves participants feeling that the session is complete

• Gives participants tangible tools for the future

• Pages for the kit

• Folders

• Extra kits

Lay out all the kit materials.

80 mins.

appendix b: detailed activity plan

Visual Storytelling Schedule

Table B1. Detailed Visual Storytelling Activity Schedule

48

appendix c

Informed Consent

obtaining permissionAfter reviewing the project description, an informed consent form was distributed. All participants were required to sign the consent form to reflect their willingness to partake in the recorded activities for both the Warm-Up and Visual Storytelling Activity sessions.

InformedConsentForm

InformedConsentForm

Ivoluntarilyagreetoparticipateinamulti-partworkshopperformedbyagraduatestudentattheSavannahCollege

ofArtandDesign.Iunderstandthatawarm-upactivity,avisualstorytellingactivity,andpostinterviewsarebeing

conductedbyElizabethWelch,inordertofullfilltherequiredcourseworkforFacilitatingCreativeThinking.The

purposeoftheactivitiesandpostinterviewistoexplorelateralthinkingstrategiestosuggestnewapproachesfor

howtoincreaseparticipation/volunteerismatEastoverElementarySchool.

Iunderstandthatthedocumentationmethodsmayinclude:

1.Recorded(audio,videoand/orphotography)observations;

2.Myparticipationinawarm-upactivity,avisualstorytellingactivity,andpostinterviews;

3.Mycompletionofdebriefingandfeedback-elicitingactivities.

Igrantpermissionfortheprocesstoberecordedandtranscribed,andtobeusedbyElizabethWelchforanalysisof

data.Igrantpermissionforthisdata—generatedfromtheabovemethods—tobeusedinaneducationalsetting.

Iunderstandthatanyidentifiableinformationinregardtomynameand/orcompanynamewillberemovedfromany

materialthatismadeavailabletothosenotdirectlyinvolvedinthisstudy,however,thedocumentationmaterialswill

remaininthepublicdomain.

PrintedName

Signature

Date

Figure C1. The informed consent form required to be signed by all participants prior to conducting the workshop. Sample supplied by Professor Regina Rowland, Ph.D.

49

appendix c

Informed Consent

obtaining permissionPrior to beginning the Warm-Up and Visual Storytelling Activities, all participants were required to sign an informed consent form. The images depicted represent the full collection of signed forms.

Figure C2. Rachel’s signed consent form.

Figure C6. Rob’s signed consent form.Figure C5. Jennifer’s signed consent form.

Figure C3. Stephanie’s signed consent form.

Figure C7. Fozia’s signed consent form.

Figure C4. Lydia’s signed consent form.

Figure C8. Allen’s signed consent form.

50

1

?

1 2

1 21 2

3

1 2 3

1 2 3

1 2 3

4 5

4 5

1 2 3

4 5

6

1. Shapes 1 & 2 are given to someone who is then instructed to arrange them together in a shape that would be easy to describe. The two pieces are usually arranged in a square as shown.

2. Shape 3 is given with the same instructions. Usually, it is added to the existing square to make a rectangle.

3. Shapes 4 & 5 are given at the same time, again with the same instructions. Usually they are combined to create a slab, added to the rectangle and it becomes a square again.

4. Finally, Shape 6 is given, but it doesn’t fit. Although the person has been right at every step along the way, they are stuck now and cannot proceed. The new piece cannot be fitted into the existing pattern.

Source: Lateral Thinking: Creativity Step by Step. Edward de Bono, 1990, pgs. 32–35.

Lateral Thinking Exercise: Sequence of Arrival of Information — part 1

appendix d: lateral thinking exercise

Sequential Arrival of Information, part 1

Figure D1. A step-by-step detailed description of the Warm-Up exercise for the Visual Storytelling Activity. This handout was given to each participant at the end of the session as part of their take-home kit. Original exercise by Edward de Bono, 1990, pgs. 32–35. Handout designed by Author.

51

2

1 2

1 2

3

1 23

1 23

1 26

3

4 5

4 5

1 23

4 5

6

1 23

4 5

1 2

On this page, a different way of solving the same problem is shown. With this arrangement, the person can fit all the pieces together, including the final one. But it is much less likely to be tried first. A square is much more obvious than a parallelogram.

If you started off with the square, you would have to go back and rearrange the pieces at some stage to create a parallelogram before you could proceed.

So, even though you were correct at each stage, you would still have to restructure the situation before being able to move forward. You would have to break the old pattern and rearrange the old information again in a different, new way.

This is an example of how our brains work. They are a self-maximizing system, which means that information available at any moment is always arranged in the best way. As more information arrives, it is added to the existing arrangement. It is difficult to “un-arrange” information that has already been added to a structure; to see it in a new way once it has been processed and stored.

Source: Lateral Thinking: Creativity Step by Step. Edward de Bono, 1990, pgs. 32–35.

Lateral Thinking Exercise: Sequence of Arrival of Information — part 2

appendix d: lateral thinking exercise

Sequential Arrival of Information, part 2

Figure D2. A step-by-step detailed description of the Warm-Up exercise for the Visual Storytelling Activity. This handout was given to each participant at the end of the session as part of their take-home kit. Original exercise by Edward de Bono, 1990, pgs. 32–35. Handout designed by Author.

52

appendix e

Game Board and Game Cards

Figure E1. Photo of the game board designed by the author before the Visual Storytelling Activity. Author’s image.

Figure E2. Photo of the game board designed by the author after the Visual Storytelling Activity. Author’s image.

53

the yellow hatPositive Aspects and Potential Benefits — finding value in actions being proposed and/or something that has already happened.

the blue hatOverview, Process Control and Meta-Cognition — looking not at the subject, but at how the subject is being approached. Moves the conversation forward. Example: a proposal from the blue hat perspective could be to do more green hat thinking.

the red hatIntuition, Feelings and Emotions — allows the speaker to add a feeling or intuition without having to justify it. Concerns can be raised without supporting logic or fear of retribution.

the green hatCreativity and Innovation — proposing new ideas, alternatives, provocations and/or changes.

Figure E3. The game board cards by the author after the Visual Storytelling Activity. Author’s image.

the white hatFacts, Figures and Data — understanding the information that is already known. This is where items are defined, clarified, and knowledge gaps can be identified.

the black hatJudgment and Caution — pointing out why a suggestion doesn’t fit the facts, available experience, system in use, or policy currently in place. An essential part of this process, it must always be logical.

the white hatFacts, Figures and Data — understanding the information that is already known. This is where items are defined, clarified, and knowledge gaps can be identified.

the black hatJudgment and Caution — pointing out why a suggestion doesn’t fit the facts, available experience, system in use, or policy currently in place. An essential part of this process, it must always be logical.




the green hatCreativity and Innovation — proposing new ideas, alternatives, provocations and/or changes.the yellow hat

Positive Aspects and Potential Benefits — finding value in actions being proposed and/or something that has already happened.








54

appendix f

Six Thinking HatsReference Page the six thinking hats

The Six Thinking Hats methodology was developed by Edward de Bono in the 1980s. Its goal is to help teams become creati vely engaged and more producti ve while problem solving. It works with six metaphorical hats. The hats are color-coded and each one represents a specifi c mode of thinking. Parti cipants can put on a parti cular hat and add to the conversati on from the viewpoint of that thinking modality. Then s/he can switch hats and look at the same issue from a diff erent perspecti ve.

the white hat

Facts, Figures and Data — understanding the informati on that is already known. This is where items are defi ned, clarifi ed, and knowledge gaps can be identi fi ed.

the black hat

Judgment and Cauti on — pointi ng out why a suggesti on does not fi t the facts, the available experience, the system in use, or the policy currently in place. It is an essenti al part of this process and must always be logical.

the red hat

Intuiti on, Feelings and Emoti ons — allows the speaker to add a feeling or intuiti on without having to justi fy it. Concerns can be raised without supporti ng logic or fear of retributi on.

the yellow hat

Positi ve Aspects and Potenti al Benefi ts — fi nding value in acti ons being proposed and/or something that has already happened.

the green hat

Creati vity and Innovati on — proposing new ideas, alternati ves, provocati ons and/or changes.

the blue hat

Overview, Process Control and Meta-Cogniti on — looking not at the subject, but at how the subject is being approached. Used to move the conversati on forward. For example, a proposal from the blue hat perspecti ve could be to do more green hat thinking.

Figure F1. A reference sheet with descriptions of de Bono’s (1990) Six Thinking Hats methodology. This was given to each participant at the end of the session as part of their take-home kit. Handout designed by Author.

55

appendix g

List of Figures

Figure 1Photo of Idea Capture Grid from Visual Storytelling Activity ............................................. 1

Figure 2Photo of supplies before the Warm-Up ............................................................................. 4

Figure 3Photo of conference room at the Paletz Law Firm ............................................................. 7

Figure 4Photo of Rachel .................................................................................................................. 8

Figure 5Photo of Stephanie ............................................................................................................. 8

Figure 6Photo of Lydia ..................................................................................................................... 8

Figure 7Photo of Jennifer ................................................................................................................ 8

Figure 8Photo of Rob ....................................................................................................................... 8

Figure 9Photo of Fozia ..................................................................................................................... 8

Figure 10Photo of Allen ..................................................................................................................... 8

Figure 11Photo of Libby .................................................................................................................... 8

Figure 12Photo of Rob and Rachel during the Warm-Up introductions ............................................ 9

Figure 13Photo of Stephanie and Jennifer during the Warm-Up introductions .............................. 10

Figure 14Photo of Allen and Lydia during the Warm-Up ................................................................. 18

56

appendix g

List of Figures

Figure 15Photo of Libby handing out Play-Doh® to each participant .............................................. 21

Figure 16Photo of group working in partnerships, explaining the object they modeled ................ 21

Figure 17Photo of Allen and Lydia ................................................................................................... 21

Figure 18Photo of Fozia ................................................................................................................... 21

Figure 19Photo of Stephanie talking to Jennifer ............................................................................. 21

Figure 20Photo of Stephanie, Jennifer, Rob and Rachel .................................................................. 21

Figure 21Photo of some of the objects participants created during the Warm-Up ........................ 22

Figure 22Photo of the story written during the session .................................................................. 23

Figure 23Photo of Rob drawing a symbol to represent one of de Bono’s hats ............................... 24

Figure 24Photo of white hat card with description and drawing by Jennifer .................................. 25

Figure 25Photo of black hat card with description and drawing by Rob ......................................... 25

Figure 26Photo of red hat card with description and drawing by Rachel ....................................... 25

Figure 27Photo of yellow hat card with description and drawing by Allen ..................................... 25

Figure 28Photo of green hat card with description and drawing by Lydia ...................................... 25

57

appendix g

List of Figures

Figure 29Photo of blue hat card with description and drawing by Fozia ........................................ 25

Figure 30Photo of drawing created during the Closure exercise by individual group member ...... 26




Figure 34Photo of Rob discussing what he learned during the Debriefing ..................................... 27

Figure 35Photo of the Visual Storytelling Activity. .......................................................................... 28

Figure 36Photo of Lydia doing the shape-sorting ............................................................................ 31

Figure 37Photo of Rob doing the shape-sorting .............................................................................. 31

Figure 38Photo of Libby re-capping the exercise ............................................................................ 31

Figure 39Photo of Libby explaining the Visual Storytelling Activity ................................................ 32

Figure 40Photo of Allen, Lydia and Rachel writing cards for the Visual Storytelling Activity .......... 33

Figure 41Photo of Stephanie, Jennifer and Rob writing cards for the Visual Storytelling Activity .. 33

Figure 42Photo of entire group during the Visual Storytelling Activity ........................................... 33

58

appendix g

List of Figures

Figure 43Photo of Libby tossing the ball to Rob .............................................................................. 34

Figure 44Photo of Rob saying his response to the Visual Storytelling Activity ................................ 34

Figure 45Photo of Stephanie tossing the ball to Allen .................................................................... 34

Figure 46Photo of Lydia catching the ball ....................................................................................... 34

Figure 47Photo of Idea Capture Grid before the Debrief ................................................................ 35

Figure 48Photo of Allen, Lydia and Rachel writing notes for the Debrief........................................ 35

Figure 49Photo of Idea Capture Grid after the Debrief ................................................................... 35

Figure 50Photo of all the items for the take-home kit .................................................................... 37

Figure 51Photo of Idea Capture Grid .............................................................................................. 38

Figure 52Screen capture from presentation video .......................................................................... 43

Figure 53Photo of cards generated by participants during the Visual Storytelling Activity ............ 44

Figure C1The informed consent form signed by all participants prior to the workshop ................. 48

Figure C2Rachel’s signed consent form ........................................................................................... 49

Figure C3Stephanie’s signed consent form...................................................................................... 49

59

appendix g

List of Figures

Figure C4Lydia’s signed consent form ............................................................................................. 49

Figure C5Jennifer’s signed consent form ......................................................................................... 49

Figure C6Rob’s signed consent form ............................................................................................... 49

Figure C7Fozia’s signed consent form ............................................................................................. 49

Figure C8Allen’s signed consent form ............................................................................................. 49

Figure D1A step-by-step description of the Warm-Up for the Visual Storytelling Activity .............. 50

Figure D2A step-by-step description of the Warm-Up for the Visual Storytelling Activity .............. 51

Figure E1Photo of game board before the Visual Storytelling Activity ........................................... 52

Figure E2Photo of game board after the Visual Storytelling Activity .............................................. 52

Figure E3Photo of game cards used in the Visual Storytelling Activity ........................................... 53

Figure F1A reference sheet for the Six Thinking Hats methodology ............................................... 54

60

appendix h

List of TablesTable 1Warm-Up Activity Schedule .............................................................................................. 15

Table 2Visual Storytelling Activity Schedule ................................................................................. 17

Table A1Detailed Warm-Up Activity Schedule ................................................................................ 42

Table B1Detailed Visual Storytelling Activity Schedule................................................................... 43

61

Bloomfield Hills School District. (2014). Mission statement and strategic goals. Retrieved from https://www.bloomfield.org/uploaded/Board_of_Education/Mission_Goals_and_Values_February_2014.pdf.

Bloomfield Hills School District. (2015). National blue ribbon school. Retrieved from https://www.bloomfield.org/schools/eastover-elementary-school/national-blue-ribbon-school/.

De Bono, E. (1990). Lateral thinking: Creativity step by step. New York, NY: Harper Perennial.

De Bono, E. (n.d.). Serious creativity. Retrieved from http://www.debonogroup.com/serious_creativity.php/.

Henderson, A. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools.

Leaver, E. (n.d.). PTO today: Make the case for parent involvement. Retrieved from http://www.ptotoday.com/pto-today-articles/article/1323-make-the-case-for-parent-involvement/.

O’Donnell, L. (n.d.). PTO today: How to respond to common excuses. Retrieved from http://www.ptotoday.com/pto-today-articles/article/1283-how-to-respond-to-common-excuses/.

Prather, C. (2010). Manager’s guide to fostering innovation and creativity in teams. New York, NY: The McGraw-Hill Companies, Inc.

United States Department of Education. (2004). Title 1: Improving the academic achievement of the disadvantaged. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html/.

appendix i

References

Libby Welch - increasing Participation/Volunteerism

Documents

Transcript of Libby Welch - increasing Participation/Volunteerism