Facilitation
Tools &
Techniques
for Action Learning Sets
(& other group situations)
1
INDEX
Technique
Page Number
Integrative Approach - basis of Action Learning
2
Circle of Concern & Circle of Influence
4
Z Technique
6
SWOT Analysis
7
PEST Analysis
9
Force Field Analysis
10
Role Set Analysis
12
Six Thinking Hats
13
Six Action Shoes
15
The Five Why’s
16
Six Honest Serving Men
17
Perceptual Positioning
18
Appreciative Enquiry
20
The Three Brains
22
Brain Storming or Thought Showers
23
Mind Mapping
24
Issues and Feelings
26
Concept Analysis
27
Jumping In With Both Feet
28
POWER Outcomes
29
Imagineering
30
Anchoring
33-34
REFERENCES
35-36
1
INTEGRATIVE APPROACH
APPLICATION
This approach is the basis for adult learning. The role of the set is to help the
presenter explore their issue and agree an action plan. The approach uses open
questioning and is based on what Carl Rogers called "unconditional positive
regard" for the presenter. It requires empathetic listening and an ability to
suspend judgement, and avoid advice giving or asking leading questions.
It is one of the most powerful tools in the action learning toolkit. It can be used
for a wide range of issues. The technique uses an integrative approach, however
the presenter is in control and is encouraged to identify the type of questioning
they find the most useful.
PROCESS
The participant presents their issue (tells their story), the other set participants
listen to understand and empathise with the presenter. When the presenter has
finished the set participants can ask questions for clarification and to deepen
understanding. The presenter identifies what they want the set to help them with
(set the agenda). This may result in further questions for clarification.
When everyone is clear on what the presenter wants the set to do the
questioning begins. The presenter has a choice as to whether all the set or
certain members of the set take part in the questioning.
The key components of this approach are active empathetic listening and
open questioning.
Active Empathetic Listening
Listening is a primary part of action learning. To do this effectively the set has to
be fully present for the presenter. This means:


Keeping your own stuff out of the way - setting aside your own
preoccupations and agenda, and your own answers.
Monitoring your own listening while the presenter is talking
(Taken from Adult Learning by Jenny Rogers pg. 192)
Listening during action learning involves what is described as Level 2 listening
(Co-active Coaching by Laura Whitworth et al). This level of listening needs
practice. It involves concentration on the presenter and their issue, listening to
what and how they say as well as being aware of their non-verbal language.
Empathetic listening requires the participants to get some insights into what life
would be like if they were inside the presenter’s head.
2
Open questioning
Open questions are key to helping the presenter explore their own issues. They
usually start with "What, How, Where, When, Who and Why, Tell me more
about… So what do you need to do…?
Examples of open questions


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What do you really want?
What have you tried in the way of resolving it?
What/How have you contributed to the problem?
What will happen if you do nothing?
What's your responsibility to change here?
So what do you need to do to make the change?
Who do you need to involve?
What will support you?
What can you do here?
How can you change the way you respond to him or her?
What other choices do you have?
In what ways are you giving people the power to make these choices for
you?
How will you make these changes? - By When?

What do you need to do to make sure you don't succeed here?
(Taken from Adult Learning by Jenny Rogers pg. 198
and Influencing Skills by same author pg. 51)
The use of Why?
Why is a powerful question. It has its uses in all elements of action learning. It
can be interpreted as a confrontational question. This may result in the presenter
becoming defensive and rationalising their action/behaviour rather than exploring
it.
And Finally,
It is essential that the set listen to question and answer to ensure continuity.
Initially participants may find it difficult to ask open questions and there may be a
tendency to give advice or ask leading questions, which they believe, will take
the participant to the "right action plan". The role of the facilitator is to bring this
to the attention of the set, to encourage the participants to focus on the presenter
and continue to help them explore their own issue. It is often a good time to ask
the presenter "What questions are they finding most useful". Many of the
questions will help the presenter challenge their own assumptions and behaviour
and thereby take ownership of agreed action.
3
CIRCLE OF CONCERN & OF INFLUENCE
APPLICATION
Self-awareness is vital in the process of change and development. One aspect of
our behaviour is our own degree of proactivity – where do we focus our time and
energy, which affects the effect we have. This tool is based on Stephen Covey’s
(1989) model devised as a means of identifying where our energies lie, and thus
understand what needs to happen to increase our effectiveness.
Circle of Concern: we each have a wide range of concerns - our health,
relationships, our children’s future, money, problems at work, the national debt,
threat of nuclear war, etc. Some of these concerns we have no real control over.
Reactive people focus their attention and efforts on the issues in this circle of
concern, focusing on the weaknesses of others and on circumstances over which
they have no control. This is negative in nature as it results in blaming,
defensiveness, reactive language and behaviour that can lead to aggressiveness
or passiveness – persecutor or victim type reactions.
Those issues within the circle of concern which we can do something about are
circumscribed in a smaller circle, called the Circle of Influence (Fig. 1).
Figure 1
Circle of Concern
Circle of
Influence
Proactive people focus on issues within their circle of influence, they work on
things they can do something about. The nature of their energy in doing this is
positive, enlarging and magnifying and so increasing their circle of influence (see
fig. 2). This is adult behaviour, non-blaming and developmental. This proactive
approach affects the things that we have no control over, our Circle of Concern,
by enabling us to genuinely and peacefully accept those problems & issues
whilst focusing our efforts on things we can affect. So we learn to live with them
even if we don’t like them.
4
Figure 2
Figure 3
CONCERN
INFLUENCE
A result of being a reactive person is that those issues that are under your control
and influence are neglected and under-developed, as your focus is elsewhere,
and so your circle of influence shrinks (see fig. 3). Positive change will not occur
if you are working in your circle of concern.
PROCESS
On a flipchart the presenter draws a circle in which he/she depicts all the issues
of concern related to that presented to the group. The group contributes by
probing and questioning, thereby identifying nay other underlying concerns or
facts related to that issue.
The presenter can then transcribe onto a second flipchart with the 2 circles (as in
Fig.1) those issues that are in his/her circle of concern and those which are in
his/her circle of influence.
A way of determining which circle the presenter’s concerns are in is by listening
to the language used and distinguishing between the have’s and the be’s. Circle
of concern is full of ‘have’s’ and the circle of influence with ‘be’s’, e.g.

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Have’s (Reactive)
I’ll be happy when I have a full
establishment………
If only I had a boss who wasn’t …….
If I had respect from…
If I has a degree …
If I could just have management days….
If the environment was more
conducive…
The nature of reactive people is to absolve
themselves of responsibility. They focus on
other’s weaknesses, the them & us
mentality.
Be’s (Proactive)
I can be a better role model…
I can be more organised / resourceful…
I can be more loving / understanding …
I will be more diligent …
I can seek out personnel and be able to
understand…
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This is the character focus. Proactive people
are value-driven, read reality and know what’s
needed recognising that change starts with
them (inside-out)
Once visual on the charts exploration can take place on the steps needed to
behave proactively, role-play can be used to explore proactive language and
behaviour in terms of the issue presented, and an action plan is drawn up.
5
Z - TECHNIQUE
APPLICATION.
This technique is particularly useful in groups when the members have become
bogged down or are trying to problem solve by focussing on a particular aspect
of the issue. Isabel Myers, one of the authors of the Myers Briggs Type Indicator,
developed the technique. (Cited by Rogers, 1999) Myers suggests that in solving
any problem you need to ask four key questions. These questions form the basis
of the tool.
PROCESS
Participants are invited to answer four questions in relation to the problem they
are trying to resolve.
1. What are the facts? What are the data?
2. What are the possibilities? If we had no restraints what would be possible?
3. What are the logical implications of any choices we might make?
4. What is the likely impact on people of any of our choices?
Sensing
Intuition
- what are
the facts
- what are the
possibilities?
Thinking
Feeling
- what are the
logical
implications?
- what would
be the impact
on the people?
6
SWOT ANALYSIS
Sometimes known as TOWS.
APPLICATION
A classic strategic planning technique which can be used to analyse our own
internal capability, and to set that in relation to what we think the environment
holds for us in the future. It identifies promoters and resistors to change within
four key dimensions.
SWOT stands for
Strengths
Weaknesses
Opportunities
Threats
PROCESS
It is usually done on a single flip chart sheet so that the participants can see all
four quadrants at once.
Strengths
Weaknesses
Opportunities
Threats
Each section is then completed as appropriate questions are asked to explore
the individual’s (or group’s) perceptions of the environmental influences, for
example:
1. For Strengths –what am I good at? What have I got going for me here? What benefits are
there in this case?
2. For Weaknesses – what am I bad at? What is the downside of the organisation? What do I
keep tripping over?
7
3. For Opportunities – what’s around the corner that could be useful? What is happening that
could help me? What is new, and is it good for me?
4. For Threats – what could be a threat to our success? What’s new and is it bad for us? Who is
out to get us, and are they any good?
By the close of the SWOT the group should be at the stage where it can move on
to considering:
 How can we maximise and extend the strengths we identified?
 How can we minimise or overcome the weaknesses?
 How can we grab and make use of the opportunities?
 How can we avoid the threats or counter their effects?
8
PEST ANALYSIS
Sometimes known as STEP or PETS.
APPLICATION
Another classic strategic planning technique which provides a useful framework
for analysing the environmental pressures on a team or organisation. Particularly
useful in groups who have become too inward-looking and in danger of forgetting
the power and effect of external pressures for change as opposed to internal
ones.
PEST stands for
Political / Legal
Economic
Social
Technical
PROCESS
This technique can be used as a whole or small group activity. Use a flip chart so
that all can visualise the data generated.
PEST Analysis
What are the pressures from:
Political Sources
Economy
Social change
Technology
– regulators
- politicians
-
world trends
UK trends
Industry trends
-
cultural change / expectations
demographics
family change
- generally
- in our sector
Stage 1
Ask the group to look at Political pressures for change in their
organisation and write on flip chart. Do the same for Economic pressures / Social
changes / Technological changes.
Stage 2
work.
Ask the group to consider the implications of each of these for their
9
FORCE FIELD ANALYSIS
APPLICATION
This technique focuses on the driving and restraining forces acting on a situation.
 Driving forces are factors that indicate instability and an openness to change.
They are therefore POSITIVE forces for change.
 Restraining forces are those which promote stability and maintain the status
quo: indicating, therefore, RESISTANCE to change.
PROCESS
Divide the flip chart into ‘Driving Forces’, ‘Current Situation’ and ‘Restraining
Forces’ as below. Summarise the problem / issue and write it in the middle of a
flip chart sheet (current situation on example below).
Summarise a general ‘snapshot’ of a better situation and write it at the bottom of
the sheet.
Group members are then invited to brainstorm ideas for the forces at work, which
are written up on the flipchart for all to visualise. Be as specific as possible.
Driving
Forces
Restraining forces
Current
Situation
‘Ideal situation’
10
The forces are then analysed by the group to determine the needs and priorities
to be addressed in planning for change. This can be done through any of the
following alternatives;
 Changing the strength of a force
 Changing the direction of a force
 Withdrawing hindering forces
 Adding new helping forces
There is a suggestion that change is more likely if the focus is on influencing the
restraining forces, as opposed to adding new helping forces which in themselves
may add more resistors to action.
11
ROLE SET ANALYSIS
APPLICATION
This technique helps an individual to think through what is expected of them and
how these expectations may conflict and cause other problems.
PROCESS
 The presenter (of the issue) should draw themselves in the middle of a flip
chart sheet, and around them, draw all the individuals or groups with whom
they interact to do their daily job.
 Beside each identified person or group they write down what they believe this
person / group wants, needs or expects from them. Also, what they want,
need or expect from that person / group.
 Once they have completed this, or as they are going through the process,
they share their analysis. Once completed other group members can grow the
discussion by questioning expectations or challenging assumptions.
It is probable that the exercise will indicate areas where there is conflict – e.g.
what people expect and what can be provided or what they get.
EXAMPLE
Boss
Son
ME
F grade
Hubby
12
SIX THINKING HATS
APPLICATION
This technique is particularly useful when people can’t think straight and their
thoughts are jumbled up. The purpose of the six thinking hats is to unscramble
thinking so that a thinker is able to use one thinking mode (Hat) at a time –
instead of trying to do everything at once. The best analogy is that of colour
printing. Each colour is printed separately and in the end they all come together
During Action Learning sets it can be used to help the individual to think logically
and explore different areas one at a time. It can also validate emotional aspects
of an issue which are acknowledged and placed alongside facts & logic on the
thinking ‘map’. This is important where there is a lot of emotion attached to an
issue which colours all other thinking.
PROCESS
There are six imaginary hats, each a different colour. At any moment a thinker
may choose to put on one of the hats (put on your thinking cap) or may be asked
to put on or take off a hat.
The presenter can choose to have a sheet of flipchart paper represent each hat (these
‘hats’ can be drawn in respective colours on the top to assist the process) and all placed
on the wall, or to use a mind-map technique on one sheet of flip chart using the different
colours to represent the different ‘hats’.
Black hat
This is specifically concerned with negative assessment. The black hat thinker
points out what is wrong, incorrect and in error. Gives people permission to talk
about “gripes and groans” and gets them out of the way – what’s not going well!
White hat
The white hat indicates neutrality. It is used to collect or identify facts and figures.
It does not offer interpretations or opinions.
Red hat
The red hat legitimises emotions and feelings as an important part of thinking.
When using this hat there should never be any attempt to justify the feelings or to
provide a logical basis for them.
Yellow hat
The yellow hat is about positive thinking and being constructive. The yellow
colour symbolises sunshine, brightness and optimism and is concerned with
13
positive assessment just as the black hat is concerned with negative
assessment.
Green hat
The green hat is for creative thinking. The green colour symbolises fertility,
growth and the value of seeds. There is a need to go beyond the known and the
obvious.
Blue hat
The blue hat is the “control” hat. It is responsible for summaries, overviews and
conclusions.
What have we learnt?
To use the hats most effectively the facilitator and other group members listen to
the thoughts without commenting. Once all the strands are up on the charts, the
group can offer open questions to challenge and probe.
14
SIX ACTION SHOES
APPLICATION
Occasionally, thinking is an end in itself, but usually thinking is to chose or design
a course of action. Sometimes there is a distinct thinking phase (six hats) and
then an action phase. Shoes imply action. Shoes like action are for reaching a
destination.
PROCESS
Each pair of action shoes is assigned a different colour and covers one particular
style or action. Action is a two step process:
Step 1
Ask, “what type of action is required here?”
Step 2
Put on the appropriate action shoes and behave in that style.
Orange gumboots
To put on to take urgent action to overt a crises or to deal with an emergency
situation.
Pink slippers
To put on to take caring or helping action in a situation where it is vital to
consider and respect human feelings
Navy formal shoes
To put on to take action which requires authority or rules or regulations to be
established or adhered to. When action should follow set routines.
Brown sensible shoes
To put on to take practical action, that, which seems sensible in the situation
Purple riding boots
To put on to take “extraordinary” action that is defined by the wearer of the shoes
Grey sneakers
For investigation and collection of information
15
THE FIVE WHYS
APPLICATION
This tool can be applied to many situations, particularly a single problem event. It
is a technique which focuses on getting to the root cause of the issue rather than
being distracted with the symptoms.
PROCESS
Pick on one of the main symptoms of the issue and ask “Why did this happen?”
Up to three or four answers may found, and for each of these the next “Why?” is
asked, such as “Why is that?” The whole process is repeated five times.
Example – Five Why’s in action
Issue: A ward sister feels overwhelmed with her “ever-increasing” workload.
First answer
Second answer
1. Why?
The throughput of patients
has increased on my ward
There is so much paperwork, forms
to fill in etc.
2. Why?
The bed manager keeps
sending the patients to our
ward when the beds are not
yet available.
Everyone wants so much
information.
3. Why?
My staff can’t say no.
It’s mainly facts and figures for audit
purposes.
4. Why?
They feel pressured into it
by the bed manager.
I am not sure what it’s used
for really. No feedback has ever
been given.
5. Why?
They are not assertive enough.
Perhaps they’d benefit from
some training in this area.
No one has ever questioned them.
Perhaps if I did, I would find they
do not serve any useful purpose, or
suggest another way of getting the
information.
Tips:It is useful to use Post-It notes for this exercise with the answer to each “Why?”
added underneath each one.
Using the answer “Ok, Is that the only reason?” can be used to avoid blaming
individuals and focus instead on making changes.
16
SIX HONEST SERVING MEN
APPLICATION
This technique is very useful for issues that require all the information to be identified and a way
forward agreed, for example in developing a strategy or plan. The title comes from the first verse
of the following poem by Rudyard Kipling and is useful as an aide memoir.
Poem by Rudyard Kipling
following the story "Elephant's Child" in "Just So Stories"
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea,
I send them east and west;
But after they have worked for me,
I give them all a rest.
PROCESS
The easiest way to use this technique in action learning is to ask clarifying
questions until the problem or issue is specifically identified then use a
mind mapping technique as follows.
How?
What?
Who?
Issue or
Problem
Why?
Where?
When?
The advantages to this approach are that it encourages open questioning. The
individual can do it with prompts from the group or as general brainstorm. It can
be a useful if the presenter is having trouble identifying what they know or
understand about an issue or if it is very emotive. The “how” can lead to an
action plan depending on what the issue or problem is.
17
PERCEPTUAL POSITIONING
APPLICATION
‘Perceptual positions’ is a powerful NLP concept which, when applied in the following
way, enables the participant to gain insight into their own and others’ behaviour. It helps
the set member to learn from a relationship of difficulty with someone, giving him or her
the opportunity to empathise with the colleague they have an issue with, and to reframe
the problems they present into a wider perspective.
First position is being firmly grounded in your own reality. A vital skill is to recognise own
needs and feelings, but being stuck in first position can lead to a lack of understanding of
others and dismissing their input. Not using it can lead to frustration and stress by trying
to please everyone else all the time at the expense of yourself.
Second position is taking the other person’s point of view and stepping into their shoes.
Here you can look at yourself from another position – key skill in building rapport,
communicating by seeking to understand and managing conflict. Excessive use though
can lead to loss of self (note - women can get stuck here for sake of partner, children
and parent’s expectations).
Third position is ‘fly on the wall’ – the ability to step back and take a detached viewpoint.
Excessive use leads to detached, unemotional responses and make it difficult to move
back to first or second position.
When is it useful to try/use?
When a set member presents an issue that is about their relationship with another
colleague and in situations where the presenter is stuck. Looking at it from different
positions, options become available. When the issue is presented ask these questions:
 Do they use strong language to describe the other person?
 Do you pick up that the set member is angry or has strong feelings?
 Do they present a very one-sided story with little insight to the other party’s feelings?
If so you may want to experiment with and use this technique.
It is a very useful technique and leadership development tool that can be used in one to
one sessions with participants on the programme and also as a technique for action
learning. The use of perceptual positioning in action learning is best avoided in the set’s
early development, until the set feels ready for the challenge.
PROCESS
Locate 1st, 2nd and 3rd position on the floor before you start by drawing feet on sheets of
paper and placing them spaced out alongside each other and labelling them – the
participant is literally going to stand on these as they step into their shoes. There are
three sets of footprints:
1. SELF (First position) – write name on footprints.
2. Name of the OTHER person involved in the issue, the ‘problem’ person (Second
position).
3. Name of an OBSERVER – someone who is detached from this issue, who is a
person SELF goes to for grounding / perspective (Third position).
18
Talk the participant through this exercise, giving time for each step.
1. Think about that situation with the other person where there is a difficulty and
where you would like to understand more.
2. Step into position 1 and notice how you are feeling and what you are thinking
as you look at the other person. What are the words running through your
head, your feelings? Other set members use open questions techniques to
explore the SELF-perception of the situation.
3. Step into 2nd position, into their shoes, into their body language, into their
thoughts and feelings. Become them. Set members ask questions addressing
them to this ‘OTHER’, exploring feelings of this other in this situation, their
perceptions of the problem. What is going on for them?
4. Step back in to position one and ensure that participant can ‘break’ out of
role-play by asking them to reflect on something about themselves, e.g. what
they had for breakfast!
5. Step into 3rd position, as a detached observer, and give observations. Again
open questions are asked by other set members, e.g. “What do you feel is
going on between those two people?”
6. Return to position one and step back into self. Experience what it is like to be
you now, with all that new experience. How is this different? What new
understanding or learning is there? How will you be different?
7. Back to 2nd position. What do you feel? How is it going to be different if self
does that differently?
8. Back to SELF (1ST position) What more have you learned?
All 3 positions are important – the best communicators move easily between the three –
promotes assertive and adult behaviour.
During feedback of the process it might be helpful for the group to share observations on
language used, mannerisms adopted in certain positions and emotions felt during
process.
With new insight and understanding of the issue the presenter is then able to set
an action plan.
19
APPRECIATIVE ENQUIRY
APPLICATION
An Appreciative Enquiry is a way of working with people who have similar
concerns or interests to you in order to:


Understand your problems and develop new and creative ways of looking at
issues,
Appreciate and value the best of what you have got and then help to make it
even better.
The enquiry moves through




Appreciating and valuing the best of ‘what is’
Envisioning ‘what might be’
Discussing ‘what should be’
Innovating ‘what will be’
PROCESS
An appreciative inquiry on team building may be:
 Describe a time when you thought the team functioned well. What were the
circumstances during that time?
 Describe a time when you were proud to be a member of that team. Why
were you proud?
 What do you value most about being a member of this team? Why?
 What gives ‘life’ to this team?
 Describe an incident when you or someone else went the extra mile to
provide a participant / client with what they wanted it when they wanted it.
What made that possible?
This is designed to reflect the best experiences, values, life-giving force, hopes and
priorities. This enables participants to take the best of the past (known) into the future
(unknown) and provides rich experimental and contextual data from which to identify
binding themes and to collectively imagine new and exciting possibilities.
Dream Phase (imagining what might be)
Participants are asked to envision results and engage in further search.
Information from the Discover Phase is used as a platform to speculate on
possible or desired futures. Participants may self-select dependent on their
interest and expertise. Key themes are transferred into statements of strategic
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and social intent. Positive propositions, which excite, stretch and guide
participants toward a preferred future. The beauty in this process lies in the
connections people see and express in where they want to go taking what they
really value with them.
Design Phase (co-constructing what should be)
Participants co-construct a new reality based on the dream phase – (direction,
principles, strategic framework). Questions relate to what would be ideal, how we
can make it work and what conceptual, behaviour, operational changes we need
to make. (Project team develops from here for organisational inquiries).
Deliver Phase (sustaining, learning, adjusting)
Affirmation of achievements.
The potency of the approach lies in the frame of positive inquiry and the
realisation that change and inquiry are simultaneous.
21
THE THREE BRAINS
APPLICATION
 Your Brain does the analytical thinking
 Your Gut reaction tells you if you are on the right track
 Your Heart confirms that you have done the right thing at the right time.
The idea is taken from:
The other 90% -how to unlock your vast untapped potential for leadership
and life. Written by Robert K. Cooper.
The article refers to the work carried out by the creative leadership centre, which
concluded that the only statistically significant factor differentiating the very best
leaders from mediocre ones is caring.
PROCESS
No real process involved with this, just something very short and simple to make
you stop and think before taking action. Some suggestions of techniques used
are:

Ask the presenter to write the headings on a flip chart and brainstorm
each section considering all aspects of the issue from that ‘angle’. The
rest of the set facilitates this thinking by using open questioning.

Draw mind maps from each of the brains: the individual can then be
assisted to explore the issue under each section. They can then also
receive feed back from the group on their body language when they
were in each brain mode, indicating a preference or difficulty.
22
BRAINSTORMING or ‘THOUGHT SHOWERS’
APPLICATION
Brainstorming is a useful tool to broaden thinking, identify possibilities. The
essence of brainstorming is that any idea, however silly is encouraged in the first
stage.
PROCESS
Stage 1
 Any idea however ridiculous or outrageous is permitted
 All ideas are jotted down (agree who will do this - It is important that the
person does not edit what is said or act as a filter)
 As facilitator your role is to offer as many funny, absurd sensible and
practical ideas as the rest of the set
 No evaluation of ideas is permitted in the first stage - e.g. no judgements
either verbal or non-verbal.
This stage goes on until all the ideas are exhausted
Stage 2
 Agree criteria for evaluation the ideas - e.g. how will you judge whether
any of these ideas are useful or not?
 Look for several criteria - e.g. cost, practicality, speed etc
Stage 3
 The presenter of the issue - not the rest of the set or the facilitator,
evaluates ideas.
Stage 4
 The ideas are turned into action.
23
MIND MAPPING
APPLICATION
Mind mapping is a technique developed by Tony and Barry Buzan. The basic
premise of mind mapping is to encourage “Radiant Thinking and in so doing to
raise significantly the standard of intellectual skills and intelligence”. The use of
mind mapping is action learning can be to support other techniques such as
Thinking Hats/Shoes etc as it encourages the presenter to develop their thinking
in a wider and more lateral context. It is also useful for note taking during action
learning as it captures the interpretation of the essence of what is being
presented. It can also be used in self-awareness and problem solving.
PROCESS
Buzan defines mind mapping as:
‘An expression of Radiant Thinking and is therefore a natural function of the
human brain. It is a powerful graphic technique which provides a universal
key to unlocking the potential of the brain. It can be applied to every aspect
of life where improved learning and clearer thinking will enhance human
performance. The Mind map has four essential characteristics:
a) The subject of attention is crystallised in a central image
b) The main themes of the subject radiate from the central image as
branches
c) Branches comprise of a key image or key word printed on an associated
line. Topics of lesser importance are also represented as branches
attached to higher level branches.
d) The branches form a connected nodal structure.’
Mind maps are enhanced by colour, imagery. These aid creativity, memory and
specifically recall of information.
Following, is an example of a mind map using ‘Happiness exercise’, taken
from “THE MINDMAP BOOK”.

This example is useful in helping participants understand the use of mind mapping and its
use in mapping patient stories. It is also helpful in teasing out a complex issue and
enables other members of the set gain a better understanding of the issue.
24
Using Mind mapping approach a natural progression would be to build on the
key words and develop the map further.
This process can continue till words begin to repeat themselves or form natural links
to other branches of the map.
25
ISSUES AND FEELINGS
APPLICATION
This technique draws heavily on the work of Senge (1990) and Argyris & Schon (1978)
in relation to reflection. Our “mental models” - images, assumptions, stories from
personal experiences - influence our feelings and these in turn affect our behaviour.
“Our mental models determine not only how we make sense of the world, but how we
take action.” (Senge 1990)
The purpose of this model is to separate the issue from the feelings attached to it.
PROCESS
It has more impact if the issue is identified on a flip chart so that the presenter has the
visual focus as well as the mental picture without the attachment of feelings. This will
require questioning by the set members to enable the presenter to identify the issue
alone and not their feelings about the issue.
My manager doesn’t think I’m
credible enough to do my job
well as she avoids discussion
with me and always cancels
our meetings. It’s obvious that
she doesn’t value me.
BECOMES
There is a communication
problem between my
manager and myself.
Once the issue has been identified the group can work with the presenter to enable him /
her to develop an action plan.
The feelings which were identified can also be worked on as there is potential for these
“mental models” to continue to affect the presenters action / reaction to similar situations.
26
CONCEPT ANALYSIS
APPLICATION
Within action learning concept analysis can be used as a tool to understand an
issue and explore it in more detail. Mores (1995) defines concept analysis as a
research approach to clarify and delineate phenomena so that they can be
studied in greater depth. This approach can help an individual or a group to
clarify issues and focus their efforts in a more organised way.
PROCESS
Concept analysis uses a three-way approach by exploring the:
1. ANTECEDENTS:
What needs to be in place to make it happen
2. ATTRIBUTES:
What are the characteristics
3. CONSEQUENCES:
What would the outcomes be both positive and
negative.
The facilitator of the issue can break the group up into two’s or three’s to
brainstorm each element of concept analysis and then feed back to the whole
group. If the action learning set is small the facilitator may do this process as a
group. In either case a great deal of discussion amongst the group will occur and
contribute to an action plan to take the issue forward.
EXAMPLES OF HOW CONCEPT ANALYSIS CAN BE USED
To review a word: i.e. leadership, risk management, clinical governance, and
strategy.
To explore an issue or situation in clinical practice like the off duty or poor
performance, team building or models of care.
To action occurring themes from an organisation, ward, clinic or department. For
example from patient stories or observations of care i.e. communication, patient
information, pain relief.
27
JUMPING IN WITH BOTH FEET
APPLICATION
Any decision in the end boils in statistical terms to a 50 – 50 evens chance. You
take a job or you don’t: You operate or you don’t: You cross the road now or you
wait. If that is the case why not toss a coin! Blaise Pascal, answered that very
clearly, he stated that for every 50 – 50 decision that we make, there are
consequences, and it is in having a broader understanding of the consequences
that we can make an informed choice.
Jumping in with both feet is a simple tool that can be used to explore the
consequences of each possibility using two sets of ‘footprints’.
PROCESS
Footprints are drawn on two sheets of paper, with for example ‘yes’ written on
one and ‘no’ on the other, or ‘in’ and ‘out, depending on the options of the issue’.
The person needing to explore the decision stands on each in turn talking
though, and being asked open questions, from that one perspective.
The tool is useful in helping individuals to gain insight into their own feelings
about the decision and the wider consequences.
Examples of questions that can be asked by the action learning set are:

What will be the effects on the team?

What will be the effects on your workload?

Who will be involved in the change / consequences of the decision?
The outcome of using this tool to raise the awareness of the individual and aid
the making of an informed decision.
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Power Outcomes
P
Positive
Ask: “what would you rather
have?”
R
O
Real
Own part
Ask: “can you imagine now
how it will be when you
have achieved your
outcome? Imagine what
you see and hear, how you
will feel….”
Ask: “is this within your own
control?”
Which bit of this is within
your own control?”
E
W
Ecology
What, specifically?
Ask: “if you could have that
tomorrow, would you take it?”
Ask: “what specifically do you
want? With whom? Where do
you want to achieve this? By
when?
If you get hesitation
Ask: “what stops you?”
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Disney Strategy
Three physically different positions for three different ways of thinking.
Realist
Creative
Critic
30
Problem Solving: Disney Strategy
This activity is based on the way in which Walt Disney was said to use different rooms
within his house to think differently. The exercise encourages you to literally place
yourself in a different frame of mind.
“Think yourself” into each of the perspectives. Consider how you would behave, what
would be your view of the issue in front of you, how you would express your thoughts.
Exercise
You have three positions, one for each of the approaches: Creative, Critic and Realist.
Creative
Critic
Realist
sees possibilities
sees problems
sees solutions
excited
serious
calm
enthusiastic
dispassionate
pragmatic
sees the best in a
situation
sees what could go wrong
sees both sides
can do anything
sets boundaries restricted
by beliefs
plans for success
risk taker
risk averse
contingency plans
challenges status quo
maintains status quo
evolves status quo
undaunted by failure
motivated to avoid failure
welcomes feedback
keeps trying
downside planning
flexible
light
steady
balanced
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Problem Solving: Disney Strategy - Continued
1
Decide on the topic/issue/problem to be discussed.
2
Whilst you are in the creative position, talk positively about the topic/issue/problem,
keep coming up with idea after idea after idea, unrestrained by reality. Take notes,
actively listen to everything and give support by interjecting comments or questions
which will continue to generate and encourage creativity. However, no challenges,
resistance or practical objections/suggestions.
3
Next, move to the critic position and talk about the down side of the issue. Critic
focuses on all the challenges, everything that can go wrong, why it won’t work etc.
Again, no arguments, actively listen to each of the points raised, consider all the
downsides and the possible obstacles.
4
Finally, move to realist. The question facing Realist is “what would need to happen
(given the problems raised) in order for these ideas to work”. If we were to do this,
this and this, then this would happen. Raise plans, strategies and processes that
would enable a creative solution.
5
Now move out of these positions, review the outcome of the process and select an
appropriate plan of action. If necessary, the process can be repeated a number of
times, rotating through each of the positions as desired.
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Anchoring
We tend to assume that we are at the mercy of whatever
emotional states are triggered by external events.
However, research has shown that we are able to
generate the emotional states we choose as appropriate
for any situation. The process is similar
to what we do naturally. For example, a particular piece
of music might be associated with a pleasant experience
and an associated feeling; subsequently, when we hear
the same piece of music the exact feeling is replicated in
us. This works equally for things we hear (e.g. names),
things we see (e.g. colours), things we taste and things we smell (e.g. perfume)
and things we touch.
Therefore, reproducing feelings and states is closely inked to our senses: sight, sound,
touch, smell and taste
In order to generate the resourceful state(s) at will, we can intentionally use the
same process to ANCHOR them so that we have states available whenever we
want.
The ANCHOR should minimally consist of:
► an internal (mind’s eye) picture
► a word, sound (said aloud or to ourselves) or a piece of music
► a touch (hands and fingers are useful)
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Anchoring
Follow these steps to summon any resourceful “state” at will
1
Identify the resource or “set of feelings” you want (e.g. confidence).
2
Think back to a specific occasion in your life when you totally experienced this
resourceful state (e.g. confident)
3

see the experience through your own eyes

if you think you have never had the experience, imagine it as richly as you can

or step into the shoes of someone who has

getting someone to watch your physiology at this stage helps
Break out of the experience, do something different for a few seconds and then go
back and re-live the experience again. It helps to act out, in your imagination, all
the realities of that moment; what did you see, hear and feel. Do this as often as is
necessary in order for you to be able to;

continually intensify the experience

know when the experience reaches its peak moment

if someone watched you in Step 2, get them to check that your physiology is
the same or similar
4
The next step is to prepare the associations you are going to use to call up this
state at will. The associations will be between how the state feels and a convenient
stimulus (the anchor) in one or more sensory systems – seeing/hearing/feeling –
see the previous page.
5
Now, in your imagination, go back to the experience of the state that you achieved
in Step 3. Just as your resourceful state is reaching it’s peak, connect up all the
anchors (the ones your decided upon in Step 4).
6
Again, do something different for a few seconds and then summon the desired state
by firing your anchors. Use these anchors to induce the feeling as often as you
want.
Practise your new anchor at least 10 times. The more you practise establishing states
(particularly steps 3 & 4), the more effective the process becomes.
34
REFERENCES
Integrative Approach



Rogers, J (2001) Adults Learning 4Ed. Open University Press. England
Rogers, J (1999) Influencing Skills. Marshall Publishing, London
Whitworth, l., House, H. and Sandahl, P. (1998) Co-active Coaching. Palo
Alto, CA: Davies Black
Circle of Concern & Circle of Influence

Covey, S R (1989) The 7 Habits of Highly Effective People. London, Simon &
Schuster.
Z - Technique

Rogers, J (1999) Facilitating Groups. London, Management Futures Ltd.
SWOT Analysis
PEST Analysis
Force Field Analysis



Royal College of Nursing (2001)
RCN Clinical Leadership Toolkit
RCN
London.
Rogers, J (1999)
Facilitating Groups
Management Futures Ltd.
London.
Havergal, M & Edmonstone, J (1999) The Facilitator’s Toolkit Gower
Publishing Ltd. UK.
Role Set Analysis

Havergal, M & Edmonstone, J (1999) The Facilitator’s Toolkit Gower
Publishing Ltd.
Six Thinking Hats

DeBono,E (1990) Six Thinking Hats.
Penguin
Six Action Shoes

DeBono, E (1996) Six Action Shoes
Harper Collins Business
The Five Why’s


Senge et al (1994) The Fifth Discipline Fieldbook: Strategies and Tools for
Building a Learning Organization. Nicholas Brealey Publishing, London.
National Co-ordinating Centre for NHS Service Delivery and Organisation
(May 2001). Managing Change in the NHS: Making Informed Decisions on
Change, London
Six Honest Serving Men

Kipling R (1987)
Just So Stories, pg 60, Purnell Books Ltd, London
Perceptual Positioning


Royal College of Nursing (1996) Nursing Leadership – Study Guide Section
4 : Developing your Leadership Potential. RCN, London.
Also adapted from @ Jen Anderson Consultancy & Training Manual :
Managing Difficult Behaviour: It takes two to tango 2: The Meta-mirror.
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Appreciative Enquiry

Built on the work of David Cooperider and Sue Annis Hammond.
Reference from Management Futures – Jenny Rogers.
The Three Brains

Cooper, R.K (2002) ‘The other 90% : How to unlock your vast untapped
potential for leadership and life.’
Brain Storming or Thought Showers

Rogers. Jenny (2001) Adults Learning (Fourth Edition), Open University
Press
Mind Mapping

Buzan T (1995) THE MIND MAP BOOK, BBC Books, London (Illustrations
taken directly from pages 64 & 81)
Issues and Feelings



Argyris, C. & Schon, D. (1978) “Organizational Learning: A theory of action
perspective.” Reading MA: Addison-Wesley
McGill, I. & Beaty, L. (2001) “Action Learning a guide for professional,
management & educational development.” 2nd Edition London: Kogan Page
Senge, P. (1990) “The Fifth Discipline: The art and practice of the learning
organization.” London: Century Business.
Concept Analysis


Mores, JM (1995) Exploring the theoretical basis of nursing using advanced
techniques of concept analysis. Advances in Nursing science 17 (3),
pp.31-36
Gorbett, R & McCormack, B (2001) A concept analysis of practice
development: an executive summary. RCN Publication code 001 517
Jumping In With Both Feet

Adaptation of theories of Pascal, B
Reference: RCN Clinical Leadership Toolkit
© Royal College of Nursing 2004
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