Methods
How many methods are here? Currently 585. Rating is new and only few methods have an editor's rating, 13 so far. When you're logged in please go ahead and indicate your appreciation for a method. Until now, 67 votes were submitted.
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How are methods categorized? Methods have a 'focus' as Application, Method or Model, or Intervention. There are subcategories as well.
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| Common name | Intent or purpose |
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| Brainstorming | To generate many ideas in a group setting |
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| Delphi Method | Decision making structured in different rounds |
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| Active Replay: Investigating What Happened | Investigating What Happened: 1. Awareness-raising (bringing out different points of view and disagreements; 2. Focusing on issues which participants have found difficult to recognise or confront during the activity 3. Analysing a problem (similar to reconstructing the scene of a crime) |
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| Different Directions | To generate a number of different directions an idea or action can take and to experience excitement about developing new ideas. |
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| Active Replay: Clarifying What Happened | Clarifying what happened by 1. keeping everyone in the group informed about what others were doing (especially where a group has split into smaller units during an activity) 2. informing others outside the group about a group event (or possibly just to update the trainer following an independent exercise) 3. reconstructing a distant or complex event (to help people recall and relive the facts and feelings of an event) |
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| Deserted Island | The Deserted Island Method is a good warm-up for a idea generating session. It starts the process of creative thinking by creating alternative solutions to surviving on a deserted island with limited resources. |
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| Boundary Examination | Boundary Examination is a refinement of problem definition. Defining a boundary to a problem states what is important (inside the boundary) and what is not (outside the boundary). A boundary reflects the biases of the assignment giver and you, as facilitator, The boundary may be part of the problem. |
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| Learnings from Working Cross Culturally Workshop | To gain insights about the Cross-cultural learnings we have had in working another country and to become excited about what we have learned and to be aware of what we have not learned. |
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| Juggling Perspectives | To make decisions based on a good weighing up of the varied interests involved, by clarifying the underlying logic of the different stakeholders. |
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| The Sage Conversation | To reflect on the experience of encountering people of wisdom and to experience the demand to become wise. |
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| RAACI | To clarify levels of authority and expectations around engagement |
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| Illiteracy Help | To assist people who are illerate or nearly so to paticipate in a workshop without focusing on the issue. |
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| The Greeting Game | To enable participants to loosen up with one another with humorous greetings. |
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| Plotting Newspaper Articles in the Social Processes | To be able to locate social events in the social processes and to gain confidence in understanding the social processes. This can be used to do social analysis or industry analysis. |
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| Card Game | This is a simple team building game that is based on the card game Poker. |
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| Sharing Vision | To share individual concret visions of the outcomes of a project or change process. |
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| Simultaneous Committees | To have small groups to work on part of the planning process. |
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| Troubleshooting | To identify potential blocks or impediments to implementing the plan. |
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| SCREAM | Scream is a good way of breaking the ice for a large group. |
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| Time Management | Nearly everyone has been in a meeting that ran over time. Often this means that the last item on the agenda is dropped and put on the next agenda. Sometimes real unanticipated issues come up that need to be dealt with but not necessarily in this meeting. An issue that was assumed to be simple turned out to be much more complex and time consuming than anticipated. Diverse unplanned distractions may arise that need time to be dealt with. |
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| Systematized Direct Induction | To involve staff or representative stakeholder in providing input in a change process. |
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| Be useful | The facilitator can use this process to either introduce a new method that would be helpful for the participants and their work or when he/she thinks that someone could use the other's input without taking too much of their time. |
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| Sources of Conflict Conversation | To raise realize that all of us are in conflicts from time to time and to experience the ability to think about what causes conflict. |
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| The Journalistic Six | To generate a more inclusive set of ideas. These are the six key questions that journalism students are taught to answer somewhere in their news articles to make sure that they have covered the whole story. For creative thinkers, these questions stimulate thinking about the idea in question and allow approaches to it from various angles. |
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| Remote Control Cars | To notice behaviors that contribute to group learning while getting acquainted and to appreciate the unique ways that colleagues learn. |
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| Zoom & Re-Zoom | The intent of this process is to engage and communicate communication skills, perspective taking, and problem solving skills. |
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| Informal Networks Conversation | To bring to awareness the need for informal relationships to make an organization work and to recognize the reality of change agents using informal networks. |
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| Active Replay: Celebrating What Happened | 1. Celebrating a success (and appreciating more about what contributed to the success) 2. Helping people to see the serious side of a humorous incident (or vice-versa) 3. Agenda-raising (using an action replay as a sweep search for issues to review) |
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| Name Tents | To provide visual signals for the facilitator about what is happening with the group. To decrease the risk of disruptive behavior by providing channels that it can take. |
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| Critical Path Method | To determine the critical path of product or service deliver of an organization or unit |
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| Stories of Cross-Cultural Learnings | To create a set of stories with learnings about cross cultural situations and to experience trust in telling of successes and failures in dealing cross culturally |
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| The Silent Mindmap | To generate a diversity of new ideas through silent, visual dialogue. |
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| Psyched for Life | Focus on a set of life-altering Corollaries to refocus intent and direction in challenging situations |
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| Bohm Dialogue | To enable a group to develop a better understanding of itself. |
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| Art Gallery | To stimulate creativity by having people draw pictures of the theme under discussion, |
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| The Project Tree | To enable a group to analyze together how the different parts of their plan relate to one another before moving to a timeline. |
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| Skills Import - Export Workshop | To create a matrix of skills needed and skills available |
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| Ten Kinds of Person | Participants have a chance to learn more about each other by sharing things about themself using the phrase, ? am the kind of person who..."" ten times. |
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| Open Discussion | To disucss a topic in a free form with the facilitator keeping everyone on the topic. |
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| Model building | To develop a model of a situation. |
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| News Spot | To create story of the success of the project at the end of the planning session. |
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| Information Processing using Examples | When ever new information is given to a group some form of processing is needed to embed to one degree on another the information being shared. This process is to enable a low level of processing of information being given. |
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| Compass | To generate ideas using all four Innovation Styles of visioning, exploring, experimenting and modifying |
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| The Circle of Opportunity | To force relationships between attributes that are randomly created and selected and to experience the process of moving away from standard ways of thinking. |
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| Buzz group | The purpose of this method is to help maintain interest and to get people involved in something. By discussing and expressing their own thought their learning gets stimulated. Furthermore this method offers information and experiences for the participants on which they can further build on. Another aspect is that it helps the participants to get acquainted with each other. |
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| Environmental Analysis Workshop | Participants gain insight in the environment, changes in the environment, and how this environment affects their work and participants experience the excitement of seeing the whole environment in which they work. |
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| Historical Examination | These questions are especially useful for generating ideas for improving something (the evolutionary approach), but they also help to break thinking out of the evolutionary mode and put it into the revolutionary mode by returning the thinker to the origin and purpose of the idea or solution. By returning to the roots of the problem, a new vision can be created. |
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| Something from Home | To speed up the process of becoming acquainted among workshop participants and to experience a pleasant atmosphere for multicultural groups. |
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| Animal Sounds | The intent is to make the group more comfortable with each other. |
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| Introductions Conversation | To create a group consensus on the aim of an event based on what each person wants |
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