Julie Huffaker and Karen Dawson are collaborators at Deeper Funner Change, a consulting collective dedicated to unleashing collaborative intelligence. As “pracademics,” both are wildly curious about what transpires when organizational and leadership theory meet the reality of complex day- to-day business challenges.
朱莉·霍菲克和凱倫·道森是深度資助者變革組織的合作者愧沟，這是一個(gè)致力于釋放協(xié)作情報(bào)的咨詢團(tuán)體。作為“學(xué)者”买鸽，兩人都非常好奇組織和領(lǐng)導(dǎo)理論面對(duì)復(fù)雜的日常商業(yè)挑戰(zhàn)時(shí)會(huì)發(fā)生什么查剖。
Jenelle is a dynamic, red-headed CEO of a fast-growing real estate agency. Her vision for the agency was to reinvent how they do real estate. We were surprised and delighted when she called to share how she had used what she had learned with us during a one-day workshop. “This is a total transformation of my ability,” she said, “an ‘Aha!’ of how to show my commitment and to share where I’m coming from and listen without getting so defensive.”1
詹妮爾是一家快速發(fā)展的房地產(chǎn)經(jīng)紀(jì)公司的一位充滿活力的、紅頭發(fā)的首席執(zhí)行官鞭光。她對(duì)該機(jī)構(gòu)的愿景是重塑他們的房地產(chǎn)經(jīng)營(yíng)方式吏廉。當(dāng)她打電話來分享她在一天的研討會(huì)上使用她和我們學(xué)到的東西時(shí)，我們感到驚訝和高興惰许∠玻“這是我能力的完全轉(zhuǎn)變，”她說汹买，“啊哈佩伤！如何展示我的承諾聊倔，分享我的來自，在不那么防御的情況下傾聽生巡“颐铮“1
The workshop Jenelle attended was about shifting team and organizational culture to enable co-creative change. We had donated the day as a fundraiser for Living Yoga, a Portland-based nonprofit that provides yoga to people in prison and drug and alcohol rehabilitation centers. The workshop was open enrollment??at $500 per seat, all of which went to the organization. Other supporting businesses donated the venue, food, and champagne for a closing toast.
詹妮爾參加的研討會(huì)是關(guān)于改變團(tuán)隊(duì)和組織文化，以實(shí)現(xiàn)共同創(chuàng)造的變革孤荣。我們把這一天捐贈(zèng)給了生活瑜伽的籌款活動(dòng)甸陌，這是一個(gè)總部設(shè)在波特蘭的非營(yíng)利組織，為監(jiān)獄和毒品和酒精康復(fù)中心的人們提供瑜伽盐股。工作室以每個(gè)座位500美元的價(jià)格開放注冊(cè)钱豁，所有的資金都捐給了組織。其他支持企業(yè)捐贈(zèng)了會(huì)場(chǎng)疯汁、食物和香檳作為閉幕祝酒寥院。
Unlike the heart of our work with clients, where we engage deeply over time, this workshop was for a single day. Not knowing the participants beforehand, we emailed them three weeks prior and invited them to arrive with a real change challenge, personal or professional, through which to explore a radically collaborative approach to change. Twenty people gathered from across a wide professional spectrum: senior leaders from large, global companies, nonprofit executive directors, a lawyer exploring how to shift his practice, and Jenelle.
與我們與客戶工作的核心不同，隨著時(shí)間的推移涛目，我們深入?yún)⑴c秸谢，這個(gè)研討會(huì)為期一天。事先不了解參與者霹肝，我們?cè)谌芮敖o他們發(fā)電子郵件估蹄，邀請(qǐng)他們提出真正的改變挑戰(zhàn)，個(gè)人或?qū)I(yè)挑戰(zhàn)沫换，探索根本合作的改變方法臭蚁。20人聚集在廣泛的專業(yè)人士中：來自全球大型公司的高級(jí)領(lǐng)導(dǎo)人、非營(yíng)利性執(zhí)行董事讯赏、探索如何改變實(shí)踐的律師垮兑，以及杰妮爾。
For the previous year, Jenelle had been struggling to gain her company’s commitment to her vision for the future, but the harder she pushed her ideas on them, the more resistance she encountered. She hoped the workshop would help her use her upcoming annual State of the Union speech as an opportunity to get her company on board.
在過去的一年里漱挎，珍妮爾一直在努力爭(zhēng)取公司對(duì)未來愿景的承諾系枪，但她的想法越難，遇到的阻力就越大磕谅。她希望這個(gè)研討會(huì)能幫助她利用即將到來的年度國(guó)情咨文演講作為讓她的公司加入的機(jī)會(huì)私爷。
She shared with us that after the workshop, her State of the Union was more like a conversation than a presentation. She asked her company members powerful questions, allotted time for discussions, and distributed markers to collect their ideas on flip charts. Jenelle engaged them in the beginning to create a shared vision for the future. “Last year, when the presentation was all about me, it was, ‘This is the bus, and you can get on or off.’ This year, it was, ‘This is our bus.’”
她和我們分享說，在研討會(huì)結(jié)束后膊夹，她的國(guó)情咨文更像是一場(chǎng)對(duì)話衬浑，而不是一場(chǎng)演講。她問了她的公司成員強(qiáng)有力的問題放刨，分配了討論的時(shí)間工秩，并分發(fā)標(biāo)記來在翻轉(zhuǎn)圖上收集他們的想法。珍妮爾一開始就讓他們?yōu)槲磥韯?chuàng)造一個(gè)共同的愿景≈遥“去年浪听，當(dāng)演講都是關(guān)于我的時(shí)候，它是奠支，‘這是公共汽車馋辈，你可以上下車抚芦”睹眨’今年是，‘這是我們的巴士叉抡《蓿’”
We use the workshop Jenelle experienced in many different forms, all aimed at unleashing the collaborative intelligence of a team, department, or organization.
我們使用珍妮爾所經(jīng)歷的各種不同形式的研討會(huì)，所有都旨在釋放團(tuán)隊(duì)褥民、部門或組織的協(xié)作智慧季春。
Our Big Shift in Applying Improvisation
For the past twenty-plus years, we have been using the tools of improvised theatre to help clients make behavioral changes. If participants could only learn how to listen deeply, make bold offers, let go of controlling, and expand their attention ... surely, we thought, this would support more collaborative interactions and generative relationships back at the office. It made sense: our?clients often described their challenges in terms of the behaviors that weren’t working for them. They hired us to help interact and relate differently so they could get different results. Part of the magic of improv is that the methods are pretty darned accessible to non-improvisers. Yet even when participants left our sessions raving, the translation back to their real worlds rarely met their (or our) goal to enable groups to work in a profoundly different way over time. Our intention all along was to catalyze lasting change.
在過去的二十多年里，我們一直在使用即興戲劇的工具來幫助客戶進(jìn)行行為上的改變消返。如果參與者只能學(xué)會(huì)如何深入傾聽载弄，提出大膽的提議，放棄控制撵颊，擴(kuò)大他們的注意力……當(dāng)然宇攻，我們認(rèn)為，這將支持辦公室里更多的協(xié)作互動(dòng)和生成關(guān)系倡勇。這是有道理的：我們的客戶經(jīng)常根據(jù)不利于他們的行為來描述他們的挑戰(zhàn)逞刷。他們雇傭我們來幫助我們不同的互動(dòng)和聯(lián)系，這樣他們就可以得到不同的結(jié)果妻熊。
Our big shift came from considering that in improv, like in any emergent system (Lichtenstein 2014), the interaction of system elements may be what enables creating a whole that’s greater than the sum of its parts. The behavioral practices we were teaching were just one element of the overall system夸浅。
我們的重大轉(zhuǎn)變來自于考慮到在即興表演中，就像任何緊急系統(tǒng)（利希敦士登2014）扔役，系統(tǒng)元素的相互作用可能能夠創(chuàng)建一個(gè)大于其部分總和的整體帆喇。我們所教授的行為實(shí)踐只是整個(gè)系統(tǒng)的一個(gè)要素。
What if we looked beyond behavioral practices and focused on the vital interplay among system elements? What if we included not just behaviors but the beliefs underneath them, and even the organizing structures of the games? By “behaviors,” we mean the practices of improv: accepting offers, noticing more, playing big, letting go, and supporting each other to look brilliant. By “beliefs,” we mean the mind-sets improvisers bring to the stage—like “we’ve got each other’s backs.” By organizing structures of the games, we mean the rules that both support and constrain participants’ activities—like each person adding just one word in a word-at-a-time story. In our use of applied improv, we had never before focused in a meaningful way on the interplay between these aspects. We are now making each of these elements visible and deliberately playing at their intersection.
如果我們超越行為實(shí)踐亿胸，關(guān)注系統(tǒng)元素之間的重要相互作用怎么辦番枚？如果我們不僅包括行為，還包括它們背后的信念损敷，甚至包括游戲的組織結(jié)構(gòu)呢葫笼？我們所說的“行為”是指即興表演的實(shí)踐：接受邀請(qǐng)，注意到更多拗馒，做大路星、放手、互相支持，讓他們看起來很出色洋丐。我們所說的“信念”是指即興創(chuàng)作者帶上舞臺(tái)呈昔，比如“我們互相支持”。通過組織游戲結(jié)構(gòu)友绝，我們是指支持和限制參與者活動(dòng)的規(guī)則——就像每個(gè)人在一個(gè)單詞的故事中只添加一個(gè)單詞一樣堤尾。在我們使用應(yīng)用的即興表演時(shí)，我們以前從未以一種有意義的方式關(guān)注過這些方面之間的相互作用迁客。我們現(xiàn)在讓這些元素都可見郭宝，并故意在它們的十字路口演奏。
If we think of team members as fish, the way they organize themselves is the fishbowl. Interestingly, as humans we are rarely aware of the structures we’re swimming in—let alone how we ourselves participate in creating them. The focus of our work now is to help participants see this fishbowl, and then intentionally make the most meaningful fishbowl possible.
如果我們把團(tuán)隊(duì)成員當(dāng)成魚掷漱，他們組織自己的方式就是魚缸粘室。有趣的是，作為人類卜范，我們很少意識(shí)到我們正在游泳的結(jié)構(gòu)——更不用說我們自己如何參與創(chuàng)造它們了衔统。我們現(xiàn)在工作的重點(diǎn)是幫助參與者看到這個(gè)魚缸，然后有意地使最有意義的魚缸成為可能海雪。
What follows is an overview of the one-day workshop and how an applied improv experience can be translated to day-to-day organizational worlds. Then we share a bit of who we are and how we came to this work and explain our emerging point of view in relation to the wide world of organizational thinkers. After that we provide more detail about the key components of the workshop. We wrap up with a few burning questions currently on our minds, hoping you’ll join us in exploring them over time.
下面是對(duì)為期一天的研討會(huì)的概述锦爵，以及如何將所應(yīng)用的即興演示經(jīng)驗(yàn)轉(zhuǎn)化為日常的組織世界。然后奥裸，我們分享一些我們是誰险掀，以及我們是如何完成這項(xiàng)工作的，并解釋我們與廣泛的組織思想家世界之間的新興觀點(diǎn)刺彩。之后迷郑，我們提供了有關(guān)研討會(huì)的主要組件的更多細(xì)節(jié)。我們總結(jié)了一些棘手的問題创倔，希望你能隨著時(shí)間的推移加入我們一起探索它們嗡害。
The Fish and the Fishbowl in One Day
We play with combining three primary components in a core experience. First, we start by helping people begin to see their own fishbowl. Second, we facilitate first-hand experience with a collaborative leadership culture that is a big step away from their organizational world (no surprise to anyone reading this book, we use improv theatre). Through rich debrief, we make visible the mind-sets, practices, and structures that enable this way of working. Third, with laser focus, we expose people to everyday tools that help translate these mind-sets, behaviors, and structures directly back to their world.
我們?cè)谝粋€(gè)核心體驗(yàn)中結(jié)合了三個(gè)主要組件。首先畦攘，我們首先從幫助人們開始看到他們自己的魚缸開始霸妹。其次，我們促進(jìn)了合作領(lǐng)導(dǎo)文化的第一手體驗(yàn)知押，遠(yuǎn)離他們的組織世界（讀這本書的人都不驚訝叹螟，我們使用即興戲劇）台盯。通過豐富的介紹罢绽，我們可以實(shí)現(xiàn)這種工作方式的思維、實(shí)踐和結(jié)構(gòu)静盅。第三良价，通過激光聚焦，我們讓人們接觸到日常工具，幫助人們將這些心態(tài)明垢、行為和結(jié)構(gòu)直接轉(zhuǎn)化回他們的世界蚣常。
We think of the day in six distinct phases: creating a learning community; proposing our point of view; curating an experience of a new way of working; translating that experience to participants’ real worlds; practicing with sample tools that make a difference; and finally, supporting each other (using the new tools) to take the experience back to work. Participants describe the journey as exhilarating, challenging, and deeply personal (with a side helping of pure fun). In a nutshell, here’s what unfolds between 8:30 a.m. and 5:00 p.m.
我們將這一天分為六個(gè)不同的階段：創(chuàng)建一個(gè)學(xué)習(xí)社區(qū)；提出我們的觀點(diǎn)痊银；策劃一種新的工作方式的經(jīng)驗(yàn)抵蚊；將這些經(jīng)驗(yàn)轉(zhuǎn)化為參與者的現(xiàn)實(shí)世界；用產(chǎn)生不同的樣本工具練習(xí)溯革；最后贞绳，相互支持（使用新工具）將經(jīng)驗(yàn)帶回工作崗位。參與者將這次旅程描述為令人興奮鬓照、具有挑戰(zhàn)性和深刻的私人體驗(yàn)（一邊幫助純粹的樂趣）熔酷。簡(jiǎn)而言之孤紧，以下是在上午8點(diǎn)半到下午5點(diǎn)之間展開的內(nèi)容豺裆。
Creating a Learning Community: As participants arrive, funky music is playing, colorful charts are hung to frame the day’s activities, and chairs are arranged in a semicircle, a journal on each one. After a warm welcome, we plunge into a rapid-fire speed dating game, starting with, “Tell a story about your quirkiest relative” to “Share a one-minute story of your life that ends with the sentence ‘a(chǎn)nd that’s why I signed up for this workshop!’” We watch participants physically loosen up as they strive to learn each other’s names in a zippy name game, delighting in a few wild “failure WHOOPS!” as mistakes are acknowledged, not punished. And then, just as quickly as the play begins, we transition to silent reflection and journaling as participants dig deep to explore their burning questions about organizational change and describe their very real? work challenges to each other.
創(chuàng)建一個(gè)學(xué)習(xí)社區(qū)：當(dāng)參與者到達(dá)時(shí)，時(shí)髦的音樂正在播放号显，彩色的圖表來安排一天的活動(dòng)臭猜，椅子被安排成半圓形，每一個(gè)都有日志押蚤。在受到熱烈的歡迎之后蔑歌，我們開始了一個(gè)快速的約會(huì)游戲，以“講述一個(gè)你最奇怪的親戚的故事”開始揽碘，“分享你生活的一分鐘故事次屠，這就是我報(bào)名參加這個(gè)研討會(huì)的原因！我們看著參與者在一個(gè)活潑的名字游戲中努力學(xué)習(xí)彼此的名字雳刺，享受一些瘋狂的“失敗歡呼劫灶！”因?yàn)殄e(cuò)誤是承認(rèn)的，而不是受到懲罰掖桦。然后本昏，就像戲劇開始一樣快，我們過渡到無聲的反思和日志枪汪，參與者深入探索他們關(guān)于組織變革的尖銳問題涌穆，并描述他們非常真實(shí)工作之間的挑戰(zhàn)。
Proposing Our Point of View: In a no-more-than-ten-minute lecturette, we share the axes and arrow diagram (Figure 9.1; described in detail on page 187) and George Box’s (1979) reminder that all models are wrong and some are useful and that we think our model is quite useful.
提出我們的觀點(diǎn)：在不超過10分鐘的演講中雀久，我們分享軸和箭頭圖（圖9.1宿稀；第187頁詳細(xì)描述）和喬治貝克斯的（1979）提醒，所有的模型都是錯(cuò)誤的赖捌，有些是有用的祝沸，我們認(rèn)為我們的模型非常有用。
Participants are invited to lean into a neighbor and explore how the axes and arrow model connects to their worlds. This is when things really get cooking, the room buzzing with lively stories of the participants’ own organizations. We struggle to interrupt the conversations as participants begin to share questions about how to actually create a collaborative leadership culture described in our model’s upper right quadrant. We’ve got their full attention and it’s barely 9:40 a.m.
參與者被邀請(qǐng)傾斜到鄰居身上，探索軸頭和箭頭模型如何與他們的世界相連奋隶。這是事情真正開始烹飪的時(shí)候擂送，房間里充斥著參與者自己組織的生動(dòng)故事。我們努力打斷對(duì)話唯欣，因?yàn)閰⑴c者開始分享問題嘹吨，關(guān)于如何真正創(chuàng)建一個(gè)合作領(lǐng)導(dǎo)文化在我們的模型的右上象限。我們得到了他們的充分關(guān)注境氢，現(xiàn)在是上午9點(diǎn)半蟀拷。
Curating an Experience of a New Way of Working: It is at this point in the day that we deliver what some participants call a bombshell. We explain that we are about to take a huge step away from the world of work, with a promise that we will build on the experience to help make direct connections to their very real change challenges. “There are groups of people who work together in an ‘upper right quadrant’ way passionately and consistently,” we say, “and one of those groups are theatre improvisers.” We tell them that in approximately two hours an audience will arrive to watch a thirty-minute improv show. We announce: “You are the actors who will be performing that show. We define a successful show as one that has your audience leaning forward in their seats, delighted by your performance.” Gasps of disbelief, furrowed brows, looks of dismay, and mutterings of “You’ve got to be kidding” erupt.
策劃一種新的工作方式的體驗(yàn)：正是在今天的這個(gè)時(shí)候，我們提供了一些參與者所說的重磅炸彈萍聊。我們解釋說问芬，我們將從工作世界邁出一大步的圆，并承諾我們將建立在經(jīng)驗(yàn)的基礎(chǔ)上症革，幫助與他們真正的變革挑戰(zhàn)建立直接聯(lián)系∠せ迹“有一群人熱情地以‘右上象限’的方式一起工作亭螟，”我們說挡鞍，“其中一個(gè)是戲劇即興表演预烙∧ⅲ“我們告訴他們谴分，大約兩個(gè)小時(shí)后，觀眾將來觀看30分鐘的即興表演僧凰。我們宣布：“你將是表演那個(gè)節(jié)目的演員光羞。我們將一場(chǎng)成功的節(jié)目定義為讓你的觀眾靠在座位上化借，為你的表演而高興。懷疑的喘息鳖悠、皺著眉頭、沮喪的表情朴恳，以及“你一定在開玩笑”的抱怨。
We introduce Jess Lee, our cherished collaborator and one of the world’s finest teachers of improvisation. In a clear, confident voice Jess promises the group that they will have everything they need to perform beautifully in two hours and that she is there to support them to do just that. With a blend of fierce “Let’s get ‘er done” and warm acceptance of whatever questions and concerns participants have, Jess introduces the practices of improvisation through exercises and skill drills that build improv muscles fast. Side-coaching like crazy, focused intently on the quickly approaching performance, Jess nimbly reinforces improv practices and affirms how the players will relate and support each other to co-create within a generous improv ensemble. The show lasts less than thirty minutes, is comprised of four performance games, and every workshop participant plays in at least two of the games.
我們介紹杰西·李，我們珍愛的合作者，世界上最好的即興創(chuàng)作老師之一夺衍。杰西用清晰缓呛、自信的聲音向團(tuán)隊(duì)承諾，他們將在兩個(gè)小時(shí)內(nèi)完成他們需要的一切杭隙，她會(huì)支持他們這樣做哟绊。通過激烈的“讓我們完成吧”和熱情接受參與者的任何問題和擔(dān)憂，杰西介紹了通過練習(xí)和技能練習(xí)來快速建立即興肌肉的即興練習(xí)痰憎。像瘋狂一樣側(cè)指導(dǎo)票髓，專注于快速接近的表現(xiàn)，杰絲靈活地加強(qiáng)即興表演練習(xí)铣耘，并確認(rèn)玩家將如何聯(lián)系和支持洽沟，在一個(gè)慷慨的即興表演合奏中共同創(chuàng)造。該節(jié)目持續(xù)不到30分鐘蜗细，由四場(chǎng)表演游戲組成裆操，每個(gè)工作坊的參與者至少要玩兩場(chǎng)游戲。
In every workshop we’ve done, participants astound themselves (and each other) with their collective capacity to perform; our invited audiences (composed of friends and colleagues whom we thank with chocolate) applaud loudly, appreciating with delight the deep, courageous learning they are witnessing.
在我們所做的每一個(gè)研討會(huì)上炉媒，參與者都驚嘆于自己（以及彼此)的集體表演能力踪区；我們被邀請(qǐng)的觀眾(由朋友和同事組成，我們感謝巧克力）大聲鼓掌橱野，高興地欣賞他們所目睹的深刻朽缴、勇敢的學(xué)習(xí)。
Translating the Experience to Their Real World: The “big turn” in our day happens after a delicious lunch as we invite participants to unpack the shared? experience they have just had. Journals in hand, participants sink into silent reflection. What was your journey? How did you feel? How did you relate with each other to co-create the performance? What did you notice Jess doing that allowed you to perform so well together? How did the structures of the games (the rules) invite you to play big, let go, and notice more? After participants have shared their (often emotional) reflections, we invite them back to the axes and arrow model水援。
將體驗(yàn)轉(zhuǎn)化為他們的現(xiàn)實(shí)世界：我們一天中的“大轉(zhuǎn)折”發(fā)生在美味的午餐之后密强，我們邀請(qǐng)參與者打開分享的內(nèi)容他們剛剛有過的經(jīng)驗(yàn)茅郎。手里拿著日記，參與者們陷入了沉默的思考之中或渤。你的旅程是什么樣子的系冗？你的感覺怎么樣？你們?nèi)绾温?lián)系起來來共同創(chuàng)建性能薪鹦？你注意到杰西做什么讓你一起表現(xiàn)得這么好掌敬？游戲的結(jié)構(gòu)（規(guī)則）如何邀請(qǐng)你玩大，放手池磁，并注意到更多奔害？在參與者分享了他們（通常是情感的）反思后，我們邀請(qǐng)他們回到斧頭和箭頭模型地熄。
The time is finally ripe to make visible the interrelated dance among the mind-sets, structures, and practices of improvisation, and how all three elements are integral to the extraordinary improv performance they have just created together. The big idea, and the idea on which this workshop is based, is our suggestion that this way of relating—the magic they have just experienced together—is indeed possible in organizations. We promise them that we are going to spend the rest of the day looking at the integrated dance of behaviors, structures, and mind-sets that, when incorporated mindfully and deliberately, can help shift how people organize themselves to do real work, and that we will do this together by diving into their very real change challenges.
時(shí)間終于成熟了华临，可以看到即興創(chuàng)作的心態(tài)、結(jié)構(gòu)和實(shí)踐之間相互關(guān)聯(lián)的舞蹈端考，以及這三個(gè)元素是如何與他們剛剛共同創(chuàng)造的非凡的即興表演不可或缺的雅潭。這個(gè)研討會(huì)的主要想法是我們的建議，這種聯(lián)系的方式——他們剛剛一起經(jīng)歷過的魔力——在組織中確實(shí)是可能的却特。我們向他們承諾扶供，我們將花一天剩下的時(shí)間看的綜合舞蹈行為，結(jié)構(gòu)裂明，和心態(tài)椿浓，當(dāng)合并認(rèn)真和故意，可以幫助改變?nèi)藗內(nèi)绾谓M織自己做真正的工作漾岳，我們將一起通過潛入他們非常真正的變化挑戰(zhàn)轰绵。
Practicing with Sample Tools That Make a Difference: We are so grateful to have discovered the beautiful work of inventive practitioners Henri Lipmanowicz and Keith McCandless (2013). Henri and Keith offer a toolkit of facilitation structures, which they call liberating structures. The liberating structures we introduce in this one-day workshop offer “rules of the game” just as improvisational activities have rules. One common rule in many of the structures, for example, is for participants to write for one minute in silence before turning to a partner to speak. A simple rule? Yes. Does the rule shift how a group behaves in response to a provocative question? Definitely. The most important aspect of this phase of the workshop is that we quickly hand over facilitation duties to our participants (these structures are easily facilitated and practicable). They dive in, wholeheartedly. Participants get to take these structures for a test drive on their very real questions about change in this newly co-created learning community (think fishbowl) crafted to practice new ways of being together. Our intention is twofold.
用簡(jiǎn)單的工具練習(xí)，這會(huì)很不一樣尼荆！我們非常感激發(fā)現(xiàn)了創(chuàng)造性的從業(yè)者亨利·利普馬諾維奇和基思Mc無蠟燭（2013）的美麗工作。亨利和基思提供了一個(gè)促進(jìn)結(jié)構(gòu)的工具包唧垦，他們稱之為解放結(jié)構(gòu)捅儒。我們?cè)谶@個(gè)為期一天的研討會(huì)中引入的解放結(jié)構(gòu)提供了“游戲規(guī)則”，就像即興活動(dòng)也有規(guī)則一樣振亮。例如巧还，許多結(jié)構(gòu)中的一個(gè)共同規(guī)則是，參與者在轉(zhuǎn)身向伴侶交談之前坊秸，要沉默地寫一分鐘麸祷。有一個(gè)簡(jiǎn)單的規(guī)則嗎？是的褒搔。這個(gè)規(guī)則是否改變了一個(gè)群體在回應(yīng)一個(gè)挑釁性問題時(shí)的行為方式阶牍？當(dāng)然可以喷面。講習(xí)班這一階段最重要的方面是，我們迅速將便利的職責(zé)交給我們的參與者（這些結(jié)構(gòu)很容易促進(jìn)和切實(shí)可行）走孽。他們?nèi)娜獾貪撊胨芯灞病⑴c者可以用這些結(jié)構(gòu)來測(cè)試他們關(guān)于這個(gè)新創(chuàng)建的學(xué)習(xí)社區(qū)的變化（想想魚缸），以練習(xí)新的合作方式磕瓷。我們的意圖有雙重盒齿。
First, we aim to nourish the growing awareness of the similarities between liberating structures and the rules of the games in their improvisation experience (and the behaviors that are invited by those structures). Second, we aim to nurture their confidence in facilitating these liberating structures by demonstrating that they too can quickly and easily create a fishbowl that unleashes collaborative intelligence back in their workplaces. This is the sweet spot in which the likelihood of meaningful translation comes alive for participants.
首先，我們的目標(biāo)是培養(yǎng)越來越多的意識(shí)困食，即解放結(jié)構(gòu)和游戲規(guī)則在其即興創(chuàng)作體驗(yàn)中的相似性（以及這些結(jié)構(gòu)所邀請(qǐng)的行為）之間的相似性边翁。其次，我們的目標(biāo)是通過證明他們也可以快速硕盹、輕松地創(chuàng)建一個(gè)魚缸倒彰，在工作場(chǎng)所釋放魚智能，來培養(yǎng)他們促進(jìn)這些解放結(jié)構(gòu)的信心莱睁。這是對(duì)參與者進(jìn)行有意義的翻譯的可能性依然存在的甜蜜地點(diǎn)待讳。
Supporting Each Other to Take This Back to Where They Have Influence: The day ends with a liberating structure called Troika Consulting that allows each participant to create greater clarity regarding their own change challenge and how they might move forward more effectively. Participants depart with a clear, go-forward next step for finding a situation in which they will give one of their “new structures” a whirl, just as Jenelle did with her fresh approach to her State of the Union.
互相支持，讓這一切回到他們有影響的地方：這一天以一種叫做三駕馬車咨詢的解放結(jié)構(gòu)結(jié)束仰剿，讓每個(gè)參與者能夠更清楚地了解自己的變革挑戰(zhàn)以及如何更有效地前進(jìn)创淡。參與者們帶著明確、前進(jìn)的下一步離開南吮，尋找他們將嘗試他們的“新結(jié)構(gòu)”琳彩，就像杰內(nèi)爾用她對(duì)待國(guó)情咨文的新方式一樣。
Who We Are and How We Came to This
Like everyone, our respective backgrounds influence what we can see and want to explore. Julie is a cultural anthropologist who fell into business by accident, working as a marketing strategist for Starbucks Coffee Company in the early 1990s. Later, taking a class with dynamic improviser Gary Hirsch (see Chapter 1) as part of an MBA program, she became fascinated by the links between improvisation and the high-performing teams she had seen and been a part of. For the next fifteen years, Julie worked with Gary and others to build On Your Feet, a global boutique business consultancy that applies improvisation as its key methodology. Karen had been a flying instructor in the Canadian Military Air Cadet program, a high school theatre teacher, university business school faculty, and had fifteen years of experience as an executive coach. When our paths crossed at an Applied Improvisation conference in 2003, our interest in collaborating began. Julie brought Karen in to help leaders in a fast-paced global organization get better at difficult conversations.
和每個(gè)人一樣部凑，我們各自的背景也會(huì)影響著我們所能看到的和想要探索的東西露乏。朱莉是一位文化人類學(xué)家，她偶然破產(chǎn)了涂邀，在20世紀(jì)90年代初在星巴克咖啡公司擔(dān)任營(yíng)銷戰(zhàn)略家瘟仿。后來，她和動(dòng)態(tài)即興表演者加里·赫希一起上課（見第一章）比勉，作為MBA課程的一部分劳较，她對(duì)即興表演和她看過的高表現(xiàn)團(tuán)隊(duì)之間的聯(lián)系所著迷。在接下來的15年里浩聋，朱莉與加里和其他人合作观蜗，建立了在你的腳，一個(gè)全球精品商業(yè)咨詢公司衣洁，應(yīng)用即興創(chuàng)作作為其關(guān)鍵方法墓捻。凱倫曾是加拿大軍事航空學(xué)員項(xiàng)目的飛行教練，高中戲劇教師坊夫，大學(xué)商學(xué)院的教員砖第，并有15年的高管教練經(jīng)驗(yàn)撤卢。當(dāng)我們?cè)?003年的一次應(yīng)用即興創(chuàng)作會(huì)議上相遇時(shí)，我們對(duì)合作的興趣開始了厂画。朱莉帶著凱倫進(jìn)來幫助一個(gè)快節(jié)奏的全球組織的領(lǐng)導(dǎo)者們更好地進(jìn)行困難的對(duì)話凸丸。
In partnership with talented theatre director Ian Prinsloo, Karen invited Julie to the Banff Centre to help incubate a week-long Creating Positive Change Program. We had a hunch then that exploring the creative processes of theatre and improvisation would help organizational leaders create change more effectively. We explored that hunch through five years of vigorous experimentation at the Banff Centre and with our own clients, alongside our respective doctoral journeys focusing on leadership development and organizational change.
與才華橫溢的戲劇導(dǎo)演伊恩·普林斯盧合作，凱倫邀請(qǐng)朱莉到班夫中心幫助孵化為期一周的創(chuàng)造積極改變計(jì)劃袱院。當(dāng)時(shí)我們有一種預(yù)感屎慢，探索戲劇和即興創(chuàng)作的創(chuàng)作過程將幫助組織領(lǐng)導(dǎo)者更有效地創(chuàng)造變革。我們?cè)诎喾蛑行暮臀覀冏约旱目蛻暨M(jìn)行了五年的有力實(shí)驗(yàn)忽洛，探索了這種直覺腻惠，同時(shí)我們各自的博士之旅也專注于領(lǐng)導(dǎo)力發(fā)展和組織變革。
Now, we are evolving this work as part of a fabulous (and fun) consulting collective, Deeper Funner Change. We facilitate game-changing collaboration initiatives to build culture, leadership, and teams (Figure 9.2).
現(xiàn)在欲虚，我們正在發(fā)展這項(xiàng)工作集灌，作為一個(gè)極好的（和有趣的）咨詢集體的一部分，更深入的有趣的改變复哆。我們促進(jìn)了改變游戲規(guī)則的協(xié)作計(jì)劃欣喧，以建立文化、領(lǐng)導(dǎo)能力和團(tuán)隊(duì)（圖9.2）梯找。
What We’re Assuming
We know today’s organizations must meet the challenges of rapidly shifting environments. Across all sectors and in all shapes and sizes, organizations are encountering complex problems that no single thinker or decision-maker can solve on his or her own. Geography, the speed of changing markets, advancements in technology, and demands for increased transparency combine to demand shifts in the way we organize. Our newest generations joining the workforce are better educated than ever before. They seek meaning, purpose, and values-driven organizations in which to contribute, learn, and develop. In our minds, all this makes organizations ripe for new mind-sets, practices, and structures as they explore new ways of organizing themselves. We see unleashing collaborative intelligence to develop new, collaborative leadership cultures as a potent place to focus.
我們知道锈锤，今天的組織必須應(yīng)對(duì)快速變化的環(huán)境所面臨的挑戰(zhàn)驯鳖。在所有部門和各種形狀和規(guī)模，組織正在遇到復(fù)雜的問題久免，沒有一個(gè)思想家或決策者能夠自己解決浅辙。地理、市場(chǎng)變化的速度阎姥、技術(shù)的進(jìn)步和對(duì)提高透明度的需求結(jié)合了我們組織方式的轉(zhuǎn)變记舆。我們最新一代加入職場(chǎng)的員工比以往任何時(shí)候都受過更好的教育。他們尋求意義丁寄、目的和價(jià)值驅(qū)動(dòng)的組織來貢獻(xiàn)氨淌、學(xué)習(xí)和發(fā)展。在我們看來伊磺，所有這些都使組織在探索新的組織方法時(shí)時(shí)機(jī)成熟，可以形成新的心態(tài)删咱、實(shí)踐和結(jié)構(gòu)屑埋。我們認(rèn)為釋放協(xié)作智慧來發(fā)展新的協(xié)作領(lǐng)導(dǎo)文化是一個(gè)強(qiáng)有力的焦點(diǎn)。
Leadership Is a Process That Happens between People
We define “l(fā)eadership” not as what an individual in a position of power is or does. Instead, thanks to Bill Drath and his colleagues (2008) at the Center for Creative Leadership, we define it as a relational, social process that produces direction (where we are going), alignment (how our work fits together so we make progress), and commitment (how we stay inspired by a shared goal, above our individual interests).
我們將“領(lǐng)導(dǎo)”定義為處于權(quán)力地位的個(gè)人現(xiàn)在或行為痰滋。相反摘能，感謝比爾·德拉斯和他的同事（2008）創(chuàng)意領(lǐng)導(dǎo)中心续崖，我們將其定義為一個(gè)關(guān)系性的社會(huì)過程，我們將產(chǎn)生方向（方向）团搞、協(xié)調(diào)（我們的工作如何協(xié)調(diào)一致严望，以便我們?nèi)〉眠M(jìn)展）和承諾（我們?nèi)绾伪３止餐繕?biāo)的激勵(lì)，高于我們的個(gè)人利益）
Aligning with psychological anthropologist Barbara Rogoff (2003), we define “culture” as the common ways a group pursues a shared goal they care about. This definition assumes that while culture influences individuals, individuals also influence culture. An organization’s leadership culture can be defined as the common ways organization members work together to create direction, alignment, and commitment.
結(jié)合心理人類學(xué)家芭芭拉·Rogoff（2003）逻恐，我們將“文化”定義為一個(gè)群體追求他們所關(guān)心的共同目標(biāo)的共同方式像吻。這個(gè)定義假設(shè)，雖然文化會(huì)影響個(gè)體复隆，但個(gè)體也會(huì)影響文化拨匆。組織的領(lǐng)導(dǎo)文化可以定義為組織成員共同努力以創(chuàng)建方向、一致性和承諾的共同方式挽拂。
The Must-Have Is Relentless Learning
Individual and collective learning is essential to co-creating. Learning is not always comfortable. Working collaboratively demands rigor and discipline. A myth that deserves busting is that collaborative cultures are wishy-washy and loose-y goose-y. One of Robert Kegan and Lisa Lahey’s (2016: 35) clients, for example, describes their deliberately developmental organization committed to both continuous learning and business results: “Growth and development does not always equal ‘feeling good.’ Our culture is not about maximizing the minutes you feel good at work. We don’t define flourishing by sitting-around- campfire moments. We ask people to do seemingly impossible things ... and you won’t be given any time to sit on the sidelines and observe.”
個(gè)人和集體的學(xué)習(xí)對(duì)共同創(chuàng)造至關(guān)重要惭每。學(xué)習(xí)并不總是舒適的。合作工作需要嚴(yán)謹(jǐn)和紀(jì)律亏栈。一個(gè)值得打破的神話是台腥，合作文化是空洞的和松散的。例如绒北，RobertKegan和LisaLahey（2016：35）的客戶描述了他們的發(fā)展組織黎侈，致力于持續(xù)學(xué)習(xí)和商業(yè)發(fā)展成果：“成長(zhǎng)和發(fā)展并不總是等于‘感覺良好’≌蛞“我們的文化不是為了最大化你工作良好的時(shí)間蜓竹。我們不會(huì)通過坐在篝火旁的時(shí)刻來定義繁榮。我們要求人們做一些看似不可能做的事情……你也不會(huì)有任何時(shí)間坐在一旁觀察储藐【慵茫”
Organizations all over the world are breaking new ground, living into the intersection of adaptive learning and collaborative co-creation. Few people are arguing against transforming the ways we organize. The challenge, it seems, is figuring out how to do it and where to start.
世界各地的組織正在開創(chuàng)新的領(lǐng)域，進(jìn)入了適應(yīng)學(xué)習(xí)和協(xié)作合作創(chuàng)造的交叉路口钙勃。很少有人反對(duì)改變我們的組織方式蛛碌。挑戰(zhàn)似乎是弄清楚如何這樣做，以及從哪里開始辖源。
Seeing, Experiencing, and Creating a New Fishbowl
As mentioned before, this workshop combines three primary components in a core experience: (1) Helping people see their own fishbowl, (2) creating a first- hand experience with a truly collaborative leadership culture, and finally (3) exposing them to tools to help translate these mind-sets, behaviors, and structures directly back to their world. Below we describe each component in detail and how combining them unlocks their power.
如前所述蔚携，本研討會(huì)結(jié)合了核心體驗(yàn)的三個(gè)主要組件：（1)幫助人們看到自己的魚缸，(2)創(chuàng)建具有真正協(xié)作的領(lǐng)導(dǎo)文化的第一手體驗(yàn)克饶，最后(3）讓他們接觸工具來幫助將這些心態(tài)酝蜒、行為和結(jié)構(gòu)直接回到他們的世界。下面我們將詳細(xì)描述每個(gè)組件矾湃，以及組合它們是如何解鎖它們的能力亡脑。
1. Help People See Their Fishbowl: The Axes and the Arrow--1.幫助人們看到他們的魚缸：斧頭和箭頭
We use two axes to characterize the four types of organizational fishbowls we typically see (see Figure 9.1). Imagine a line in front of you, stretching from your left to your right. This line represents a spectrum, the distribution of voices (how many and which voices) invited to weigh in and make significant decisions. At the left end of the line we have one voice, the boss. On the opposite end, to your right, we hear from all voices: frontline workers, administrative assistants, people from up, down, and across the entire organization. This left-to-right spectrum of one-to-many voices is the horizontal axis of our model.
我們使用兩個(gè)軸來描述我們通常看到的四種組織魚缸（見圖9.1）。想象一下在你前面有一條線霉咨，從你的左邊延伸到你的右邊蛙紫。這條線代表了一個(gè)頻譜，分配的聲音（有多少和哪種聲音）被邀請(qǐng)參與并做出重大決定途戒。在左邊的左邊坑傅，我們有一個(gè)聲音，老板喷斋。另一方面唁毒，在你的右邊，我們也能聽到來自所有的人的聲音：前線工人继准、行政助理枉证、來自上下和整個(gè)組織的人。這個(gè)從左到右的一對(duì)多聲音的頻譜是我們的模型的水平軸移必。
Now, imagine another line that runs vertically, bisecting that first line, from ceiling to floor. This line also represents a spectrum, the way information is shared within this organization. At the bottom of the vertical axis is a traditional organizational chart in which information flow is controlled and typically moves down from the leader at the top, from layer to layer, toward the rest of the organization at the bottom. While information may also move up from the bottom, in our observation it rarely gets more than halfway up to the senior positions at the top. When it does, it’s often been misconstrued, censored, or watered down. Back to this axis, at the top of the vertical axis the traditional organizational chart has been replaced with a webbed network in which information flow is fluid. Information passes through the network in all directions and in many different ways, evenly distributed and interconnected. People have immediate, easy access to all data and information, whenever they need it.
現(xiàn)在室谚，想象一下另一條垂直運(yùn)行的線，把第一條線從天花板到地板一分為二崔泵。這一行還表示一個(gè)頻譜秒赤，即在這個(gè)組織內(nèi)共享信息的方式。在垂直軸的底部是一個(gè)傳統(tǒng)的組織結(jié)構(gòu)圖憎瘸，其中信息流被控制入篮，通常從頂部的領(lǐng)導(dǎo)者從一層到另一層向下移動(dòng)到底部的其他組織。雖然信息也可能從底部向上移動(dòng)幌甘，但在我們的觀察中潮售，它很少會(huì)上升到頂部的高級(jí)職位的一半。如果這樣做锅风，它經(jīng)常被誤解酥诽、審查或淡化≈宀海回到這個(gè)軸肮帐，在垂直軸的頂部，傳統(tǒng)的組織結(jié)構(gòu)圖已經(jīng)被一個(gè)信息流流動(dòng)的網(wǎng)絡(luò)網(wǎng)絡(luò)所取代边器。信息通過網(wǎng)絡(luò)的各個(gè)方向训枢，以許多不同的方式傳遞，均勻分布和相互連接忘巧。人們?cè)谌魏螘r(shí)候需要的時(shí)候恒界，就可以立即、方便地訪問所有的數(shù)據(jù)和信息砚嘴。
Where do most organizations you know operate most of the time? Of course, these axes are not binary. They each represent a spectrum. Depending on the project, role, or context, input on decisions might be gathered from one or a handful of people (left) or a large group (right). Information may flow formally and hierarchically (floor) or in a networked way (ceiling). In our minds, no quadrant is inherently bad or good. Each is, however, well-suited to a specific set of circumstances.
你知道的大多數(shù)組織大部分時(shí)間都在哪里運(yùn)營(yíng)的仗处？當(dāng)然眯勾，這些軸并不是二進(jìn)制的枣宫。它們各自都代表了一個(gè)光譜婆誓。根據(jù)項(xiàng)目、角色或上下文也颤，有關(guān)決策的輸入可能從一個(gè)或少數(shù)人（左）或一個(gè)大群體（右）中收集洋幻。信息可以正式和分層地（樓層）或以網(wǎng)絡(luò)方式（天花板）流動(dòng)。在我們看來翅娶，沒有一個(gè)象限本身是壞的或好的文留。然而，每一種方法都非常適合一套特定的情況竭沫。
Top-Down Command-and-Control Leadership Culture (Lower Left)
Like Jenelle, most of our clients self-identify as living somewhere in the bottom left quadrant. We refer to this quadrant as a traditional way of organizing: top- down, centralized command-and-control. One or a handful of people make key decisions, and most organizational information flows downward from the top. This approach was an improvement over the days of divine rights and getting your head chopped off if you didn’t do what you were told. The bottom left quadrant is not bad or wrong; there are contexts in which it serves quite well. Think of environments that are relatively stable and known, the “only game in town” without pressure to innovate, or that attract members who like the structure and predictability of a top-down approach.
和珍妮爾一樣燥翅，我們的大多數(shù)客戶都自稱住在左下角的某個(gè)地方。我們將這個(gè)象限稱為一種傳統(tǒng)的組織方式：前下蜕提，集中的命令和控制森书。一個(gè)或少數(shù)人做出關(guān)鍵的決策，大多數(shù)組織信息從頂部向下流動(dòng)谎势。這種方法是對(duì)神權(quán)時(shí)代的一種進(jìn)步凛膏，如果你不做你被告知的事，你的頭就會(huì)被砍掉脏榆。左下角的象限不是壞的或錯(cuò)的猖毫；在某些情況下，它服務(wù)得很好须喂。想想那些相對(duì)穩(wěn)定和已知的環(huán)境吁断，“城里唯一一個(gè)沒有創(chuàng)新壓力的游戲”，或者吸引那些喜歡自上而下的方法的結(jié)構(gòu)和可預(yù)測(cè)性的成員
This doesn’t describe what most of our clients want. Instead, they come to us with hopes of creating the conditions for ongoing change. They want to operate in a more collaborative, agile, and innovative culture.
這并不能描述我們的大多數(shù)客戶想要什么坞生。相反仔役，他們來到我們這里，希望能為持續(xù)的變革創(chuàng)造條件恨胚。他們希望在一個(gè)更具協(xié)作性骂因、敏捷性和創(chuàng)新性的文化中運(yùn)作。
Collaborative Leadership Culture (Upper Right) 協(xié)作領(lǐng)導(dǎo)文化（右上角）
As we’ve described, some fear that organizing in an upper right quadrant manner implies loose-y goose-y laissez faire workplaces in which few decisions get made and chaos is the norm. Early exploration of these forms (e.g. McCauley et al. 2008; Laloux 2014; Huffaker 2017) shows quite the opposite! Collaborative behaviors, expressive of certain mind-sets and invited and reinforced by specific structures, when systematically and rigorously practiced do allow groups to create and evolve in response to their rapidly changing environments. Many people have a say in the decisions that affect them, and authority for making decisions is distributed across the system to those close to the work. Information flows fluidly across networks of relationships; cross-functional groups regularly come together to cross-pollinate perspectives; and individuals proactively share and solicit information and insights with and from others for the sake of collective success (Laloux 2014; Huffaker 2017).
正如我們所描述的赃泡，一些人擔(dān)心寒波，以右上象限的方式組織意味著自由放任的工作場(chǎng)所，很少做出決定升熊，混亂是常態(tài)俄烁。對(duì)這些形式的早期探索。McCauley等人级野。2008页屠；Laloux2014；赫芬克2017)則恰恰相反！協(xié)作行為辰企，表達(dá)某些思維集风纠，并受到特定結(jié)構(gòu)的邀請(qǐng)和加強(qiáng)，當(dāng)系統(tǒng)和嚴(yán)格的實(shí)踐時(shí)牢贸，確實(shí)允許團(tuán)隊(duì)能夠創(chuàng)造和進(jìn)化竹观，以應(yīng)對(duì)他們快速變化的環(huán)境。許多人對(duì)影響他們的決策有發(fā)言權(quán)潜索，而做出決策的權(quán)力在整個(gè)系統(tǒng)中被分配給那些接近工作的人臭增。信息在關(guān)系網(wǎng)絡(luò)中流暢地流動(dòng)；跨職能團(tuán)體經(jīng)常聚集在一起竹习，形成跨種傳粉的觀點(diǎn)誊抛；為了集體的成功，個(gè)人積極地與他人分享和征求信息和見解(Laloux2014整陌；Huffaker2017)拗窃。
Open-Boundary (Upper Left) and Hub-and-Spoke (Lower Right) Organizations
開放式邊界（左上）和中心和分支（右下）組織
We don’t spend too much time on these quadrants because—at least at this point —we see them as less critical to understanding the change in leadership culture most helpful for contemporary organizations. Understandably, a few investigative participants come up to us during a break to ask about them.
我們不會(huì)在這些象限上花費(fèi)太多的時(shí)間，因?yàn)橹辽僭谶@一點(diǎn)上蔓榄，我們認(rèn)為它們對(duì)于理解對(duì)當(dāng)代組織最有幫助的領(lǐng)導(dǎo)文化的變化并不那么重要并炮，可以理解的是，一些調(diào)查參與者在休息時(shí)來向我們?cè)儐査麄?/p>
We think that the upper left quadrant can best be typified by open-boundary communities where information flows fluidly and proactively across a network, yet one or a few people control ultimate decisions. A venture like open-source software Linux is a good example. The lower right quadrant is typified by a franchise organization with a hub-and-spoke configuration. License-granting headquarters sit at the center, making key decisions and pushing them out to member franchisees. Most information flows outward from HQ to the franchisees.
我們認(rèn)為左上象限最好是開放邊界社區(qū)甥郑，其中信息通過網(wǎng)絡(luò)流動(dòng)和主動(dòng)流動(dòng)逃魄，但一個(gè)或少數(shù)人控制著最終決策。像開源軟件Linux這樣的企業(yè)就是一個(gè)很好的例子澜搅。右下象限的典型特征為具有中心和分支配置的特許經(jīng)營(yíng)組織伍俘。許可授予總部坐落在中心，做出關(guān)鍵的決定勉躺，并將其推給會(huì)員加盟商癌瘾。大多數(shù)信息從總部向外流向特許加盟商。
2. To Understand a Different Leadership Culture, You Must First Experience It
Playing improv games and observing herself in real time enabled Jenelle to notice more about her drive to control a situation. She loved being able to jump in to a game, but it was hard for her to share control and wait her turn, or watch others stumble and not be able to fix it. Then hearing others reflect on how it felt to play with her opened her eyes to the impact her style might be having on those around her. She had always thought that her ability to get things done was a strength—now she was seeing that it often resulted in others not feeling heard. Jenelle described the improv as “totally getting out of myself and onto the other side, their side, the other peoples’ side.” Our improv coach extraordinaire, Jess, put it this way:
玩即興表演游戲和實(shí)時(shí)觀察自己饵溅，讓珍妮爾能夠更多地注意到她控制情況的動(dòng)力妨退。她喜歡能夠跳進(jìn)一個(gè)游戲，但她很難分享控制蜕企，等待輪到她咬荷，或者看著其他人跌倒，無法解決它轻掩。然后聽到別人思考玩她的感覺幸乒，她睜開眼睛看到她的風(fēng)格可能對(duì)周圍人的影響。她一直認(rèn)為自己完成事情的能力是一種力量——現(xiàn)在她看到這經(jīng)常讓別人感覺聽不到唇牧。杰內(nèi)爾形容即興表演“完全擺脫了我罕扎，在另一邊聚唐，他們的一邊，別人的一邊腔召「瞬椋”我們杰出的即興表演教練杰西，這樣說
The performance gives them real feedback because it’s a test. Not a pass/fail test, but they can’t help but learn from this. They will have new information about themselves after this performance ... about how ensemble works, how they feel as part of it, what it’s like to play big and trust each other under pressure. “I think this will be easy” doesn’t wash; strengths and weaknesses are now laid out.2
性能給了他們真正的反饋宴咧，因?yàn)檫@是一個(gè)測(cè)試根灯。這不是一個(gè)通過/失敗的考試，但他們不禁從中學(xué)習(xí)掺栅。演出結(jié)束后，他們會(huì)獲得關(guān)于自己的新信息……關(guān)于合奏是如何工作的纳猪，他們作為其中一部分的感受氧卧，在壓力下大力發(fā)揮和相互信任是什么感覺∈系蹋“我認(rèn)為這很容易”不會(huì)洗沙绝；現(xiàn)在闡述了優(yōu)點(diǎn)和弱點(diǎn)。2
To prepare participants, Jess side-coaches to focus everyone on the fast- approaching show. “What went well? What helped it go well? Let’s do more of that in your performance!” She encourages, teaches, and challenges all? same time: “Every one of you will be out there performing together, soon, and we have a job to do. High stakes. We are doing these drills and honing these skills for something real, not abstract. We have one project to work on—your show. And, by the way, we are going to be wildly successful together.”
為了讓參與者做準(zhǔn)備鼠锈，杰西的教練把每個(gè)人都集中在快速到來的節(jié)目上闪檬。“一切都進(jìn)行得很順利呢购笆？”是什么幫助它進(jìn)行得很順利粗悯？讓我們?cè)谀愕谋硌葜卸嘧鲞@些！她鼓勵(lì)同欠、教導(dǎo)和挑戰(zhàn)所有人同時(shí)：“你們每個(gè)人很快就會(huì)一起表演样傍，我們有工作要做。高風(fēng)險(xiǎn)铺遂。我們做這些練習(xí)衫哥，磨練這些技能是為了一些真實(shí)的，而不是抽象的東西襟锐。我們有一個(gè)項(xiàng)目要做撤逢，那就是你的節(jié)目。順便說一下粮坞，我們?cè)谝黄饘?huì)大獲成功蚊荣。”
Participants are consistently far more successful than they thought they would be. As Jess reminds us, “It’s not possible to simply tell people that this improv way of relating is doable and that they can all be great—they must experience it. When they do, it’s a game changer.”
參與者一直比他們想象的要成功得多捞蚂。正如杰西提醒我們的那樣妇押，“不可能簡(jiǎn)單地告訴人們這種即興的聯(lián)系方式是可行的，他們都可以很偉大——他們必須體驗(yàn)到它姓迅∏没簦”當(dāng)他們這樣做的時(shí)候俊马，它就會(huì)改變游戲規(guī)則〖玷荆”
3. Translating Integral Elements of Improv to Day-to-Day Organizational Life
We are exploring how to translate one discipline that does collaborative leadership culture exceedingly well, theatrical improvisation, to one that does not yet, organizational life. Again, we believe we can best help organizations by focusing on the multiple parts of this complex dance: the behaviors, certainly, but also the beliefs and structures. We believe it is their interplay that results in an agile, responsive, continuously evolving organization.
我們正在探索如何將一種非常擅長(zhǎng)合作領(lǐng)導(dǎo)文化的學(xué)科柴我，戲劇即興創(chuàng)作，轉(zhuǎn)化為一種尚未組織的生活扩然。同樣艘儒，我們相信我們可以最好地通過關(guān)注這個(gè)復(fù)雜的舞蹈的多個(gè)部分來幫助組織：當(dāng)然，行為夫偶，還有信仰和結(jié)構(gòu)界睁。我們相信，正是他們的相互作用導(dǎo)致了一個(gè)敏捷兵拢、響應(yīng)迅速翻斟、不斷發(fā)展的組織。
For us, the linchpin of translation was illuminating the structural elements, or rules of the games, that invite and reinforce collaborative behaviors: liberating structures from Lipmanowicz and McCandless. What we recognized in liberating structures were the same rigorous structural design elements built into basic improv theatre games: articulation of a clearly shared purpose, every person encouraged to participate, turn-taking, working rapidly within a constrained timeframe, and no single person seen as more important than any other person. (For a step-by-step example of a liberating structure, see Workbook 9.2.) Of course, liberating structures from Lipmanowicz and McCandless. For example, many of Sivasailam Thiagarajan’s (TheThiagiGroup) energizing frame games include them. There are multiple, existing toolkits that use similar structural design elements to invite collaboration during real work tasks such as giving feedback, sharing responsibility, and strategizing.
對(duì)我們來說说铃，翻譯的關(guān)鍵是照亮了游戲的結(jié)構(gòu)元素或規(guī)則访惜，它們邀請(qǐng)和加強(qiáng)協(xié)作行為：將結(jié)構(gòu)從利普馬諾維奇和Mc無蠟燭中解放出來。我們認(rèn)識(shí)到的解放結(jié)構(gòu)是同樣嚴(yán)格的結(jié)構(gòu)設(shè)計(jì)元素建立在基本的即興戲劇游戲：明確一個(gè)明確共享的目的腻扇，每個(gè)人都被鼓勵(lì)參與债热，轉(zhuǎn)換，在有限的時(shí)間框架內(nèi)快速工作幼苛，沒有一個(gè)人被認(rèn)為比任何人都更重要窒篱。（有關(guān)解放結(jié)構(gòu)的逐步示例，請(qǐng)參閱工作簿9.2蚓峦。）當(dāng)然舌剂，將結(jié)構(gòu)從利普馬諾維奇和無蠟燭手中解放出來。例如暑椰，許多SivasailamThiagarajan（田組）的能量框架游戲都包括它們霍转。有多個(gè)現(xiàn)有的工具包使用類似的結(jié)構(gòu)設(shè)計(jì)元素在實(shí)際工作任務(wù)中邀請(qǐng)協(xié)作，如提供反饋一汽、共享責(zé)任和制定策略避消。
The aim is to unleash the collective capacity of a group to co-create. When these structural elements are present, the interpersonal challenges of hierarchy, style, lack of skill or self-awareness so common in organizations (and wherever there are human beings) are less likely to get in the way of integrating diverse perspectives into shared solutions.
其目的是釋放一個(gè)團(tuán)體共同創(chuàng)造的集體能力。當(dāng)這些結(jié)構(gòu)元素存在時(shí)召夹，層次結(jié)構(gòu)岩喷、風(fēng)格、組織（以及哪里有人類）中常見的缺乏技能或自我意識(shí)的人際挑戰(zhàn)不太可能妨礙將不同的觀點(diǎn)整合到共享的解決方案中监憎。
So, this third component of our core workshop is experience with toolkits that invite improv practices every day at work. By giving these a spin on their work challenges, participants see that improvisational ways of working help them get better results on their real stuff. With a little practice and courage, these toolkits also provide scaffolding for taking this way of working back to real projects and colleagues. This is making a bigger difference than our work ever has. A client put it like this: “Working this way is like having a whole new superpower.”
因此纱意，我們核心研討會(huì)的第三個(gè)部分是每天邀請(qǐng)即興演示實(shí)踐的工具包。通過介紹他們的工作挑戰(zhàn)鲸阔，參與者看到即興的工作方式幫助他們?cè)谡嬲臇|西上獲得更好的結(jié)果偷霉。通過一點(diǎn)練習(xí)和勇氣迄委，這些工具包也為將這種方式工作回真正的項(xiàng)目和同事提供了腳手架。這比我們的工作有了更大的不同类少。一個(gè)客戶這樣說：“這樣工作就像擁有一個(gè)全新的超級(jí)大國(guó)叙身。”
Conclusion
There’s no doubt that teaching improv practices with a fabulous debrief gives people a new sense of what’s possible. It stretches and frees them, and begins mind-set changes for some. What we are suggesting is that if sustained change in a group’s way of working is the goal, this is not enough. Organizational culture also includes structures and mind-sets. Structures can be particularly helpful— especially simple, fast-paced structures—for translating collaborative leadership culture from improvisation to the change challenges of day-to-day work.
毫無疑問硫狞，用一個(gè)精彩的演示文稿來教授即興演示實(shí)踐會(huì)給人們一種新的感覺信轿。它伸展和釋放他們，并開始對(duì)一些人的心態(tài)的改變残吩。我們的建議是财忽，如果一個(gè)團(tuán)隊(duì)的工作方式的持續(xù)改變是目標(biāo)，那么這是不夠的世剖。組織文化還包括結(jié)構(gòu)和心態(tài)定罢。結(jié)構(gòu)對(duì)將協(xié)作領(lǐng)導(dǎo)文化從即興創(chuàng)作轉(zhuǎn)化為日常創(chuàng)作的變化挑戰(zhàn)特別有幫助，尤其是簡(jiǎn)單旁瘫、快節(jié)奏的結(jié)構(gòu)。
In our core one-day workshop, we make visible three aspects of leadership culture: mind-sets, behaviors, and structures. We use improvisational theatre to give people a visceral experience of what it’s like to engage in a leadership culture where the mind-sets, behaviors, and structures support and enable radical collaboration. Finally, we help people translate collaborative leadership culture to their day-to-day work, at a scale appropriate to their circle of influence.
在我們?yōu)槠谝惶斓暮诵难杏憰?huì)上琼蚯，我們展示了領(lǐng)導(dǎo)文化的三個(gè)方面：心態(tài)酬凳、行為和結(jié)構(gòu)。我們使用即興戲劇給人們一個(gè)發(fā)自內(nèi)心的體驗(yàn)遭庶，參與領(lǐng)導(dǎo)文化的心態(tài)宁仔、行為、結(jié)構(gòu)支持和實(shí)現(xiàn)激進(jìn)的合作峦睡。最后翎苫，我們幫助人們將合作領(lǐng)導(dǎo)文化轉(zhuǎn)化為他們的日常工作，以適應(yīng)他們的影響范圍榨了。
Is this approach a slam-dunk? Of course not. Does it still take courage on the part of participants? Yes! Is it for everyone? The mysterious algorithm of readiness for developing a collaborative leadership culture is a topic more suitable for a long conversation over a good glass of wine than for the end of this chapter.
這種方法是一個(gè)扣籃籃嗎煎谍？當(dāng)然不是。參與者們是否還需要勇氣嗎龙屉？是它適合每個(gè)人嗎呐粘？準(zhǔn)備發(fā)展協(xié)作領(lǐng)導(dǎo)文化的神秘算法是一個(gè)更適合用一杯好葡萄酒進(jìn)行長(zhǎng)期交談的話題，而不是在這一章的結(jié)尾转捕。
Moving forward, we have three big questions on our minds. One question is connected to the open enrollment nature of the workshop in which Jenelle participated. How might we help participants see that the change they long for requires deliberate collaboration with the people actually creating change with them? We want them leaving feeling both hopeful and challenged. We know that their new learning has a high evaporation rate unless they can invite their colleagues back at work to engage with them in this new kind of fishbowl. Another question we’re excited to explore is how to help intact teams or cross- functional groups from within an organization use this kind of one-day experience to self-assess where they are as a group of collaborators. By identifying their strengths and weaknesses, we’d like to learn how to help them determine what needs to come next to develop their capacity to unleash collaborative intelligence in response to an organizational priority. Our third big question revolves around how much openness, readiness, and explicit support is needed from senior organizational leaders for this new kind of collaborative fishbowl to flourish in an existing organization.
接下來作岖，我們心里有三個(gè)大問題。有一個(gè)問題與杰妮爾參加的研討會(huì)的公開招生性質(zhì)有關(guān)五芝。我們?nèi)绾螏椭鷧⑴c者看到他們渴望的改變需要與實(shí)際創(chuàng)造改變的人蓄意合作痘儡？我們希望他們離開時(shí)感到既有希望又有挑戰(zhàn)。我們知道枢步，他們的新學(xué)習(xí)有很高的蒸發(fā)率沉删，除非他們可以邀請(qǐng)他們的同事回來工作渐尿，與他們參與這種新的魚缸。我們很高興要探討的另一個(gè)問題是如何幫助組織內(nèi)部完整的團(tuán)隊(duì)或跨職能團(tuán)隊(duì)使用這種一天的經(jīng)驗(yàn)來自我評(píng)估他們作為一群合作者的位置丑念。通過確定他們的優(yōu)勢(shì)和劣勢(shì)涡戳，我們希望了解如何幫助他們確定接下來需要做些什么，以發(fā)展他們發(fā)布協(xié)作智能以響應(yīng)組織優(yōu)先事項(xiàng)的能力脯倚。我們的第三個(gè)大問題是渔彰，為了在現(xiàn)有組織中繁榮發(fā)展，這種新的協(xié)作魚缸推正，需要多少開放恍涂、準(zhǔn)備和高級(jí)組織領(lǐng)導(dǎo)人得到明確的支持。
We know that it makes a difference when big shots with money and mojo are on board. We also believe, and we’ve even got some proof, that profound organizational change can start anywhere—it does not need to begin at the top. So, we will leave you with this: how do we debunk the myth that the person who is large and in charge must lead co-creative change? We know that change can start anywhere. We believe that our world needs collaborative leadership cultures, now more than ever植榕。
我們知道再沧，當(dāng)有錢和魔力的大鏡頭在船上時(shí)，它會(huì)有所不同尊残。我們還相信炒瘸，我們甚至有一些證據(jù)表明，深刻的組織變革可以從任何地方開始——它不需要從頂端開始寝衫。所以顷扩，我們將留給你這個(gè)：我們?nèi)绾谓掖┮粋€(gè)神話，即龐大的人必須領(lǐng)導(dǎo)共同創(chuàng)造的變革慰毅？我們知道褥符，改變可以從任何地方開始桶唐。我們相信，我們的世界現(xiàn)在比以往任何時(shí)候都更需要協(xié)作的領(lǐng)導(dǎo)文化。
With this approach, we think we are onto something. Our story is still unfolding. We are learning our way forward with our clients—people like Jenelle—and we invite you to be wildly curious with us. Our hope is that you will connect these stories and our strategies with your own questions and observations. It will be at this junction we all learn the most.
有了這種方法叽讳，我們認(rèn)為我們正在做一些事情硫兰。我們的故事仍在展開隆檀。我們正在向客戶學(xué)習(xí)像Jenelle這樣的人龄广，我們邀請(qǐng)您對(duì)我們非常好奇。我們希望你能把這些故事和我們的策略與你自己的問題和觀察聯(lián)系起來贱勃。它將是在這個(gè)十字路口井赌，我們都學(xué)習(xí)的最多。
