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December 2012 | Issue 3


From potential to performance_ THE FACILITATOR RAS




Contents_ Welcome_ Lynne Oliver Focus on_

New Directions TPI®’s core values govern the traits, qualities and behaviours which are fundamental to our ways of working. They represent TPI®’s highest priorities and deeply held driving forces. TPI®’s values form the cornerstones of, and are the living enactment of all we do and accomplish. Our Values:

● One Community

Lynne Oliver Head of Product, Processes and Quality (PPQ), TPI® UK

● Bringing Solutions

Also included in this issue is an interesting contemporary perspective on technology and learning, and the art of pedagogy with the article “Learning Without




The Power Of One Mind Buzz™ Learn To Lead

4 5 6


Large Scale Programmes 8 A Corporate Phase 2 11 Learning Without Teachers 13


TPI® Concept Focus Top Tips for Facilitation

Reminders_ Facebook Connecting Post-Prog Future Editions

15 17 19 19 19

We want to feature your great stories!

● Developing people


Marcela Hurtado & José Eusebio López

Stay in touch_

● Exceptional Customer Service

n this edition we present superb examples that demonstrate in particular our second value, Bringing Solutions. We see how the TPI® UK/Ireland facilitators’ use their agility, creativity and innovation to position TPI®’s education. Our newsletter showcases advancements in facilitation at scale with the projects undertaken by James Wood with The Manchester College and Coundon Court school. We also highlight the approach taken in terms of facilitation and project management in the corporate sector by Sarah Tate, who has recently been doing sterling work within RBS.


Teachers”, and we introduce you to a new TPI® process, Power of One, and a review of Mind Buzz™. We also share how STEPS® is making an impact with young community leaders in Dublin. Regular features include a spotlight on world-class facilitators and this edition introduces Marcela and José Eusebio from Mexico, and how their unique approach to facilitation brings about solutions. In addition to this there are the facilitator Top Tips and the Concept Focus. New Directions encourages all of us to be responsive and solutions-driven. These are challenging, interesting and exciting times. This is our future!

This newsletter will be a regular feature providing a platform for you to celebrate your work. We would like to include as wide a variety of articles from facilitators describing your experience of using TPI® programmes with groups in a range of different settings - highlighting our success, triumphs, joys and challenges. A key feature of the development of best practice is in ‘sharing the learning’ and we encourage you to take the time to contribute an article on programmes delivered, photos celebrating achievement, inspirational outcomes and stories or anything that you think will be interesting or useful to other Facilitators. We look forward to your contributions. If you would like any assistance putting together an input, please feel free to contact us. We would also love for you to join us on the Facebook and Linkedin Groups. Details can be found within the facilitator section of the website.


From potential to performance_ ISSUE 3 | PAGE 2


Focus on_ Hola desde Mexico! Marcela Hurtado & José Eusebio López It is our pleasure to share our story with TPI®. It all started when we attended a Live Seminar with Lou Tice in Seattle. t was an experience that deeply touched our lives. From those first days we knew that the information was so powerful and that we wanted to share it with the many people in Mexico that were living below their potential. We knew that our country hungers for such powerful knowledge and “set of good news” and we felt privileged to be able to deliver it by becoming TPI® facilitators.


Everything happened so quickly. At the beginning it was our hobby, our side activity. Both of us agreed to dedicate our weekends to organise IIE® open seminars for our friends and families with whom we wanted to share this information. When we met with Lou Tice again, he asked how we could help TPI® reach the next level in Mexico and we offered to train facilitators, design quality assurance programmes, do awareness events for the corporate world and create customised marketing material in Spanish for different sectors. Lou not only accepted but kept asking for more. He raised the bar every time we met and helped us build our own self-efficacy. After a few months we were trained in measuring the culture and the leadership styles of THE FACILITATOR RAS

organisations and we accompanied Lou in several largescale projects in Mexico. When we realised that our weekends, nights and vacation days did not provide enough time, both of us decided to quit our IT jobs and follow our passion! We love being facilitators. In Spanish the word “Facil” means “easy” - to facilitate means not to teach, but to “make easy” and that is what we love to do. Help people, make it easy for them to bring out the incredible potential they already have within.

TEACHING THIS LIFE CHANGING INFORMATION TO OUR PEOPLE CAN MEAN A POSSIBILITY FOR A DIFFERENT AND MUCH BETTER LIFE Throughout this time we have had the opportunity to work with a different range of people: house mothers, government employees, entrepreneurs, teachers, teenagers, firemen, students.

mentor. We are committed to help TPI® grow, not only in Mexico, but also in Latin America. Our challenges in Latin America are unique. We have such great potential, but in most cases we do not even know it or believe it. Teaching this life-changing information to our people can result in the possibility of a different and much better life. In many cases this onvolves a new possibility away from the guerrillas and the drug trafficking. Now, we are currently working with cultural transformation processes within organisations and we look forward to creating community regeneration projects. Our vision keeps expanding as we advance. We believe that facilitating is our own personal way to leave this world better than how we found it, not only for this generation, but for future ones also! Best regards to our UK and European colleagues!

We feel privileged to have met Lou Tice and had him as our ISSUE 3 | PAGE 3


News_ New TPI® Product

The Power of One is launched The Pacific Institute is pleased to announce a new product, Power of One, aimed at prior participants of the IIE® programme. Power of One is a workshop designed to continue the growth process started in Investment in Excellence® – to help individuals and teams to imagine excellence in their work and acquire the knowledge and techniques to take them to the next level of achievement and satisfaction. his one-day workshop focuses on YOU and your power to create the results you want. From an organisational perspective the workshop leads to greater levels of engagement and alignment within the workforce.


How does it work? The Power of One workshop revisits and magnifies important concepts introduced in IIE® to further strengthen the individual journey with the curriculum.

These include:

● Self-Efficacy ● Self-Talk ● Culture ● Leadership ● Potential ● Comfort Zones ● Taking Charge


Incorporating a diagnostic measurement tool known as the Life Styles Inventory™ (LSI) from Human Synergistics®, participants are able to gain valuable feedback on thought and behavioural patterns in the work environment that can be addressed so as to develop themselves on multiple levels.

What can you expect? After participating in the programme, individuals find renewed energy and a deeper understanding of their ability to apply the concepts to themselves and with the people they impact on in the workplace.

Change is Inevitable Growth is Optional



News_ Update on Mind Buzz™ s! Congratulationthat tify This is to cer


lead facilitator team has also been put in place in order to offer facilitator training within our client organisations. There have already been several implementations in the UK and the results and feedback thus far have been very encouraging indeed.

ly completed has successful


We are pleased to report that a European Community Trademark has been registered against the Mind Buzz™ programme ensuring the smooth rollout of the programme for the UK and Ireland.


From potential to performanc e_


In Scotland, Anne Brannan, one of TPI®’s most active and experienced facilitators, has recently taken a cohort of delegates with severe hearing impairment through Mind Buzz™, in partnership with Hearing Loss Scotland and Glasgow Disability Alliance. The group was made up of eight 18 to 20 year olds and was aimed at outcomes of employment, entry to education or voluntary work. As individuals, the participants had differing needs in that some were able to lip read, some required signers and some utilised script takers. There was also a delegate with the additional challenge of autism. Perhaps, however, the biggest challenge of all was Anne’s, being the only person in the room whose first language was not British Sign Language. Taking into account their specific requirements, Mind Buzz™ was a perfect solution for use with the


Signed: Date issued:

From potential ce_ to performan enquiries@pacifi www.pacificinstitu 3402 3641 T: +44 (0) 20 3402 3411 F: +44 (0) 20

Institute® The Pacific Kingdom Street 4th floor, 1 Central Paddington 6BD London, W2

group and allowed Anne to tailor the pace and delivery style for the participants to really ensure they could engage with the information. Specifically, the format was easily understood, flexible, did not contain DVDs and could be deconstructed into smaller chunks covering: ● Where are you stuck?

● What keeps you stuck? ● Tools for change

that suited a group with English not being their first language The feedback has been stunning and should lead to further roll out in the near future. The programme has also been embraced in Wales with Dare Training leading the way in offering Mind Buzz™ with the added value of accreditation in the Level 1 Award in Developing Effective Thinking Skills from NCFE. Very well done to them! Should you be interested in learning more or want to gain certification as a Mind Buzz™ facilitator, please contact the TPI® office for information.




News_ Learn to Lead STEPS® to success for Dublin’s Young Community Leaders In May 2011, the notion of a group of well-trained, highly motivated young leaders across the community on Dublin’s Northside was just an aspiration, backed by a group of new recruits and a team with vision, passion and the will to succeed. ow, sitting in my office eighteen months later, it’s hard to remember a time when there wasn’t such a group constantly posting ideas on Facebook, meeting weekly to develop their plans and popping in and out of the office to support the team as we train our second group of Young Community Leaders (YCL). It won’t come as a surprise to anyone reading this that their journey started with The Pacific Institute’s STEPS® programme.


Let me tell you a bit of the story. The Northside Partnership (NSP) is a local development company established in 1991 as part of the then Government’s strategy to address long-term unemployment on the Northside of the City. Despite a roller coaster of economic and social change in the intervening two decades, the area still contains marginalised communities. In particular, there are ten priority neighbourhoods where the population of young people aged under-24 is higher, as is the percentage of young people who have left school early with low or no qualifications. THE FACILITATOR RAS

With a clear ambition to support young people growing up in our most marginalised communities to realise their potential, NSP was successful in accessing funding from The Atlantic Philanthropies, to deliver leadership training to a group of young people between the ages of 16 and 25 that would enhance their capacity, skills, ability and confidence to engage in leadership roles within their wider community. When I was brought on board to design such a programme I knew without a shadow of a doubt that the first training element had to be the STEPS® programme. Since NSP have been using STEPS® with a range of client groups for years, they needed no further convincing. We then added curriculum developed by a national youth organisation, Foroige, as well as training in Restorative Practices and the Young Community Leaders (YCL) programme was born. I was also lucky enough to retain Adrienne Hayes & Sue Cullen as part of our facilitator team so we had plenty of TPI® experience to share with our group! ISSUE 3 | PAGE 6

Carol Conway Co-Ordinator & TPI® programme facilitator

The first group of young leaders came on board in May 2011 and attended weekly sessions in the evening for a year, as well as several full days on Saturdays.

WHEN I WAS BROUGHT ON BOARD TO DESIGN SUCH A PROGRAMME I KNEW WITHOUT A SHADOW OF A DOUBT THAT THE FIRST TRAINING ELEMENT HAD TO BE THE STEPS® PROGRAMME. In addition to achieving their accreditation (the photos are of the group receiving their FETAC level 6 Certificate in Youth Leadership and Citizen Action from the National University of Ireland in Galway), that first group of YCLs have gone on to form an ongoing youth committee titled Young Community Innovators (YCI). At the time of writing the YCIs are piloting the delivery of their own anti-bullying training REACH • ACHIEVE • SUCCEED

programme which they hope to deliver across schools and youth groups in the area. In addition, two of the YCL graduates attended the annual Irish STEPS® facilitator forum in Dublin on 22 November to share their experience of what a difference STEPS® has made for them. They spoke confidently and eloquently, without notes or prompts and shared the impact of increased self-confidence, changes in how they talk to themselves and their children, and a myriad of other benefits. While the YCL programme is much more than just STEPS®, I am clear that STEPS® is an essential building block for all the other success and

progress we have seen in the groups. As one of the new group said recently, “doing STEPS® first was good for getting my mindset in the right frame of mind for everything else”. If our work as STEPS® facilitators is a living legacy of Lou Tice, these young leaders will be a local legacy of YCL as they become the local leaders of the future. CAROL CONWAY CO-ORDINATOR & TPI® PROGRAMME FACILITATOR

An initiative supported by




Features_ Large Scale Programmes With many organisations increasingly looking for bespoke solutions to meet their specific needs and requirements, we have recently seen an increase in the demand for programmes to be run at scale. James Wood, a TPI® Project Director and one of our most experienced facilitators, has in fact run two big projects over the past few months. he first of these involved TPI®’s newest programme, Power of One®, being run for groups of up to 40 at The Manchester College, whilst James’ second project comprised of an enormous 130 delegate Investment In Excellence® programme at Coundon Court School. With both pieces of work going very well, we’ve caught up with James to take a closer look at the challenges, structure and preparation necessary to make a success of large-scale facilitation.


Firstly, and according to James most importantly, it is key to approach a large-scale programme in essentially the same manner that you would any other programme, with the key difference being the amount of preparation work required ahead of time. It is important to remember that the fundamental elements of the programme remain unchanged, so it is vital to instead focus your attention on the greatest challenge – keeping such a large group engaged and concentrated on the content and activities. In particular, James stresses the importance of good communication with the client and getting the Senior Leadership THE FACILITATOR RAS

Team (SLT) at the organisation fully behind the programme. This is because the levels of support and direction that they provide to their staff will ultimately decide whether the programme succeeds on the day and can also have a bearing further down the line when it comes time to make decisions on whether to roll it out more widely.

IT IS VITAL TO FOCUS YOUR ATTENTION ON THE GREATEST CHALLENGE – KEEPING SUCH A LARGE GROUP ENGAGED AND CONCENTRATED ON THE CONTENT AND ACTIVITIES. In terms of the structure, it is also crucial to have several cofacilitators on board to ensure that there is support and assistance available to every delegate, regardless of the size of the group. James arranges his auditoriums with several round tables, each seating between 8 to 10 delegates, and ensures that a co-facilitator is seated on each. This enables small group ISSUE 3 | PAGE 8

James Wood Project Director, TPI®

discussions to take place, giving each delegate the opportunity to make their opinions heard and voice any concerns or issues they may have. The background of these cofacilitators can vary by programme and many aspects would need to be discussed with senior leaders at the organisation ahead of time. For instance, a decision would need to be made on whether to seat departments together so that they can work on their own department-specific issues, or rather place attendees randomly in order to encourage a greater interaction across the organisation as a whole. Another issue to be considered is whether any potentially disruptive or difficult delegates should be kept together or dispersed. Certain decisions may however be determined by the type of programme being run. With the Power of One®, for example, it would be imperative that the cofacilitators were fully trained IIE® facilitators. This is because Power of One® programme focuses heavily on organisational culture and leadership, and is aimed at REACH • ACHIEVE • SUCCEED

delegates that have already completed IIE® training. All cofacilitators would therefore need to understand all of the fundamental concepts of IIE® ahead of time, so that they can focus their attentions on supporting their mini-group and relating their experience and knowledge to the new areas covered, particularly relating to culture. At The Manchester College, James had a number of existing IIE® facilitators that he could draw on. Prior to the programme he therefore only needed to have a brief meeting, outlining his expectations of them and relaying key elements of the new course. If no IIE® facilitators worked at the organisation, then a group would need to be trained up prior to the programme or, alternatively, external IIE® facilitators would have to be drafted in. On the other hand, a STEPS®, PX2™ or IIE® course could potentially be run using cofacilitators that had only previously experienced the programme, but were not trained as facilitators. The IIE® programme that James THE FACILITATOR RAS

ran at Coundon Court demonstrates this contrasted approach. In this case the cofacilitators were formed using members of the SLT, who had been through IIE® together as part of their preparation for the atscale programme. It was deemed important to have a leadership figure supporting each small group on the course, partly to demonstrate their backing of the project, but also to lead on the discussion of issues that pertained specifically to the school. It is important to remember that the co-facilitators needn’t be part of the leadership team, but could instead come from anywhere. Thus, communication with the client is again key, to ensure that the course meets their expectations. In terms of the role of the lead facilitator, this would also need to be adapted slightly from the regular model. James mentions playing a little more of the DVD than usual to allow a period of settling in at the beginning and where possible asking for participation from the floor. ISSUE 3 | PAGE 9

Furthermore, he obviously had to delegate much of the responsibility for leading discussions to his co-facilitators. During this time he went around the room observing and helping individuals with reflective thinking, whilst also highlighting key points and issues to the room as a whole in order to channel discussions when necessary. So, rather than engaging with the discussions that were going on, his role would rather be to provide structure, make links with the theory and give neutral advice when and where required. There is a fine balance needed here, knowing when to intervene and make connections and when to leave them to their discussions. At the end of each day, he would then address any issues and provide any necessary feedback. Power of One® involves more teaching and a greater use of PowerPoint, so the approach, whilst similar to IIE®, again requires a slight adaptation. With a larger group it is vital to ensure that you cover the most important elements of the course, as there is always a danger that REACH • ACHIEVE • SUCCEED

you will run out of time. Sufficient time needs to be allowed for areas where delegates may have issues and require a little more discussion. James argues that the facilitator must use their judgement on what can and can’t be missed out if time is running short. Moreover, he often finds that he has to adapt his overall model/plan to adjust to the needs of the group. So, again, the lead facilitator needs to pay a great deal of attention to the fine details to ensure the programme not only covers all of the key points, but also achieves the targets set out by the SLT. Furthermore, it is imperative that all eventualities are taken into consideration before the programme commences to ensure maximum preparedness. All aspects of the course must be considered, even down to asking the organisation to print the delegate names on to each of the certificates prior to the course to save a great deal of time later on.


In conclusion, it is clear that facilitating a large-scale programme requires a great deal of preparation, organisation and communication to ensure that every delegate engages with the material and receives sufficient support to enable change. The specific structure and layout is open to a degree of interpretation, although many aspects are often decided by the type of programme, the specific needs of the organisation and a set timescale, so it is crucial that the lead facilitator can adapt where necessary. At the end of the day, though, it is important to remember that the underlying essence of the programme remains unchanged and that as experienced facilitators, whilst the increased numbers involved does create additional challenges, this should not change your overall approach. EMMA MARTINEZ SYSTEM ADMINISTRATOR TPI®




Investment in Excellence®

A Corporate Phase 2 Over the years I have had the great pleasure of training, mentoring and learning from many talented individuals in the delivery of Investment in Excellence in the work place, with the express purpose of making a real, tangible difference in organisations

Personal resource manua l

ith an ever-increasing transparency of spend and declining expendable cash, our clients, rightfully so, really want to be able to justify the expenditure of implementing IIE® and measure the effect that it has on their bottom line. It is crucial therefore, that every unit facilitated addresses organisational outcomes and has practical application for the work place.


Delivering IIE® and becoming a champion of, not only the information, but also the personal and organisational transformation that ensues, often becomes one of the most fulfilling aspects of our facilitator experience. I have detailed some of the techniques here that I use, specifically during Phase 2 of IIE®, with Leadership/Management Teams to enhance the practical application of the concepts with reference to their specific team goals. Before facilitating any corporate IIE®, I will always conduct some sort of pre-programme diagnostic, so as to highlight the desired outcomes and any specific work related issues they might wish to target. THE FACILITATOR RAS

From potential to performance_

Without further ado, let's dig in to Phase 2, Day One! Units 1 to 3, which cover the Telological Concept, Goal-Setting and Maximising Our Thinking, are in fact all aimed at the process of setting stretching goals. These units often highlight the extent to which people within organisations are stunted by the “How”. By this I refer to the tendency of people to think small and to focus purely on the process rather than on the ultimate objective. It takes some convincing before this blocker starts to unravel; Magis thinking does not come naturally to large passive, risk averse organisations! By working on real organisational goals within these 3 sessions, it enables the team to physically have some pertinent and tangible data to take away with them after the session. Creating a balance wheel on their operations or values, along with some cocreated team affirmations that can be taken back to their workplaces, allows them to explain to other team members how the affirmations manifested. This also demonstrates the importance of and need for continual practical application back into the workplace. ISSUE 3 | PAGE 11

Sarah Tate Business Development Direct

Units 4 and 5 deal with Optimism/Pessimism and Living a Purposeful Life. These units really help people understand the responsibility of management in setting the tone for the expectations of goal achievement and vision within the organisation. Seligman’s ABCDE model often helps the team diagnose weaknesses after positive and negative events, and allows for constructive discussion around management’s response to events in the market, press or concerning internal issues and how this is demonstrated. The Levels of Happiness segment again should be so much more relevant to Leadership teams. It is worth remembering that the majority of organisations spend a considerable budget on measuring just that, through Employee Engagement surveys and the subsequent plans that are aimed at addressing the resulting data. Encouraging Leadership to set individual, team and organisational goals/objectives purposefully, across all 4 Levels of Happiness, shows intent towards living a purpose-“full” work life.


By the time we commence with Day 2, participants are invariably ‘chomping at the bit’ knowing that they will get information over the course of the day, which they have not had before and which will be relevant and practically applicable to their business. Units 6 and 7, covering Organisational Culture and Leadership, are absolutely key for organisational teams. Everyone appears to be on the Cultural bandwagon as “Culture” so often takes the brunt for many of an organisation’s hiccups. What a great way to disperse accountability! If your organisation has used the Organisational Cultural Inventory® diagnostic (OCI®) from Human Synergistics® – this is a fantastic opportunity to cascade the results back, firstly to the Leadership and then by work-shopping the data with other organisational teams completing IIE® Phase 2. By using authentic and personal information, it gives the teams, to use one of Lou’s analogies, “a lick of the ice cream” – in fact, more often than not given the brutal facts on display, it can feel more like the cornet being rammed down the throat as well! Introducing the OCI® at this point in IIE® instead encourages a relevant and fruitful discussion. One thing is certain; the discussions by this stage in Phase 2 are so very different to team discussions prior to experiencing this material, as eyes are open and energy renewed. Moreover, there tends to be an increased accountability to actually ‘lead’ as opposed to simply ‘managing crisis’.

experienced whilst facilitating, the piece on motivation is a serious eye-opener for many. Just the concept of real choice as opposed to the backlog of coercive motivation gives many participants a real sense of relief and helps alleviate stress. The Pygmalion concept demonstrates simply the responsibility we have towards our fellow workers and the influence we can bestow upon them. Many organisations’ operating models have a piece on role modelling, but we all know how hard it is to control consciously. By the time they reach this last unit, the participants should truly understand the power of awareness and the art of writing affirmations to ensure they sculpt responsibly. Whether you are delivering to the Chairman of a Blue Chip company or to a grandma in Scotland, a prisoner in for life or a team of teachers, the facilitator’s role is the same – it is to enhance the learning and application of these wonderful concepts for Individual, Team (Community) and Organisational (Society) benefit in a way that is most relevant to them.

The last 2 units of Phase 2 really appear to be stand-alone units, but, as I’m certain you will have THE FACILITATOR RAS



Features_ Learning Without Teachers The human mind is an amazing thing! What remarkable capacity we have to learn, grow and develop when given the chance and even more so when we operate on a want-to basis rather than a have-to basis. he following story is not a TPI® one as such, but demonstrates many of the key learning points we strive to develop through our curriculum and offers a valuable lesson for facilitators of our material.


One Laptop Per Child is a global learning initiative aimed at helping to empower the world’s poorest children through education. With more than 100 million children at first-grade age having no access to schooling worldwide the cause is certainly a worthy one. The organisation’s aim is to provide each child with a rugged, low-cost, low-power, connected laptop with appropriate content and software that results in collaborative and self-empowered learning. By engaging children in their own education, and extending their horizons, they become connected – to each other, to the world in which they live and to the prospects of a brighter future. To date over 3 million young people have benefitted from the scheme in many parts of the developing world.


A dynamic initiative launched by the OLPC Project has yielded some truly stunning results. In two remote villages in Ethiopia, the Project has tried something new by simply leaving a box of tablet computer devices, preloaded with programmes, but without any instruction on how to use them. The goal is to determine whether illiterate children, having no previous exposure to written words, could learn to read all by themselves through experimenting with the devices and preloaded alphabet-training games, e-books, movies, cartoons, paintings, and other programmes. The devices are powered by a solar charging system which adults have been briefed on operating, given the lack of electricity.

TO DATE OVER 3 MILLION YOUNG PEOPLE HAVE BENEFITTED FROM THE SCHEME IN MANY PARTS OF THE DEVELOPING WORLD. Once a week, the memory cards in each device are exchanged so that progress and use of the machines may be monitored and


Nicholas Negroponte Founder of OLPC

early results have been outstanding. After several months, the kids in both villages were still heavily engaged in using and recharging the machines, and had been observed reciting the “alphabet song,” and even spelling words. One boy, exposed to literacy games with animal pictures, opened up a paint programme and wrote the word “Lion.” Nicholas Negroponte, OLPC’s founder, in presenting the case study at the MIT Technology Review’s EmTech conference had this to say, “I thought the kids would play with the boxes. Within four minutes, one kid not only opened the box, but found the on-off switch … powered it up.


Within five days they were using 47 apps per child, per day. Within two weeks, they were singing ABC songs in the village, and within five months they had hacked Android. Someone in our organisation or in the Media Lab had disabled the camera, and they figured out the camera, and had hacked Android.”

Edward McNierney Chief Technology Officer


Apparently the children had managed to circumvent OLPC’s effort to freeze desktop settings and had managed to customise the tablet desktops - so every person’s tablet looked different. This despite installed software to prevent them from doing so. Ed McNierney, OLPC’s chief technology officer says, “The fact they worked around it was clearly the kind of creativity, the kind of inquiry, the kind of discovery that we think is essential to learning.” What this experiment so clearly demonstrates is how well people can adapt to change when they approach it from the perspective of fascination. When we truly have an open attitude and a willingness to try something new, then learning follows at an exponential pace. As facilitators, this is what we need to be encouraging within our own groups…that childlike enthusiasm for learning because we want to and not because someone told us what to do.



Regulars_ TPI® Concept Focus The Pygmalion Effect



Our expectations of others and their expectations of themselves are factors in how well they perform. Known as the Pygmalion effect (after the artist) and the Galatea effect (the statue made from ivory who came to life when Pygmalion fell in love with this sculpture of his perfect woman), the power of expectation is key to success. oth of these effects can work really well separately. Used together, the opportunity to succeed at anything we do increases.


The 1968 Rosenthal (and Jacobson) school study proved that some students performed better than others simply because they were expected to do so by the teacher. George Bernard Shaw’s play Pygmalion and the musical My Fair Lady also showed how we behave as others treat us. In the musical, Professor Higgins makes a bet with his friend, Pickering, that he can teach a poor flower girl (Eliza Doolittle) to speak and act like a lady. He is successful. Eliza, speaking to Pickering, says, “You see, really and truly, apart from the things that anyone can pick up (the dressing and the proper ways of speaking and so on), the difference between a lady and a flower girl is not how she behaves, but how she’s treated. I shall always be a flower girl to Professor Higgins because he always treats me as a flower girl, and always will. But I know I can be a lady to you because you always treat me as a lady, and always will”. THE FACILITATOR RAS

Lou also uses the Wizard of Oz analogy to describe this concept. In this story, the Wizard (who is a bit of a phony himself) bestows the gift of courage, wisdom and compassion on the Lion, Scarecrow and Tinman characters. In reality the gifts themselves are symbolic, but because the characters believe in them, they act accordingly and by doing so show that the traits were something that they already possessed inside themselves. On the STEPS® programme, Lou describes his encounter with a young child and her grandmother on one of his visits to the UK. He tells the young child how beautiful and talented she is. And the grandmother responds by saying “she’s just a council tenant”. Lou noted that this grandmother was probably a more powerful wizard than he ever could be to that child. As facilitators, we have many examples of participants’ experiences of the effect that positive wizards have had on their lives. Great Pygmalion’s who are grandparents, parents, teachers, partners, bosses and friends. ISSUE 3 | PAGE 15

Participants too will highlight some negative wizards and the negative effect that these too had on their lives. Occasionally, because of the participant’s strong will, they will have succeeded in areas of their lives, ‘despite’ these negative wizards’ opinions of them. We also know that some of the more vulnerable participants may well be leaving our programme and going home to loved ones who are negative Pygmalions. Past experiences may mean that these wizards have low expectations of the participant. They may even want to protect them from what they see as unrealistic goals. And there will be those participants who talk about people in their lives who were encouraging; pointed out their potential; highlighted their successes - and yet this failed to have a positive influence on them, often because they themselves didn’t believe any of it to be true. The Galatea effect (self-efficacy) is even more powerful than the REACH • ACHIEVE • SUCCEED

Pygmalion effect and is a compelling factor in performance. As participants engage on our programme, they build a toolkit that will see them through a lifetime of successful goal-setting - and techniques to recover when life throws a curve-ball that can temporarily throw plans off balance. Individuals leave our programme enthusiastically; looking forward to making long lasting changes that will benefit them, their organisations and their loved ones. As facilitators, we know that all they need to do is to USE the tools to make a difference. The strong ones will flourish and will often automatically attract positive Pygmalions to them. To encourage participants to seek out positive wizards that will increase their chance of success, have them take each of their goals and to work out exactly what type of wizard/mentor would be important to support them in that area. They may well have a partner or friend who considers them to be ‘awesome’. If that partner or friend believes that because there’s a recession then there are no jobs, and the participant is unemployed perhaps it would be better to seek out a positive wizard elsewhere for this particular goal. Powerful, positive wizards do not necessarily need to be people with whom we have personal relationships. There are organisations, services and

agencies with staff that could become powerful wizards to us and support us through our goals, even if they are only in our life for a short period of time. As facilitators, we too should model an effective Pygmalion. Studies on learning show that teachers engage in positive nonverbal behaviour, such as smiling, eye contact, nodding and leaning towards students more frequently when the teacher believes the students are high ability. Some expectations are formed before meeting the participants. Others who have had prior contact with a participant may have strong views of the ability or otherwise of that person and may be only too happy to share this with us beforehand. How much do we really need to know about the participant before we engage with them on the programme? What information is useful to me and why? Might this information affect my delivery of the programme, or the level of content that I provide? And, what do I now need to do to ensure that I remain the Great Positive Wizard as I facilitate?

I’m off to be the Wizard……… because of the wonderful things I does…….I’ve got the touch!!!!

"I saw the angel in the marble and carved until I set it free." Michaelangelo Buonarotti




Regulars_ Top Tips for Facilitation Contributed by Joe Askew, Sector Project Coordinator, TPI® I personally find that when working with the TPI® curriculum, it helps me to break the learning down in to four constituent parts, which allows me to think through the information and also to explain it that much more easily. Hopefully this might make it easier for you too.

Joe Askew Sector Project Coordinator, TPI®

The four component parts as I see them are: ● Current Reality – “Where I am now” ● “How my Mind works” ● “Effective Thinking”

● Vision Reality – “Where I want to be” omparing each of the main TPI® programmes allows you to identify this basic model in each of them. Once you have the 4 pillars in place you can then start to build up around each pillar what key concepts are covered in that part of the programme.


In the Current Reality or “Where I am now” section we investigate the idea of how our background up until this point, our conditioning and our patterns of thinking have been influenced and reinforced to determine how we see situations, how we respond and how we behave. This can be quite a revealing experience for many people who do not realise just how much we build up our own limitations and who often accept less than ideal situations as simply being ‘normal’. Perception is a major theme in this section and this leads in very well to the next part, “How my mind works”. THE FACILITATOR RAS

The model of mind and the introduction of the Reticular Activating System follow in this section. These can be fairly abstract concepts for many participants, particularly those experiencing PX2™ or Mind Buzz™. They are, however, extremely important and are quite key to demonstrating how we process the world around us. Everything we experience in our lives has an impact on how we think, how we behave and how we respond in future to similar events. Our lives are informed by what we have done, who we have listened to and what we have accepted as our own reality. It really helps to reference simple examples when explaining the model of mind and relating these in terms that participants can understand and identify with. Once participants get a handle on the RAS concept too, it really starts to generate the idea of just what can be achieved with the right mindset. ISSUE 3 | PAGE 17

The third key area, as I see it, is that of effective thinking skills. By this I mean an analysis of different techniques which, when acknowledged and implemented into everyday life, can make an impact on the quality of our experience. Self-Talk, Comfort Zones, Habits and Attitudes are such fundamental concepts for change and when we acknowledge our current blindspots and open up our RAS so that these can start to work more positively, it is incredible how immediate this change can be. These concepts all continue the progression of the curriculum with a constant theme of looking forward to what we want, not what we don’t want. This idea of future-oriented thinking is critical in the fourth and concluding aspect of the curriculum, the Vision Reality or “Where I want to be”. In this section the emphasis is on the concrete skills that participants will use to cement the change they desire in their lives. Affirmations and Visualisation are the key tools for making change easy! The beauty of these techniques is in the fact that we all know how to REACH • ACHIEVE • SUCCEED

visualise and affirm already….we do so every day. The skill is in taking control of these processes consciously so that we do them positively and in a structured manner. That way when we turn over our goals to our subconscious minds, we can do so safely in the knowledge that what we are seeking is clearly defined. The final piece of this aspect is that of Motivation and how important this is. We need to light those internal fires within participants that will burn longer than a few days post-programme.

When people commit fully to change, on a want-to basis rather than a have-to basis, the difference is incredible. This is what will transform lives long term and our job as facilitators is to be a catalyst in creating that motivation. So, hopefully this offers a perspective on the curriculum. Following a clear path through the information helps me in how I present it to others. I hope this helps you too!


Constructive Motivation


Vision Reality



Flick-back Flick-up

Push / Push back




Creative Avoidance

Effective Thinking

3D Thought


Comfort Zones

Habit “Who Saids”


Emotional History

Model of Mind


Cognitive Dissonance

How the Mind Works







Creative Sub-conscious


Lock-on Lock-out



Current Reality


Being Sceptical


Giving Sanction





Reminders_ Contact details_

Facebook Have you joined the exclusive Facilitator Group? e would like to encourage you to engage in a professional networking forum with other facilitators throughout the UK and Ireland. Our exclusive facilitator group on Facebook has been growing since it was created in December 2011. We are delighted with the conversations, discussions, sharing of ideas and the affiliatative celebration of the excellent work that facilitators are doing. If you have not already; please join us today:


TPI® Facebook Facilitator Group

The editorial team: Lynne Oliver Head of PPQ

Joe Askew Project Coordinator

Emma Martinez System Administrator

Adrienne Hayes Project Manager and Lead Facilitator

Connecting Post-Programme The Winner’s Circle Network he Winner's Circle Network (WCN) is a daily free message which helps to reinforce the concepts used within TPI® programmes. Following the passing of Lou, many of you have written and expressed the hope and desire for the continuation of the daily Winner's Circle emails. Rest assured that these messages will continue into the future. The Pacific Institute® has access to subject matter experts throughout its international offices and with prominent research psychologists. They will be contributing to upcoming messages. And, of course, we will always have archives of Lou's messages from the past, which will serve as excellent reminders of TPI®’s concepts, principles and the active applications to our everyday lives. We strongly advise that all facilitators encourage their participants to sign up for this daily message through the TPI® website. This way they can also stay in touch with news and the latest events offered by The Pacific Institute®

T T: +44 (0) 20 3402 3641 F: +44 (0) 20 3402 3411 The Pacific Institute® 4 floor, 1 Kingdom Street Paddington Central London, W2 6BD th

Facilitator Newsletter Future Editions e would like to showcase your stories in future editions of the facilitator newsletter. If you have particular projects that you want us to highlight or indeed if you wish to nominate a facilitator for our Focus On feature, please get in touch with a member of our editorial team.





© 2012 The Pacific Institute®

From potential to performance_ T: +44 (0) 20 3402 3641 F: +44 (0) 20 3402 3411

The Pacific Institute® 4th floor, 1 Kingdom Street Paddington Central London, W2 6BD

TPI RAS - Facilitator newsletter  

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