MOVE - Moderation and Visualization for Group ... - INSPIRATION

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Roots MOVE – Moderation and Visualization for Group Events has many roots, only a few of which can be touched on here. First, there are the roots pertaining to participation and moderation. In the late 1950s, Kurt Lewin developed ‘Participatory Action Research’, an approach that was based on the principles of personal experience and group dynamics through thinking, feeling and acting, and that had a great comeback as ‘Experiential Learning’ in the 1980s (Kolb 1984). In the 1960s, Latin American scholars such as Paulo Freire added an ethical and political dimension to that: ‘Conscientization’ aimed at raising the consciousness of the powerless to become organized in order to articulate their needs and defend their rights (see Freire 1970). ‘Andragogy’ (Greek for the “leadership of men”) experienced a revival in the 1970s as the science of adult education in all its rich facets. The ‘Search Conference’ tradition for large-scale system change originated in England in the 1980s, and was transformed to ‘Open Space’ or ‘Future Search’ by U.S. scholars in the 1990s (see Owen 1992 and Weisbord/Janoff 2000). Also, some of the sustained ‘Change Management’ gurus of the second half of the 20 th century, such as Everett M. Rogers (diffusion of innovations) or Peter Senge (learning organization), inspired MOVE thinking (see Rogers 1962 and Senge 1998). Another root of MOVE is the visualization approach of Metaplan of the Quickborn Team in Germany. This is a learning and planning approach for decision-makers and their clientele to jointly visualize problems, needs and solutions, resulting in common action. The methods became popular in Germany in the 1970s, when society was confronted with student unrest, protest movements and a general demand for more participation in decision-making processes. A first „Manual for Moderation Training“ was published in 1973. Since then, visualization methods have become commonplace in German management and public administration circles. A Greek term – majeutik, or midwifing, applied by the ancient philosopher Socrates to the art of carefully set questions aimed at revealing the 17 truth – best characterizes the role of a moderator helping groups give birth to collective ideas, which, in turn, are visualized on cards and placed on softboards throughout the group process (see Hoffmann 1995). Both, the MOVE methods and instruments are explicitly or implicitly based on a theory or philosophy. All moderation methods draw from „a mixture of planning and visualization techniques, of group dynamics and discussion leadership, of social psychology, sociology, management and organizational theory“ (Klebert et al. 1987:8). These fields share a basis in rational and holistic humanism: education is more than a master uncovering a hidden truth for ignorant students but, instead, helps a person master life and daily activities. That is why moderators view themselves not as masters or teachers but as ‘facilitators‘, ’servants of a group‘ or ’communication butlers‘ (see Pretty 1995, VIPP 1993, Neuland 1998 and Schnelle 1979). Hence, they try to turn recipients recipients who passively digest in-puts in in in in provided by a master into participartici pants pants who share their out-puts out out out out with others in an interactive learning process. It was not before the early 1980s that these German experiences were related to international development assistance. But they were much in line with the era of ‘Basic Needs’ and ‘Traditional Knowledge’ – and they offered an alternative to the previously experienced frustration with conventional top-down training and meeting styles as described in Part 1. Participation became a keyword and, appropriately, the new methods put dialogue and people at the center of attention. In 1979, the German consulting firm Metaplan helped turn DSE’s 20 th anniversary into a success by using its ‘Moderation Method’. Senior program managers at DSE-ZEL – headed by Carl Kohlbach and Gabriele Ullrich – decided to adapt the related moderation and visualization technique to the context of international training. Later, other sources and contributions by external consultants – among them Volker Hoffmann, Herrmann Tillmann and Maruja Salas of the
University of Hohenheim, Uwe Krappitz and Manfred Oepen – were integrated. A special moderation and training approach was developed, meeting the needs of intercultural, professional experience exchange and aimed at generating solutions to complex socio-economic problems in a wide range of fields and situations of international development cooperation. Maybe the overruling principle of what later became MOVE – Moderation and Visualization for Group Events is the belief in the creative and intellectual potential of every person involved in a learning process. The process is put into practice by continuous and mobile visualization, as will be explained in more detail in Part 4. The visualization facilitates active participation, because all the participants cooperate in visualizing the contributions. It reinforces the learning effect and raises the intensity and quality of communication by making use of other senses than hearing. The visualization makes the working process transparent and easier to comprehend as it helps to bridge language and psychological gaps. This results in ownership on the participants’ side, creating motivation and significantly increasing the social integration of the group. However, the training approach can only be applied successfully if all partners – organizers, participants, moderators and trainers – fully cooperate with each other in creating a favorable social atmosphere in which all persons mutually respect each other. Working principles such as “Each idea counts” or “Everybody helps each other” applied throughout all group events reflect this atmosphere. The same Quickborn Team in Germany that established Metaplan, by the way, also inspired the widely-known ZOPP method (Goal-oriented Project Planning) developed by the Gesellschaft für Technische Zusammenarbeit – GTZ. But that is not only another story, it also confuses many observers with what is here called MOVE because the ‘hardware’ – the cards and boards etc. – is the same. However, the ‘software’, that is the philosophy and ethics, are quite different. ZOPP allows groups to formulate problems and objectives through a logical framework approach working within well-defined development 18 projects backed by specific resources. But the rigid structure makes ZOPP less adaptable to complex situations such as planning among a broad alliance of partners and may hinder an integral understanding of the diversity of local situations. As GTZ used ZOPP as a requirement in development assistance around the world for more than 20 years, visualization techniques have been very often identified with this approach. Ironically – and very differently from the use Metaplan was put to in Germany – the underlying visualization ‘hardware’, the cards and boards, and the ‘software’, or logical framework, originated from military planning (see VIPP 1993). Then U.S. Secretary of Defense, Robert McNamara, used this hard- and software to coordinate war logistics in trying to win the Vietnam War. He tried in vain as we all know. It is part of the historical irony that DSE’s Center for Public Administration (ZÖV) employed MOVE – and, hence, part of the same ‘hardware’ – with great and lasting success in Viet Nam. Two of the Vietnamese MOVE specialists trained in the process helped elaborate this manual. So, MOVE is a set of methods, instruments and competences that share a philosophical platform derived from creative processes of dialogue. To the Greek, dia logos was “the uninhibited flow of meaning” within a group which provided insights that the individual would not gain by himself. Today, we would call this “team learning” (see Senge 1990:19). Unfortunately (and
Page 1 and 2: MOVE Manual Moderation and Visualiz
Page 3 and 4: MOVE Manual Moderation and Visualiz
Page 5 and 6: This manual is dedicated to Carl Ko
Page 7 and 8: Prologue A Tale of Everyday Frustra
Page 9 and 10: Why MOVE? Most of us involved in or
Page 11 and 12: includes examples of potential use.
Page 14 and 15: The MOVE Concept Profile MOVE - Mod
Page 18 and 19: wrongly), learning today has become
Page 20 and 21: not as an object. You should also t
Page 22 and 23: MOVE means Teamwork The MOVE Modera
Page 24 and 25: The The Bully Bully Bully The The T
Page 26 and 27: Participants can then set up a mini
Page 28 and 29: If possible, the team should plan a
Page 30 and 31: MOVE Competences In Part 4, we will
Page 32 and 33: 33 Do’s and Don’ts for a Modera
Page 34 and 35: Functions Suitable methods and tool
Page 36 and 37: Interaction Competence Interaction
Page 38 and 39: Introduction Introduction of of of
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Page 42 and 43: It is useful for the moderation tea
Page 44 and 45: Guidelines for Group Work ■ Organ
Page 46 and 47: Phase Phase 3 3 3 - - Sharing Shari
Page 48 and 49: Phase Phase Phase 4 4 4 - - Impleme
Page 50 and 51: Visualization Competence Visualizat
Page 52 and 53: Guidelines Guidelines for for Using
Page 54 and 55: 1 8 - 12 pinboards: 122.5 x 150 cm
Page 56 and 57: From a methodological point of view
Page 58 and 59: external knowledge and information
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Dramaturgic Competence As far as th
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On-going evaluation is one of the b
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participant from among the ‘selle
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■ Whenever possible and suitable,
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At times, you may need a very speci
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DSE Training Training Course Course
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Organizing Group Events In this Par
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Of course, the moderation and organ
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Sharing Sharing Sharing Results Res
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Cultural Cultural Program Program O
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end of the event you may compare th
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89 Annex Games and Exercises Select
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Games and Exercises “Games are li
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Roles Roles P PPeople P eople Play
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Broken Squares Learning Learning Ob
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Drawing Bricks Learning Learning Ob
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Guiding the Blind Learning Learning
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101
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Mapping your own City Learning Lear
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Srinivasan: Srinivasan: Tools for C
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ACT - Appropriate Communication in
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