Applied Improv throughout the Three-Day Program--在為期三天的節(jié)目中應(yīng)用即興表演

Approximately one-third of MDP involves AI activities. Each was strategically designed to bring to life key theories and best practices around topics such as collaboration, trust, motivation, assertiveness, active listening, and giving feedback. We typically start each new topic with an AI activity, then discuss the?theory in depth. Starting with an activity helps make that theory tangible, ideally heightens participants’ self-awareness, and gives them the chance to practice new behaviors.

大約有三分之一的MDP涉及到人工智能活動。每一個都被戰(zhàn)略設(shè)計，旨在實現(xiàn)圍繞協(xié)作、信任、動機、自信、積極傾聽和反饋等主題的關(guān)鍵理論和最佳實踐。我們通常以一個人工智能活動開始每一個新話題然后深入討論理論。從一項活動開始有助于使該理論切實可行，理想情況是提高參與者的自我意識，并給他們練習(xí)新行為的機會。

To broach the topic of collaboration, we start with an activity called What I Like about That (Workbook 7.2). This is one of my favorite Yes, And activities because, for facilitators, it so clearly reveals which participants are still struggling with listening and building on other’s ideas. Once you know this is a challenge for someone, you can better help them explore the reasons why sharing control is hard, and support them in practicing new ways of doing so.

為了討論協(xié)作的話題，我們從一個名為“我喜歡它的東西”的活動（工作簿7.2）開始。這是我最喜歡的是的活動之一，因為，對于主持人來說，它如此清楚地表明哪些參與者仍在努力傾聽和建立他人的想法。一旦你知道這對某人來說是一個挑戰(zhàn)，你就可以更好地幫助他們探索分享控制困難的原因，并支持他們練習(xí)新的控制方法。

In small teams, participants must design something mundane, like a toaster. The first person suggests a characteristic of the toaster, such as, “I’d like the toaster to have six slots for toast.” The person to her left responds by saying, “What I like about that is ...” and finishes the sentence explaining why having six slots is valuable. What I like about that is that my husband, my son, and I can all have toast at the same time. Then she adds another characteristic, “And I would like the toaster to be blue.” The person to her left responds in kind, “What I like about that is ...” and finds something to say about why blue is a good color. What I like about that is that blue matches my eyes, and ... When I set up the activity, I also add two more key variables: They have an infinite budget and the rules of physics do not apply! Typically, the first round of ideas for the toaster stays within the realm of the practical. By the end of the activity, the toaster has the ability to levitate and follow its owner around, travel in time, and fold up to fit in your pocket.

在小團隊中，參與者必須設(shè)計一些平凡的東西，比如烤面包機。第一人稱提出了烤面包機的特點，比如，“我希望烤面包機有六個槽來烤面包?！彼筮叺娜嘶卮鹫f：“我喜歡的是……”話最后解釋了為什么有六個插槽是有價值的。我喜歡的是我的丈夫，我的兒子，和我都可以同時祝酒。然后她又加了另一個特點，“我希望烤面包機是藍(lán)色的?！彼筮叺娜擞H切地回答：“我喜歡的是……”并找到了為什么藍(lán)色是一種好顏色。我喜歡的是藍(lán)色和我的眼睛相匹配。當(dāng)我設(shè)置活動時，我還添加了兩個關(guān)鍵變量：它們有無限的預(yù)算和物理規(guī)則不適用！通常，烤面包機的第一輪想法保持在實踐的范圍內(nèi)。到活動結(jié)束時，烤面包機可以懸浮和跟隨主人四處走動，及時旅行，并折疊進你的口袋。

After each team describes their fabulous creation to the others, we discuss this process of creating together. What was it like to offer an idea knowing the person next to you will find something they like about it? It made me feel safe to say even goofy ideas because I knew they’d accept them. And what did you have to do if the person to your right made a suggestion you didn’t really like? I knew the rules instructed me to finish the sentence, “What I like about that,” so even though I really wanted the toaster to be multicolored and not blue, I had to throw away the multicolored idea and go with blue. Once I let go of my own idea, I realized it was more fun to build together than to show how brilliant I?was. Plus, the others made me feel brilliant because they kept saying what they liked about my ideas!I realized it was more fun to build together than to show how brilliant I was. Plus, the others made me feel brilliant because they kept saying what they liked about my ideas!

在每個團隊向其他人描述他們美妙的創(chuàng)造之后，我們討論一起創(chuàng)造的過程。知道你旁邊的人會發(fā)現(xiàn)他們喜歡的東西是什么感覺的？說起來也很安全，因為我知道他們會接受它們。如果你右邊的人提出了一個你不太喜歡的建議，你該怎么做呢？我知道規(guī)則指示我完成一句“我喜歡什么”，所以即使我真的想要烤面包機是彩色的，而不是藍(lán)色的，我也不得不放棄這個彩色的想法，選擇藍(lán)色。一旦我放棄了自己的想法，我意識到一起建造比展示我是多么聰明更有趣。另外，其他人讓我感覺很棒，因為他們一直在說他們喜歡我的想法！

Additional activities in MDP include doing a Trust Walk (Workbook 7.3) to address the topic of which behaviors build or undermine trust as a leader. And to heighten their self-awareness of how well or not they actively listen, and to practice Building with What They Are Given, we do Word-at-a-Time Stories.

MDP中的其他活動包括執(zhí)行信任行走（工作簿7.3），以解決什么行為建立或破壞領(lǐng)導(dǎo)者信任的主題。為了提高他們對積極傾聽的自我意識，并練習(xí)構(gòu)建他們的東西，我們做Word故事。

A NOTE ABOUT DIRECTED IMPROV

If a facilitator has experience directing and side-coaching improv in formats like Keith Johnstone’s (1999) Gorilla Theatre and Maestro, you have an even greater set of skills to draw on at any point in a program. You can spontaneously ask a couple of volunteers to improvise a “role-play” and side- coach them, enabling them to better illustrate topics like ways to give feedback. You can take it even further and freeze the role-play, ask the observers what they think should happen next, just as you would with an audience at a show, and continue the role-play from there. You can swap out one of the “performers” with someone else, or require someone to speak in sentences that are a maximum of five words long or only using questions. Consider all the techniques you use in performance and how they can be used here.

如果主持人有指導(dǎo)和指導(dǎo)像基思·約翰斯通的（1999）大猩猩劇院和大師這樣的即興表演經(jīng)驗，那么你在節(jié)目中的技能都是更好的。你可以自發(fā)地要求幾個志愿者即興創(chuàng)作“角色扮演”，并輔助指導(dǎo)他們，使他們能夠更好地說明主題，比如給予反饋等。你可以更進一步，凍結(jié)角色扮演，問觀察者他們認(rèn)為接下來應(yīng)該發(fā)生什么，就像你在節(jié)目中的觀眾一樣，然后從那里繼續(xù)角色扮演。您可以與其他人交換其中一個“表演者”，或者要求其他人用最多長五個單詞的句子說話或只使用問題。考慮一下您在性能中使用的所有技術(shù)，以及如何在這里使用它們。

Impact

All Tiffany leadership programs are grounded in the belief that self-awareness is the foundation of good leadership. One of the signature benefits of AI is that participants continually practice, in the safety of the classroom, behaviors we want them to apply to the workplace. This gives them opportunities to immediately experience how well or not they did something, try a behavior in a new way, get immediate feedback from others, and deepen their self-awareness, all while developing skills.

蒂芙尼的領(lǐng)導(dǎo)項目都基于這樣一種信念，即自我意識是良好領(lǐng)導(dǎo)力的基礎(chǔ)。人工智能的標(biāo)志性好處之一是，參與者在課堂安全環(huán)境中不斷練習(xí)我們希望他們應(yīng)用于工作場所的行為。這讓他們有機會立即體驗他們做得的好壞，以一種新的方式嘗試一種行為，從別人那里得到即時的反饋，加深他們的自我意識，同時發(fā)展技能。

One participant, I’ll call Sue, proceeded to draw the entire face by herself in Quick Draw, leaving her partner with nothing to do. Her partner commented on it during the debrief discussion and Sue sheepishly said she just got “l(fā)ost” in the drawing. Then in Snap Pass, twice she did not notice when someone had passed her a snap nor did she make eye contact when she passed it. Later that day when we played What I Like about That, she added her feature to the toaster without first saying what she liked about the previous offer. Her teammates corrected her, and she admitted she didn’t fully listen to the instructions, nor to the previous person’s offer. In the discussion that followed, Sue very candidly shared that she was becoming aware that she does not share control easily or listen to the contributions of others. This was on the afternoon of the first day of MDP. By Day 3 she was still challenged by sharing control and listening, but she was consciously trying these new behaviors, and laughing with her colleagues when she didn’t always succeed.

一個參與者，我叫蘇，繼續(xù)在快速畫中獨自畫出整個臉，留下她的伴侶無事可做。她的搭檔在簡短的討論中評論了這一點，蘇不好意思地說她只是在畫中“迷失了”。然后在午睡通行證中，有兩次她沒有注意到有人從她身邊經(jīng)過，當(dāng)她通過時也沒有進行眼神交流。那天晚些時候，當(dāng)我們播放《我喜歡的東西》時，她在烤面包機上添加了自己的功能，而沒有先說她喜歡之前的提議。她的隊友糾正了她，她承認(rèn)她沒有完全聽從指示，也沒有聽從前一個人的提議。在接下來的討論中，蘇非常坦率地分享說，她開始意識到自己不容易分享控制權(quán)，也不容易傾聽別人的貢獻。這是在MDP的第一天下午。到了第三天，她仍然受到分享控制和傾聽的挑戰(zhàn)，但她有意識地嘗試這些新行為，當(dāng)她并不總是成功的時候，她和同事們大笑。

Another benefit of a psychologically safe climate is participants are free to spend more of the class time exploring real management issues of concern, rather than assessing if they can trust their colleagues to support them—and not judge them—when they reveal shortcomings, such as a fear of giving feedback to a pushy direct report or the inability to handle emotional outbursts. This safety, and the laughter generated from the games, usually helps form strong bonds between the participants that often last beyond the classroom. This is an intense three-day program, and participants often comment on how surprised they were that they stayed engaged the whole time. 心理安全環(huán)境的另一個好處是，當(dāng)參與者暴露出缺點時，他們可以自由地花更多的課堂時間探索真正關(guān)注的管理問題，而不是評估他們是否可以信任他們的同事支持他們，而不是評判他們，比如害怕對虛假的直接報告提供反饋，或者無法處理情緒爆發(fā)。這種安全，以及游戲產(chǎn)生的笑聲，通常有助于在參與者之間形成牢固的聯(lián)系，通常持續(xù)在課堂之外。這是一個為期三天的緊張項目，參與者經(jīng)常評論他們對自己一直保持投入感到多么驚訝。

For facilitators, AI activities provide multiple opportunities to discover which participants might be struggling with specific leadership challenges by observing how they participate in the activities. Looking again at Snap Pass, occasionally I get a participant who looks in one direction but passes the snap in another, calling attention to himself (see how clever I am) and causing confusion. I might deduce that this person tends to be more concerned about himself than his team, perhaps he is hungry for attention, or he may not be comfortable trying new things. I may augment or direct later discussions or activities to help him work on these challenges, or meet with him one-on-one later to share my observations? and explore ways to support him.

對于促進者來說，人工智能活動提供了多個機會，通過觀察他們?nèi)绾螀⑴c這些活動，來發(fā)現(xiàn)哪些參與者可能正在與特定的領(lǐng)導(dǎo)挑戰(zhàn)作斗爭。再看一眼鏡頭，偶爾會有一個參與者朝一個方向看，但把鏡頭轉(zhuǎn)到另一個方向，讓人們注意自己（看看我有多聰明），并引起困惑。我可能會推斷，這個人往往比他的團隊更關(guān)心自己，也許他渴望得到關(guān)注，或者他可能不喜歡嘗試新事物。我可能會增加或指導(dǎo)以后的討論或活動，以幫助他解決這些挑戰(zhàn)，或以后與他一對一地見面，分享我的觀察結(jié)果并探索支持他的方法。

Another benefit of integrating AI into your program is, if facilitators feel that the participants’ attention is waning, it’s very easy to get everyone on their feet and engaged in an activity, regardless of the agenda. AI activities and improv principles also create a sense that all parties, including facilitators, are invited to be leaders of their own learning. And finally, when co-facilitating, it is a joy when a colleague is doing their best to “make you look good” and you are doing the same for them.

將人工智能集成到你的項目中的另一個好處是，如果主持人覺得參與者的注意力正在減弱，那么就很容易讓每個人都站起來參與一項活動，而不管議程如何。人工智能活動和即興表演原則也創(chuàng)造了一種感覺，即所有各方，包括促進者，都被邀請成為他們自己學(xué)習(xí)的領(lǐng)導(dǎo)者。最后，當(dāng)你共同促進時，當(dāng)一個同事正在盡最大努力“讓你看起來好看”，而你也在為他們做同樣的事情時，這是一種快樂。

I frequently get unsolicited feedback from former participants months or years after a training session saying they still find an empty room and do superhero poses before leading a difficult conversation, or how playing with being assertive, as compared to aggressive, opened their eyes to how they were being too aggressive at work. Many participants lead these same activities with their teams, and I have heard of more than one Tiffany store whose morning huddles have included Snap Pass. Phrases such as “What I like about that” have become commonplace at one of our service locations (to the point where they now use it in a sarcastic fashion—undermining its value?). Additional feedback includes gratitude that Tiffany invested this kind of time and attention in their development. And I am always delighted when MBA graduates tell me that they learned more about themselves and how to lead in these three days than they did in their graduate program.

經(jīng)常得到主動反饋前參與者數(shù)月或幾年后培訓(xùn)課程說他們?nèi)匀徽业揭粋€空房間和做超級英雄的姿勢，或者如何玩自信，與侵略性相比，睜開眼睛他們是如何過于咄咄逼人的工作。許多參與者和他們的團隊一起領(lǐng)導(dǎo)著同樣的活動，我聽說過不止一家蒂芙尼商店，他們早上的聚會包括午睡通行證。像“我喜歡什么”這樣的短語在我們的服務(wù)地點已經(jīng)很普遍（現(xiàn)在他們諷刺地使用它，破壞它的價值？）。額外的反饋包括感謝蒂芙尼在他們的發(fā)展中投入了這種時間和關(guān)注。當(dāng)MBA畢業(yè)生告訴我，他們在這三天里學(xué)習(xí)了更多的知識時，我總是很高興。

Impact on the OE Department

My colleagues in the OE Department were already a very Yes, And kind of team when I arrived, so the improv tenets merely reinforced what they were already striving to put into practice. To my eye, the two biggest changes that have happened with this team since being exposed to a regular diet of AI is the expanded toolkit of options they can draw from, and the precision with which they think about creating their learning opportunities. I watch my colleagues verbalize a learning objective, then explore a whole raft of experiences that might help their participants better achieve that objective. They think about how the setup of the room supports or limits their objectives, and they make sure to craft rich debrief questions to help their participants make meaning from each experience. They courageously ask participants to try new things. In a word, they are fearless!

當(dāng)我到達(dá)的時候，我在OE部門的同事們已經(jīng)非?？隙?，而且是一個團隊，所以即興表演的原則只是加強了他們已經(jīng)努力付諸實踐的內(nèi)容。在我看來，自從這個團隊經(jīng)常接觸到人工智能飲食以來，發(fā)生的兩個最大的變化是他們可以獲得的擴展工具包，以及他們考慮創(chuàng)造學(xué)習(xí)機會的準(zhǔn)確性。我看著我的同事們講述一個學(xué)習(xí)目標(biāo)，然后探索一系列可能幫助參與者更好地實現(xiàn)這個目標(biāo)的經(jīng)驗。他們會考慮房間的設(shè)置如何支持或限制他們的目標(biāo)，他們會確保制作豐富的簡短問題來幫助他們的參與者從每一次經(jīng)驗中創(chuàng)造意義。他們勇敢地要求參與者嘗試新事物?？傊?，他們是無所畏懼的！

I am especially pleased with the work that our team did to craft experiences for the Tiffany Leadership Development Program, a four-day offsite for a select number of senior leaders. Because of the high-stakes nature of the program, the activities we used were carefully chosen, modified, rehearsed, and set up. Activities included Walk/Stop (inspired by Augusto Boal’s [1992] Space Series) and storytelling exercises like Story Spine,5 and ended with the leaders writing haiku about each other’s successes. One of the participating leaders is now working with our department to create a year-long initiative using AI activities to help her 140-member team communicate and collaborate better.

我特別滿意我們的團隊為為蒂芙尼領(lǐng)導(dǎo)力發(fā)展項目編寫經(jīng)驗所做的工作，這是一個為精選的高級領(lǐng)導(dǎo)人提供的為期四天的場外工作。由于該項目的高風(fēng)險性質(zhì)，我們使用的活動被精心選擇、修改、排練和設(shè)置。活動包括步行/停止（靈感來自奧古斯托·博爾的[1992]太空系列）和《故事脊柱5》等故事練習(xí)，最后以領(lǐng)導(dǎo)者寫關(guān)于彼此成功的俳句結(jié)束。其中一位參與的領(lǐng)導(dǎo)人正在與我們部門合作，利用人工智能活動發(fā)起為期一年的活動，幫助她140名成員的團隊更好地溝通和合作。

Among my OE colleagues and former participants, the conversation has shifted from, “Why would we play games to help people learn?” to “What games can we use and how?”

在我的OE同事和前參與者中，對話從“為什么我們要玩游戲來幫助人們學(xué)習(xí)？”轉(zhuǎn)變到“我們可以使用什么游戲以及如何使用？”

Tiffany Today

In the past five years, AI has been incorporated into three of Tiffany’s four core leadership development programs, the eighteen-month rotational program called the Tiffany Academy for Excellence and Diversity in Retail Leadership, as well as customized initiatives for finance, HR, distribution, and other departments. Close to 1,000 employees have experienced an improv game at work, whether they know it or not.

在過去的五年里，人工智能已經(jīng)被納入了蒂芙尼四個核心領(lǐng)導(dǎo)力發(fā)展項目中的三個，一個為期18個月的輪換項目，稱為蒂芙尼Excel零售領(lǐng)導(dǎo)力多樣性學(xué)院，以及金融、人力資源、分銷和其他部門的定制項目。近1000名員工在工作中經(jīng)歷過一場即興表演游戲，不管他們是否知道。

My hope is that these leaders will be able to draw on their experiences and implicitly or explicitly influence their colleagues to courageously be vulnerable and share their stories and assumptions (Be Obvious); to model what it looks like to collaboratively solve problems (Build with What You Are Given); and if appropriate, even throw up their hands in celebration of learning from a mistake and say, “whoo-hoo” (Treat Mistakes as Gifts). I believe this will influence the 12,000 people currently at Tiffany to better navigate the challenges that every company faces and welcome the opportunities such as embracing diversity, fostering a sense of inclusion, improving cross-cultural communication, creating the ultimate customer experience, developing colleagues, and nimbly adapting to external economic challenges. It all starts by saying Yes, And ...

我希望這些領(lǐng)導(dǎo)人能夠利用他們的經(jīng)驗，含蓄或明確地影響同事勇敢地變得脆弱，分享他們的故事和假設(shè)（明顯）；模擬合作解決問題的樣子（如果），甚至舉手慶祝從錯誤中學(xué)習(xí)，并把錯誤當(dāng)作禮物）。我相信這將影響目前蒂凡尼的12000人更好地應(yīng)對每家公司面臨的挑戰(zhàn)，歡迎擁抱多樣性、培養(yǎng)包容感、改善跨文化交流、創(chuàng)造最終客戶體驗、培養(yǎng)同事、靈活適應(yīng)外部經(jīng)濟挑戰(zhàn)等機會。這一切都是先說是的，是的。

Notes

?1 V. Berger-Gross, personal communication, November 2011. 2 “Silos” in this context meaning separate business units that typically do not communicate well with each other. 3 We decided to use the term “activities” rather than “games” at Tiffany. “Games” have a connotation of being for fun only. Not only is the term “activities” more formal, and Tiffany is a formal organization, we wanted to be clear that each activity serves a specific pedagogical function. Nor do I mention that an activity will be “fun” when I set it up, because my goal is to give them an experience and help them learn from it, regardless of whether they had fun or not. 4 Common participant responses throughout the chapter are in italics. 5 Story Spine was invented by Kenn Adams. Daniel Pink (2012) calls this “The Pixar Pitch” because this structure has been adopted by Pixar as their “4th Rule of Storytelling.”

注1V.伯格羅，個人溝通，2011年11月。2“筒倉”在這種情況下意味著通常無法良好溝通的獨立業(yè)務(wù)部門。3我們決定在蒂芙尼使用“活動”而不是“游戲”一詞?！坝螒颉钡暮x只是為了好玩?！盎顒印币辉~不僅更正式，蒂芙尼是一個正式的組織，我們想清楚，每項活動都有一個特定的教學(xué)功能。我也沒有提到當(dāng)我設(shè)置一項活動會“有趣”，因為我的目標(biāo)是給他們一種體驗，幫助他們從中學(xué)習(xí)，不管他們是否開心。4本章的常見參與者回答都是用斜體字寫的。5故事脊柱是由肯·亞當(dāng)斯發(fā)明的。丹尼爾粉色（2012）稱這個“皮克斯球場”，因為這個結(jié)構(gòu)已經(jīng)被皮克斯作為他們的“第四規(guī)則講故事?！?/p>

WORKBOOK 7.1 I Am a Tree

This is a very effective way to teach Yes, And to groups of six to twenty- four. It is playful and fun, great for people who are getting to know each other or learning to work together in a new way. The language requirements are minimal (good for groups who do not speak the same language) and because it is physical and not just verbal, when used in a corporate setting, it sets an expectation that the participants will not be passive, but must actively participate in their learning.

這是一個非常有效的方式來教是的，對6到24組。它是好玩和有趣的，對于那些互相了解或?qū)W習(xí)以一種新的方式一起工作的人來說都很好。語言要求最低的（對不說同一語言的群體有利），因為它是身體上的，而不僅僅是語言上的，當(dāng)在企業(yè)環(huán)境中使用時，它會期望參與者不是被動的，而是必須積極參與他們的學(xué)習(xí)。

By the end of this exercise, participants will ...?

? have interacted with each other in a state of play;

?? have created a more psychologically safe climate, as evidenced by laughter, open body postures, eye contact, and supportive interactions with each other;

到這個練習(xí)結(jié)束時，參與者將……在一種游戲狀態(tài)下相互互動；創(chuàng)造了一個心理上更安全的氣候，如笑聲，開放的身體姿勢，眼神交流，和相互支持的互動；

? have had a visceral experience with the concept of Yes, And;?

? be able to discuss the metaphor of I Am a Tree relative to Yes, And for use during the remainder of a session; and

?? have had a shared experience and will be able to refer back to moments in the exercise (e.g. “When Joe added to the picture of the rain by being an umbrella ...)

對是的概念有一種發(fā)自內(nèi)心的經(jīng)驗；能夠討論我是一棵樹的比喻，并在剩下的會議中使用；并且有共同的經(jīng)驗，并能夠回到練習(xí)中的時刻(例如?！爱?dāng)喬用一把傘來補充雨的畫面的時候……)

Running the Exercise

1. Ask the participants to stand in a circle. Go to the center of the circle and ask a volunteer to do the following: Join you in the center, pose in such a way that looks a bit like a tree, and say, “I am a tree.”

1.讓參與者圍成一圈站立。到圓圈的中心，請志愿者做以下事情：加入你，擺出看起來有點像一棵樹的姿勢，說：“我是一棵樹。”

2. Thank the volunteer. Explain that the group is going to create a series of three-person pictures. The first picture will start with a tree.

2.感謝這個志愿者。解釋該組將創(chuàng)建一系列三人圖片。第一張圖片將從一棵樹開始。

3. Ask the group, what else might be in a picture with a tree?

3.問小組，有一棵樹的照片中還有什么？

4. When another participant responds, saying, for example “nest,” acknowledge that that is a great example of something that could be in a picture with a tree and ask that person to join the tree, and say, “I am a nest” (or whatever they suggested).

4.當(dāng)另一個參與者回答說，例如“巢”，承認(rèn)這是一個很好的例子，可以在有一棵樹的照片中，并要求那個人加入樹，并說，“我是巢”（或者他們建議的任何東西）

5. Invite one more person to add the final element to this first picture and state what they are (e.g. I am a baby bird).

5.再邀請一個人將最后的元素添加到這第一張圖片中，并說明它們是什么。我是一只小鳥）。

6. Give instructions that the first person to start the picture is the first person to exit, and will take one of the other participants with them by saying, “I will take the nest” or “I will take the baby bird.”

6.指示第一個開始拍照的人是第一個離開的人，并會帶著其他參與者說，“我要帶巢”或“我要帶小鳥?！?/p>

7. The first volunteer (i.e. the tree) will take either the nest or the bird and both return to the edge of the circle. Ask the remaining participant, still in the center of the circle, to state again what they are, “I am a baby bird.” Then ask two more participants to come in, one at a time, to create a new three-person picture starting with the baby bird.

7.第一個志愿者(即。樹)會帶走鳥巢或鳥，兩者都返回到圓的邊緣。讓仍在圈子中心的其余參與者再次陳述他們是什么，“我是一只小鳥。”然后請兩個參與者進來，一次一個，創(chuàng)造一張新的三人照片，從小鳥開始。

8. Rotate through until everyone has been in the center at least once.

8.旋轉(zhuǎn)過去，直到每個人都在中心至少有一次。

9. End by creating one final picture that includes everyone in the room (e.g. if the picture starts with a football player, the additional elements may be a stadium, a coach, a fan, a football, etc.)

9.最后，創(chuàng)建最后一張包含房間里每個人的圖片。如果圖片以足球運動員開始，額外的元素可能是體育場、教練、球迷、足球等等。)

Debrief

? What did you notice? About your colleagues? About yourself??

?? What was easy about this exercise??

? How would you describe the climate of the room??

? How has the climate of the room changed, if at all?

?? Call out one word to describe how you feel? ? Where did you see Yes, And? Commitment? Being obvious?

你注意到了什么？關(guān)于你的同事了嗎？關(guān)于你自己嗎？

這個練習(xí)有什么容易的呢？你會如何描述這個房間的氣候？

這個房間的氣候有什么變化，如果有的話？說出一個詞來描述你的感受？你在哪里看到的，是的？承諾嗎？是否很明顯？

Suggestions

For those participants who may be reluctant to participate, suggest that they can always join the picture by matching an item (e.g. if one participant is a rabbit, a second participant could be a second rabbit). Urge everyone to go in at least once—the focus here is on trying new behaviors and keeping momentum, not on being the most brilliant “tree”—but allow those who do not join to observe.

對于那些可能不愿參與的參與者，建議他們總是可以通過匹配一個項目來加入圖片。如果一個參與者是一只兔子，第二個參與者可以是第二只兔子)。敦促每個人至少進去一次，這里的重點是嘗試新的行為和保持勢頭，而不是成為最聰明的“樹”，而是允許那些不加入的人去觀察。

Connections: The author learned this exercise at BATS Improv from cofounder Rebecca Stockley who learned it in Australia from someone who learned it in Edmonton who learned it from a German improviser! With an especially brave group, you can take I Am a Tree to the next level. After the group builds/deconstructs/builds pictures for a while, ring a bell and say, “Begin a scene,” and the three people in the picture (e.g. the tree, nest, and baby bird) must begin a scene animating their characters whether human, nonhuman, or inanimate. Then go back to building pictures again. It is not recommended to play scene after scene, instead wait until you feel a dynamic picture with interesting relationships present itself before animating it. At this level, I Am a Tree becomes a wonderful story-building exercise.

聯(lián)系：作者在蝙蝠即興表演上從聯(lián)合創(chuàng)始人麗貝卡·斯托克利那里學(xué)會了這個練習(xí)，她在澳大利亞從埃德蒙頓學(xué)到的，他是從一個德國即興表演者那里學(xué)到的！有了一個特別勇敢的團隊，你可以把我是一棵樹帶到下一個層次。在小組構(gòu)建/解構(gòu)/構(gòu)建圖片一段時間后，按鈴說，“開始一個場景”和圖片中的三個人(例如。樹，巢，和小鳥)必須開始一個場景動畫他們的角色，無論是人類，非人類，或無生命的。然后再開始構(gòu)建圖片。建議不要播放一個又一個場景，而是等到你感覺到一個有有趣關(guān)系的動態(tài)圖片，然后再制作動畫。在這個層面上，我是一棵樹成為了一個很棒的構(gòu)建故事的練習(xí)。

7.2 What I Like about That7.2我喜歡是什么

This exercise can awaken in participants the joy of discovery when using Yes, And, while also revealing how it feels to actively listen. By slowing down the communications process—requiring participants to first say what they like about another person’s idea before they can say their own— participants develop greater self-awareness around their own tendencies to actively listen to others, or not.

這個練習(xí)可以喚醒參與者在使用“是”時被發(fā)現(xiàn)的樂趣，同時也揭示了積極傾聽的感覺。通過放慢溝通過程——要求參與者先說出自己喜歡他人的想法，然后才能說出自己的想法——參與者會提高自己的自我意識，從而積極傾聽他人的意見。

By the end of this exercise, participants will have ... ? experienced collaborating with others in a climate in which all ideas are built upon; ? reflected on their own tendencies to actively listen, or not; and ? used their imaginations to expand on what is possible.

在這次練習(xí)結(jié)束時，參與者將……在所有想法都建立在此之上的環(huán)境下與他人合作；反映他們自己積極傾聽的傾向；利用他們的想象力擴展可能的東西。

Running the Activity

1. Ask the participants to form small groups (of three to eight people).

1.要求參與者組成小組（三到八人）。

2. Tell them that each group is now a product design team. They will design a new product, such as a toaster, using a specific procedure:

2.告訴他們，每個團隊現(xiàn)在都是一個產(chǎn)品設(shè)計團隊。他們將使用特定的程序設(shè)計一種新產(chǎn)品，如烤面包機：

a. One person adds one feature to the toaster (e.g. I would like it to have six slots).

a.一個人向烤面包機添加了一個功能。我希望它有六個插槽。

b. The person to their left will say, “What I like about that is ...” and finish this sentence based on something in their partner’s offer (e.g. What I like about that is my husband, my son, and I can all have toast at the same time). Then they add another feature to the same toaster, “And I would like the toaster to be blue.”

b.他們左邊的人會說：“我喜歡的是……”并根據(jù)他們伴侶的提議來結(jié)束這句話。我喜歡的是我的丈夫，我的兒子，我都可以同時祝酒)。然后他們給同一臺烤面包機添加了另一個功能，“我希望烤面包機是藍(lán)色的?！?/p>

c. The person to their left will say, “What I like about that is ...”

c.左邊的人會說：“我喜歡的是……”

3. Demonstrate with one of the teams.

3.與其中一個團隊一起演示。

4. Instruct them that there are two additional variables: They have infinite resources and the laws of physics do not apply.

4.告訴他們還有兩個變量：它們有無限的資源，物理定律不適用。

5. Ask them to all design a sofa, and continue until everyone has had two or three chances to contribute.

5.讓他們都設(shè)計一個沙發(fā)，一直持續(xù)到每個人都有兩次或三次機會貢獻

Debrief

? What was easy/difficult about having to say, “What I like about that ...”?

? What surprised you?

? What is the difference between accepting and agreement?

? What did your group have to do to be successful?

? How does this process compare to how you communicate at work?

? What would be different if you spent one day responding to everything you hear with “What I like about that is ...”?

Suggestions

Demonstrate at least three What I Like about That exchanges before they play—participants tend to skip the “what I like about that” step and move straight to adding their own feature to the item. Visit each group and observe how well they are supporting each other, or not, and who is paying more attention to their own ideas than focusing on their teammates. In the debrief, when some individuals struggle with building on their partner’s idea, make sure that that behavior is not characterized as bad or wrong—for some people, learning to listen like this is a challenge. Finally, you can ask the group to suggest the item to be designed—ideally, keep the item mundane so that the suggestions start simple then become more fanciful.

在游戲之前至少展示三個我喜歡的交流——參與者傾向于跳過“我喜歡的”步驟，直接向項目中添加自己的功能。訪問每個小組，觀察他們之間的支持有多好，以及他們更關(guān)注自己的想法，而不是關(guān)注他們的隊友。在簡報中，當(dāng)一些人努力建立伴侶的想法時，確保這種行為不是壞的或錯誤的——對一些人來說，學(xué)習(xí)這樣傾聽是一個挑戰(zhàn)。最后，您可以要求小組建議設(shè)計項目-理想情況下，保持項目平凡，以便建議開始簡單，然后變得更加幻想。

Connections: The author learned this exercise at BATS Improv. Several variations exist, for example, for generating ideas on specific projects, try using the prompt “YES, what I like about that idea is ... AND we could ...”

聯(lián)系：作者在BATS即興表演中學(xué)習(xí)了這個練習(xí)。例如，存在一些變體，為了生成特定項目的想法，嘗試使用提示“是的，我喜歡這個想法的是……我們可以……”

7.3 Trust Walk

This exercise is great for building trust between participants and illustrating the importance of building and communicating trust as leaders. There are many variations of this exercise—this version, using only a person’s name, also makes it easy to explore nonverbal communications techniques, such as tone of voice.

這個練習(xí)有利于建立參與者之間的信任，并說明作為領(lǐng)導(dǎo)者建立和溝通信任的重要性。這個練習(xí)有許多變種形式——這個版本，只使用一個人的名字，也使探索非語言交流技術(shù)變得很容易，比如語音語氣。

By the end of this exercise, participants will have ...

? reflected on their own ease or discomfort with adjusting their? communication style to meet their partner’s needs,

反映了他們自己的輕松或不適，調(diào)整溝通方式以滿足伴侶的需要

? experienced fundamental ways to give and sense trust, and

經(jīng)驗豐富的給予和感覺信任的基本方法

? reflected on their actions as leaders and the extent to which those actions build or undermine trust.

反映了他們作為領(lǐng)導(dǎo)人的行為，以及這些行動建立或破壞信任的程度。

Running the Activity

1. Ask the participants to form pairs and remind each other of their names.

1.要求參與者成對，互相提醒他們的名字。

2. Explain that, in a moment, one person will close their eyes while their partner will lead them around the space, using only their names.

2.解釋一下，一個人會閉上眼睛，而他們的伴侶會帶他們繞空間，只使用他們的名字。

3. Make clear this is not the Run Your Partner into the Wall exercise. The intention is to make your partner look good, take care of them, and give them a good experience.

3.明確，這不是運行你的合作伙伴進入墻練習(xí)。目的是讓你的伴侶看起來很好，照顧他們，給他們一個好的體驗。

4. Ask a participant to help you demonstrate—they lead you, with eyes shut, around the room for thirty seconds, calling only your name.

4.請參與者幫助你演示——他們閉上眼睛在房間里轉(zhuǎn)30秒鐘，只叫你的名字。

5. Thank the volunteer and ask the group, what did my partner do to successfully lead me around?

5.感謝志愿者，問大家，我的伴侶做了什么來成功地帶領(lǐng)我走動？

6. Instruct them to build on the strategies they just named and invite them to discover their own. Remind the people with their eyes open that they will probably be walking backward and should be alert for others walking backward. The number one rule is to take care of their partners.

6.指導(dǎo)他們建立在他們剛剛命名的策略之上，并邀請他們發(fā)現(xiàn)自己的策略。睜開眼睛提醒人們，他們可能會向后走，應(yīng)該提醒其他人向后走。首要的規(guī)則是照顧他們的合作伙伴。

7. Ask the first person to lead their partner. After two minutes, ring a bell signaling they can switch roles and continue for another two minutes.

7.請第一個人領(lǐng)導(dǎo)他們的伴侶。兩分鐘后，按鈴信號，他們可以切換角色，再繼續(xù)兩分鐘。

Debrief

? Who preferred having their eyes closed/open and why?

誰更喜歡閉上眼睛，為什么呢？

? What did you and your partner have to do to be successful?

你和你的伴侶必須做些什么才能取得成功？

? What did you discover about yourself as a leader?

作為一個領(lǐng)導(dǎo)者，你發(fā)現(xiàn)了什么？

Suggestions

Prepare the room beforehand by clearing obstacles on the floor and, if possible, opening doors so participants can move in or out of the room. If you are timid when you demonstrate, the participants will be timid when they play, so demonstrate boldly. The debrief can include connections to neuroscience, such as describing amygdala hijacks and the idea that psychological risks trigger the same physiological reactions as physical risks.

提前準(zhǔn)備房間，清除地板上的障礙物，并盡可能打開門，以便參與者可以進入或走出房間。如果你在表演時很膽小，參與者在表演時就會很膽怯，所以要大膽地表演。簡報可以包括與神經(jīng)科學(xué)的聯(lián)系，比如描述杏仁核劫持事件，以及心理風(fēng)險會觸發(fā)與物理風(fēng)險相同的生理反應(yīng)。

Connections: For another fun exercise that builds trust through positive reinforcement, try Dolphin Training. This is an exercise that Keith Johnstone often plays with his students. It is similar to the traditional game Hot and Cold, but in this version, only positive reinforcement is allowed, that is, the group offstage side-coaches the player onstage by repeating the word “ding” louder and more frequently as the player gets closer (i.e. “hotter”) to the task the group has secretly decided they want the improviser to fulfill (e.g. to put on a hat, do a cartwheel, sit in someone’s lap, etc.). No one is to say “No” or give any negative feedback whatsoever. All side-coaching must be in the form of positive “dings!” Can be played in pairs, too.

聯(lián)系：對于另一個通過積極的強化來建立信任的有趣的鍛煉，請嘗試海豚訓(xùn)練。這是基思·約翰斯通經(jīng)常和他的學(xué)生一起玩的練習(xí)。它類似于傳統(tǒng)的游戲冷熱游戲，但在這個版本中，只允許積極的強化，也就是說，在舞臺外，通過重復(fù)“ding”這個詞，更頻繁地指導(dǎo)玩家。團隊秘密決定他們想要即興演員來完成的任務(wù)。戴上帽子，做一個方向盤，坐在某人的腿上，等等)。沒有人會說“不”或給出任何負(fù)面反饋。所有的邊教練都必須是積極的“消息”！也可以成對進行。