Mental Models Exercise LO10303

MSmithLe@cldx.com
Wed, 02 Oct 1996 14:21:09 -0400

Replying to LO9930 --

From: Peggy Smith-Lewis (Johnson & Johnson Clinical Products)
E-Mail: MSmithLe@msmail.cnp.cldx.com

"We also do some work on mental models and the impact of assumptions and I
am looking for a stronger experience (exercise) to lead into the
discussion about assumptions. I would appreciate any ideas. "

I have also struggled with creating some exercises to assist in
understanding Facts vs. Interpretation (Ladder of Inference per Senge)
when "teaching/training".

In the teaching/training mode, I "leveraged" three forms that have been
useful in practicing Listening skills and applied them to practicing
sorting facts from interpretations:
1. Role play a real and relevant facts vs. inference exchange between
two people:
a. with typical unawareness of ladder of inference
b. with distinctions and dialogue relative to the ladder of
inference
2. Internal debrief exercise of exhibiting facts vs. inference. This
has a structured form to assist the debrief (similar to "left and right
side of the page per Senge) where the left side of the page has the
"facts" and the right side has the person's interpretations, meanings,
beliefs, etc . If anyone wants a copy of this I will fax to you (call
716-453-3858 and make a request for "facts vs. Interpretation exercise")
3. Have triads (speaker exhibiting confusion between facts and
interpretations, listener reflecting the distinction between facts that
were heard and inferences that were made, and observer/facilitator)
practice using thier own real examples.

In the facilitator mode, I have done "asides" (deviated temporarily from
the main subject/issue being facilitated) to debrief an exchange that is
entrenched in entangled facts and inferences. This has worked really well
either before or after the concept of "ladder of inference" was introduced
and it has forwarded progress or jump shifted progress on the main issue
at hand. I think that the power of this lies in the use of a real example
in real time and the group gets to see (in real time) how it can make a
difference in getting unstuck or offering new options/depth of
understanding to a problem.

I'm also interested in anything that anyone has tried that has even sort
of worked. I'm in the midst of using the Native American principles of a
"talking stick" in this area as another form for clarifying "facts vs.
inferernce".

-- 

MSmithLe@cldx.com (Smith-Lewis, Margaret)

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