STORYTECH

A personalized guide to the 21st century

Arthur M. Harkins
University of Minnesota

George H. Kubik
Anticipatory Futures Group, LLC

Second Edition

STORYTECH
A personalized guide to the 21st century Second Edition

Arthur M. Harkins George H. Kubik

StoryTech: A personalized guide to the 21st century by Arthur M. Harkins & George H. Kubik

Second Edition June 2012

Published by by Education Futures LLC, Minneapolis, Minnesota www.educationfutures.com

Editing and design of this edition by John W. Moravec

ISBN 978-0-9787434-1-3

Copyright 2012 Arthur M. Harkins & George H. Kubik This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. http://creativecommons.org/licenses/by-sa/3.0/

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For all those who have the courage to tell their stories ...and to live them!

COntents
Prologue: How to use this guidebook, p. 1 Chapter 1: Introducing StoryTech, p. 7 Chapter 2: Becoming intimate with StoryTech, p. 23 Chapter 3: Practicing StoryTech in groups, p. 41 Chapter 4: Further experience with StoryTech in communities, p. 65 Chapter 5: Conducting education StoryTechs, p. 87 Chapter 6: Facilitating health & aging StoryTechs, p. 129 Chapter 7: Facilitating StoryTech with international groups, p. 153 Epilogue, p. Epilogue on page 171 References and recommended readings, p. 177

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PROlOgue: HOw tO use this guiDebOOk

Welcome to StoryTech!
StoryTech offers a dynamic 21st century approach for integrating the power of your personal stories with the collective wisdom of groups, organizations, and societies. This Guidebook will introduce you to a very old process that enhances your strategic ability to deal with change and opportunity. This Guidebook is written in a holographic, non-linear style. In order to satisfy your curiosity and uniqueness, the chapters are not chained together sequentially. You are encouraged to select chapters that have immediate interest to you and read the remaining chapters as your curiosity evolves. Key concepts repetitively appear across different chapters where they are presented from different perspectives and with different objectives. You are encouraged to apply your individual uniqueness in reading this Guidebook. The Guidebook will then become unique to you! The writing style is purposely kept lively and explorative. StoryTech is an exciting and constantly evolving subject. Hence, you the reader and we, the writers, must explore the topic together. This is accomplished, in part, by inviting you to actively engage in a variety of challenging exercises. Each of the exercises contained in this Guidebook explores the capabilities, promises, and rewards of the StoryTech process and is part of the process of constructing individual knowledge. We hope that you will enjoy reading this Guidebook to StoryTech as much as we have enjoyed preparing it! Lets proceed to your rst experience with the StoryTech process!
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The Virtual Cup: A StoryTech practice exercise (part #1)

Welcome! It is an honor and a pleasure to meet with you to help chart your personalized future! First, well put you through a practice exercise in story-telling. You will have an assistant in this process: a common household or office object. 1. Find a plain white coffee or tea cup (a plastic foam cup will do). 2. Hold the cup in front of you and look at it. Ask yourself to take a mental picture of the cup. 3. Now, put the cup behind your back while you retain its image. Do you have the white cup in mind? If so, you have virtualized the original, everyday cup. 4. Do you still have the cup in your mind? If so, please change its color to black. 5. Now, change its color to yellow. 6. If youre still with us, please put a happy face on the yellow Virtual Cup. 7. Now ask the Virtual Cup if it enjoys being a cup. What did it say? Was it pleased to be a cup? Did it want to be a different cup? Did it want another kind of existence?

The Virtual Cup: A StoryTech practice exercise (Part #2)

Debrieng: Your rst StoryTech practice exercise You have just created the Virtual Cup, a re-created representation of an everyday object you held before your eyes. You have used what is arguably the greatest gift of nature to our species: the capacity to talk to ourselves by inventing things-- including people--to interact with. Have you ever kicked your car and talked to it when it wouldnt start? Its the same process as you just used in the Virtual Cup exercise! The Virtual Cup demonstration sets the stage for helping you to invent your own futures -- and that of your organization or community: The creation of potential is the result of bringing together and connecting two realities: everyday real worlds and virtual worlds. These worlds are driven, respectively, by social information and personal knowledge. StoryTech is a process designed to assist individuals and groups in the design of productive connections between social information and personal knowledge. StoryTech will show you how to help others write personally meaningful, positive stories about their futures as residents of their communities. The major task of StoryTech --one that is exciting and potentially very rewarding--is to bring together both concrete and virtual paths to create and actualize individual and community futures.

ChapteR 1: IntRODucing StORyTech

The purpose of this guidebook

The purpose of this Guidebook is to introduce StoryTech as a modern application of ancient and powerful cultural software. Early humans widely employed stories for communicating new and old ideas and conveying lessons learned from past experiences. Stories provided the means by which individuals interacted with each other for collective purposes. StoryTech is a modern expression of that ancient technology. It updates the technology by presenting modern-day options for powerful story telling. It is about addressing the purpose, structure, and process of stories to provide new opportunities for change and to enhance new transformations.

What are stories?

Stories are complex expressions of the most complicated system in our known universe the human mind. Only humans are known to be endowed with this unique capability to generate stories. Researchers in a variety of disciplines are just beginning to discover the link between intelligence, creativity, and capacity for change with our ability to create and communicate stories. Stories are truly software of the mind. They operate simultaneously at many levels of intricacy and simplicity. Stories are also multifaceted and holographic. They function at multiple levels across human consciousness to collapse complexity into creative simplicities. Stories defy simple denition. They entail structure and process, context
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and content, purpose, and ow. This Guidebook explores and explains the historical evolution of story telling and narrative technology. It puts forth the modern evolution of applied story telling in the framework of StoryTech. The Guidebook interacts with its readers by exploring several applications of the StoryTech process. StoryTech assumes that all humans have the capacity to consciously transform theirpersonal and collective stories for strategic purposes. Renowned psychiatrist Viktor Frankl wrote, The individual does not simply exist, but always decides what his or her existence will be, what he or she will become in the next moment.

Stories in a nutshell
Stories are dynamic simulations. They are software for the mind. Stories are about personal theories of self and realities, and the nature of relationships between self and contexts. Personal stories are a form of self-talk in which non-verbal internal narratives (e.g., pre-conscious thoughts, sub-vocalizations or subconscious statements) are internally created, rehearsed, and adopted or rejected. Stories are a method for organizing, rehearsing, and communicating information and knowledge at pre-conscious and conscious levels. Stories are tools for the creation of contexts. Stories are self-narratives: At the level of the individual, stories are narrative representations of personal beliefs, imagination, intuition and pre-conscious or conscious thoughts and/or organizing principles. Collective narratives: At the collective level (e.g., society, culture, tribe), stories are narrative representations of group beliefs, thoughts, and/or organizing principles. Stories are personal theories of self and reality(s), and the nature of relationships between self and environment. Personal stories are a form of self-talk in which non-verbal internal narratives (e.g., thematic pre-conscious thoughts, sub-vocalizations or subconscious statements) are internally created, rehearsed, and adopted or rejected. Stories are a methodology for organizing, rehearsing, and/or communicating information at the pre-conscious and conscious levels. Stories are tools for context creation (i.e., innovation-driven knowledge work). Initiated in part by the spirit and intent of Frankls writings and self-innovation concepts, and in part by Japanese Shinto story traditions, this Guide-

book explores the ways in which individuals can consciously, creatively, and purposively decide what their existence could be and what they might become, both personally and professionally. Readers are provided with guidance and opportunities to practice constructing their own customized portraits of what they might become and how they might operate as leaders in the worlds of work, community, and family.

Stories are power-laden

Stories are not value neutral. Stories create, validate and express values. Stories influence: Power Creativity Meaning StoryTech recognizes that a primary function of the human mind is to construct and evaluate models of realities. It recognizes that stories are the fundamental building blocks for this constructivist framework. The resulting model stories constitute a part of the framework that guides behavior and denes anticipated future goals and alternatives. As such, model stories tend to be self-fullling by virtue of their power to create and apply values and meanings.

The StoryTech process

Why is StoryTech especially important today? How can an ages-old technology provide a vital resource for addressing todays challenges? The answer is both simple and complex. A new economy based on ideas, knowledge, and innovation is underway. This rapidly emerging idea-knowledge-innovation economy has largely overtaken societies by surprise. Both its swiftness and the depth of its impacts were largely unforeseen only a few brief years ago. This new economy is heavily premised on strategic intentional processes rather than pre-conditioned responses. Learning to tell powerful self-stories is the primary method this Guidebook uses to help readers develop the capacity to improve self-management of their futures. For this purpose, one of the authors developed and tested a process named StoryTech. StoryTech has been a part of his teaching and consulting toolkit since 1989.
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Like any technology, StoryTech is based on several fundamental assumptions. First, it presupposes that everyone is a natural story-teller. Every individual has valuable stories to tell and creative perspectives to impart. It is this inexhaustible diversity and uniqueness inherent in each individual that serves as the unmatched resource fueling the StoryTech process. Through StoryTech, many people have been helped to teach themselves how to rethink, re-purpose, and redirect their futures. StoryTech denotes a process of self-de-velopment and self-instruction that is embedded throughout this Guidebook. We place ourselves in a consultative role to the readers of this Guidebook. We want to help you make positive and productive changes in your life, but within the framework of your values and under your control. A fundamental assumption of StoryTech is that humans can consciously and pragmatically transform their personal and collective stories for strategic purposes. It is our intent to impart the tenets of StoryTech to aid you in achieving this goal. Although segments of this Guidebook refer to theory, our fundamental purpose for writing StoryTech remains highly practical. We hope that when the reader is only a few pages into the Guidebook he or she will begin to discover ways to put the StoryTech process to use in some corner of living, learning, and working. We wish to establish contacts with those who take this step, and will count them among our colleagues of practice. StoryTech is a Guidebook for creative futuring. Those wishing to probe into the underlying theories of story telling as a personal technology will nd more detailed guidance in the annotated resources contained in the Appendix. We encourage this. Our fundamental purpose for writing StoryTech remains highly practical. We hope that when the reader is only a few pages into the Guidebook he or she will begin to discover ways to put the StoryTech process to use in some corner of living, learning, and working. We hope to establish contacts with those who take this step, and will count them among our colleagues of practice. Historically, stories have been used to: Explain pasts Interpret presents Project and map futures
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As you read this Guidebook, you will benet by asking yourself certain basic questions about who you are, and who you wish to become. For example, what is your identity? How do you orient yourself to the future? How do you continue to grow and improve while avoiding inexibility, stasis, or stagnation? Do you want to become a more innovative individual? How much motivation do you have, and how much more would you prefer to have? How should you apply your reservoir of motivation? Our approach to these questions operates from a simple assumption: the answers to these and similar questions depends upon how you see yourself and in what contexts you place yourself. The personal technology embodied in StoryTech is designed to help you selectively alter your self-descriptions and contexts in order to pre-experience or rehearse altered or new futures. These simulations help to evoke and shape self-knowledge that can improve your future choices and the decision rules you employ to reach them. StoryTech values stories based on their contribution to individual or collective development: StoryTech does not judge stories on the basis of right or wrong. Stories act as attractors for future behaviors. Stories are manifestations of fundamental and unique organizing principles at work within individuals and groups. In a nutshell, StoryTech will help you create new roles and contexts to expand your explorations of yourself and your futures. You will be in the drivers seat all the way. Specically, StoryTech will help you: Support the development of your innovative self as an engine for exploring future performance and innovation competencies. Provide a personal technology for anticipatory role constructions and rehearsals. Provide the means to develop internal contexts for comfortable selfdevelopment. Provide the means to purposively add strategic value to self and others. To help make these outcomes a satisfying reality to you, we will: Provide for continuously creative behavior throughout the StoryTech process.
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 Show how creativity enhances your innovation capital, thereby helping you to create and manage desirable futures. Show you how to creatively work with and lead others through the StoryTech processes. Hold on a moment! Are you doubting that youre actually an innovative person? Do you suspect that you may not be innovative enough to gain much from this work? If so, relax! It is more than probable that you are very innovative during every day of your life. It is also somewhat probable that you dont believe that supposition is true. You may allow this: I am somewhat creative, but not innovative. If so, this is a feather in your cap, because you recognize the difference between creating novelty and putting it to work in your life. In other words, you understand the difference between creativity and innovation. Creativity, StoryTech, and StoryTech processes are all about creativity and its innovative applications.

StoryTech and creativity

StoryTech is based on virtual realities created by the narrator. StoryTech drives the production of personal knowledge. StoryTech permits the testing and modication of personal knowledge in virtual contexts. Well make all the points above again, and provide you with opportunities to experience expanding your future choices within your own value system and comfort zone. The major internal resource youll draw upon for this work is your deep, inner knowledge your tacit knowledge. One of the secrets of the creative individual is to self-teach how to extract tacit knowledge and put it to work in stories that can help expand future alternatives and choices. Using the StoryTech process promotes such creativity. You will be projecting practical ways to innovate what you have created, and you will even have a better sense of what not to change what to preserve. We are beginning the Twenty-First Century. Were on the ramp into a new and exciting frontier for those who can master the intricacies of change. Many believe that more changes will occur in the next ten or twenty years of the ramp than have occurred since the beginning of the Industrial Revolution. Why do they believe this?
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The societies of today are undergoing extraordinary informational, social, and technological transformations. The magnitude and accelerated pace of these changes requires continuous personal and social renewal. This places a premium on peoples sense of efcacy to shape their futures.

Stories are practical because the creation of futures

Chaos and turbulence are becoming the new personal and community realities. Everything is changing, and, much of the time, change is occurring unpredictably. New information and knowledge resources are forged out of the challenges posed by such chaos and turbulence. Effective management of change results from bringing information and knowledge together, interfacing these two resources for the benet of the individual, the organization and the community. This Guidebook is about the use of new stories to produce new and useful information and knowledge. Information is a social resourceideas, skills and beliefs shared within the community. Knowledge is a personal resourceideas, skills and beliefs yet to be shared within the community. What will be demanded of individuals and communities to survive, and to develop suitable and rewarding lifestyles, skills, values, and ideals during the ramp into the new century? Who will be the individuals, organizations, corporations, and communities whose examples will inspire us, and create within each of us the will and the focus to ramp condently into the future? Who will provide the leadership and examples to guarantee that we will thrive, not merely survive? What new stories can be told to help us navigate the new century? Storytelling is an ancient technology. It is many thousands of years old. Personalized stories are the engines of new knowledge production for individuals. The Buddhist concept of mindfulness plays a major part in new knowledge production based on stories. Historically, storytelling has been a primary means for transmitting beliefs and knowledge. Storytelling, therefore, is a personal technology for learning and for social and cultural communications. Oral tradition underlies storytelling. In use since pre-history, it is pervasive among all peoples.
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Our Guidebook introduces StoryTech as a modern application of the ancient human capacity for storytelling. It will address the purpose, structures, and process of story constructions. It will provide concrete steps for the construction of new personal knowledge to support intellectually and emotionally improved decision making now and in the future. It will explore and explain the evolution of storytelling as an individualized strategic process capable of bringing value to individuals, and through them, to groups. StoryTech speaks to people who want to create positive outcomes in their emerging futures. StoryTech facilitators are individuals whose innovative stories and scenarios make a positive difference in the totality of their lives, including their interactions with others at work, in the community and in the home. Historically, storytelling based on oral tradition has been used to: Strengthen and change cultural beliefs. Transmit knowledge and ideas. Communicate values and principles. Coalesce and clarify reality.

StoryTech does not: Replace analytical thinking. Replace scientic experimentation or testing. StoryTech is not a form of science, but rather a form of personal, social, and cultural technology. The intent of StoryTech and its accompanying exercises is to help individuals, communities and groups develop positive visions of their futures, and to translate these visions into innovations that produce desirable outcomes. Stories: Are based on narrative models (creation or invention). Are thematic and unique. Emphasize metaphorical thought. Generate unlimited variety (multiple platforms, perspectives, patterns, connections, etc.). Immerse subjects in phenomena as essential participants. Are imprecise but directive, based on analogical reasoning. Describe phenomena fluidly and changeably.
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Science: Is based on experimental models (discovery of one reality). Uses repeatable processes. Employs similes and isomorphs. Limits/sharpens perspectives. Separates observers from observed phenomena. Prefers precise, dened, abstract reasoning. Prefers phenomena are knowable and predictable in detail.

How can this technological approach produce real results for individuals? For thousands of years, stories have been the major pedagogical tool of all cultures. For example, Jack and Jill is a story about two people who intend to seek and transport water, but who suffer an outcome probably fatal to Jack. This story was intended to convey a warning that even the simplest and most familiar of futures can be dangerous.

StoryTech combines:
Advantages of age-old story telling Communication (dynamic events and ideas) Immersion Imagination Participation & involvement Self-validated understanding Some advantages of science (specicity; rigor) Communication (contextually constructed information) Deep personal attachment Subjective rationality (individualized) Self-organizing evolution Connecting internal and external realities Virtual transcendence of time But students as young as the fth grade easily understand that the original Jack and Jill story offers a frontier of limitless possible adventures involving these two characters. This is because Jack and Jill offers a sufcient foundation for virtualizing the original story -- for making it a ramp into successful futures. StoryTech authors can choose to make the outcomes of these stories positive: Jack does not always have to endure a skull fracture! The reasoning structures used for building Jack and Jill stories are the same as those underlying computerized simulations of families, societies

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or civilizations. Such exercises are projected years or centuries forward into virtual futures. A very large market is building for such simulations. StoryTech communicates: Large amounts of relatively hidden knowledge (i.e., tacit knowledge) through relatively simple stories. Large amounts of explicit information, which is creatively combined with tacit information. StoryTech combines tacit (personal) and explicit (group) knowledge to: Convey meaning. Stimulate new perspectives and patterns of understanding. This Guidebook describes a process that has been used in private and public sector organizations since 1989. Used in the context of public communities, StoryTech is a method for allowing a fuller glimpse of what young and old, professional and non-professional story-writers project or envision as personal and community outcomes. StoryTech: Stimulates new perspectives, patterns of thought and strategic purpose. Generates new understanding(s) of how ideas might work in other contexts. Develops individual input into creating group futures. Promotes sense-making of complex phenomena. Promotes new understanding(s) of change in terms of: Desirability Plausibility The StoryTech process is transitional, focusing on paths from the present toward preferred personal and community futures. The guided nature of the process asks the writer to help create successful virtual (seeming or apparent) selves in pre-described successful futures. The writers task is to dene and esh out the virtual self who has helped to create futures with their successful personal and community outcomes. The effect of creating successful virtual selves and positive personal and organizational outcomes is to motivate individuals and to offer enhanced choices to groups and organizations, thereby beneting larger communities.

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A virtual approach to your 21st Century futures means a seeming approach -- one that allows the use of your imagination to create meaningful, positive choices concerning your future. StoryTech will show you how to bring hidden, or tacit, personal knowledge into the information base of the community. By using newly available information, the community will be able to reconsider its future alternatives. Throughout this Guidebook youll notice that your story exercises begin with questions about the context of the story. This is important because the quality of the stories will be improved if such questions are asked and answered. The advantages of StoryTech include: 1. Developing skills for describing and evaluating plausible personal futures; and, 2. Demonstrating that plausible personal futures do not have to be delayed until tomorrow -- their development can begin today. Your rst task as an StoryTech facilitator is to help inform yourself about plausible futures for the community. Next, you will engage yourself in creating, describing and evaluating plausible futures through the StoryTech process. The StoryTech process consists of written exercises, group discussions, and written and oral feedback of previous StoryTech exercises. The outcomes of StoryTech exercises are two-fold: 1. A rich data base on your alternative futures is established, and these futures are ranked in order of their plausibility. 2. At selected points in the process you will benet from weaving together the most appealing components of several stories. This results in the production of cumulative StoryTech products which can be offered as new information to organizations and communities.

StoryTech is a personal futuring tool

In any work or living setting, we tell stories about past events and key people in order to solidify personal and community cultures, exemplify values, and honor our leaders and heroes. We create stories to impart knowledge

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and give meaning to key events and decisions. Stories anticipate and solve future problems and create future opportunities. Stories are told, retold, interpreted, and embellished to describe how things are done somewhere, how they were done, and how they will be done. StoryTech is a self-guided method based on the ages-old storytelling skills of our species. The StoryTech narrative method was specically created to seek out, mine, and alchemize the strategic priorities of individuals participating in personal and community change. StoryTech helps users generate new menus of options for the future without slight- ing the dignity or importance of personal agendas. This course will ask your group to develop and maintain an information base of stories so that your individual commitments wont be lost. StoryTech is particularly focused on how we can do things in our future. It is an inherently logical process, subject to change, amplication, and enjoyable communication to others. It is based on the shared richness, variety, and believability of stories developed by individuals alone or within an organization. StoryTech captures, holds, and convincingly displays compelling images of personal and community futures. StoryTech is a process for the enhanced extraction, analysis, and synthesis of information, knowledge, and ideas about personal and community futures. It uses the individuals unique insight, common sense, wisdom, creativity, and intimate knowledge to expand menus of choices for the future. StoryTech provides strong and renewable associations between individual and community visions of the future, and links these directly to current societal climates. In summary, the purpose of using StoryTech is to help construct menus of stories about futures, our roles in helping to create futures, and our efforts to improve the quality of individual and community efciency by sharing stories.

How did StoryTech evolve?

Several years ago one of the authors became intrigued with the Japanese capability in imaging and long-range futures planning. In 1985, Arthur Harkins began to study storytelling as a methodology for creating the future. In 1989, he addressed a World Futures Study Federation conference in Japan, where he spoke with Japanese industrial and academic leaders.
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Shortly after returning from Japan, Harkins began offering StoryTech to clients. One of the discoveries from that rst use of StoryTech was the uniformly positive attitudes of participants toward developing, telling, and listening to strategic stories. StoryTech has now been used with a very broad range of clients at all levels: award winning managers, medical professionals, power company executives, and government employees, and in all Harkins University of Minnesota classes and graduate seminars.

The StoryTech theory

StoryTech is a method for individual and collective visioning and change management. StoryTech is a means to tap into the subconscious brain as well as the intellectual brain, allowing a fuller glimpse of what people would like to see as their personal and community futures. Building upon past experiences, StoryTech participants bring a history of awareness to bear upon personal and community potentials. Participants are moved into a process of imaging themselves in future situations (or virtual futures). In such imagined futures, participants navigate and manage the necessary and reasonable changes that must occur to bring them to a desired state of future accomplishment. In the process of creating virtual futures, participants form new images, solve problems, and form relationships. Of course, as in the case of anything else associated with thinking and learning, StoryTech works as well as the person carrying it out. After three years of using StoryTech in hundreds of settings, I have stimulated serious responses by the great majority of participants--around ninety-nine percent of them. Each StoryTech exercise in StoryTech has been very broadly customized to a wide institutional range of community needs, situations, goals, and objectives. Through StoryTech, you will be looking into your groups virtual residency in the coming years of their communitys future.

Storytelling and Process Futuring

Most of us have heard of people called futurists. The process futurist helps us to create and evaluate individual and group futures. Do we prefer a particular future? Despise or fear it? The process futurist helps us decide which

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futures are the best ones under specic conditions. As a process futurist, I use guided storytelling as a methodology for helping clients explore and manage their futures. We have learned a number of things about the use for guided storytelling and its effects on individuals and organizations. This Guidebook shares that knowledge with you! Stories have a virtual relationship to everyday reality. They help us create visions of where our change management and futures thinking should lead us.

Why StoryTech works

1. Guided storytelling can quickly and easily generate simulations of preferable tomorrows. 2. Storytelling comes easily to nearly everyone. Everyones childhood involved experiences with storytelling. We were all listeners and storytellers. 3. Storytelling seems to draw upon a very old way of thinking. Storytelling creates and resolves tensions about important situations. This is why storytelling is so compelling: it releases us from the tensions created by dilemmas. (Just think of any good murder mystery.) 4. Storytelling makes parts of the real world go virtual. This means that stories can make up new ways for parts of the real world to behave.

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ChapteR 2: BecOming intimate with StORyTech

Some see things as they are and say, Why? I dream things that never were and say, Why not? George Bernard Shaw StoryTech is a process which combines story-telling and story-telling techniques, enabling its participants to stimulate their imaginations and create for themselves positive learning and teaching futures. StoryTech was derived from Japanese culture, tradition, and belief.

Note on StoryTech and change

Humans (individually and collectively) address change through the creation of stories that provide understanding and direction. They address variety and novelty by creating appropriate new variety and novelty. The Guidebook is an attempt to assist you in understanding and managing changes that are impinging on your future of rewarding choices. It offers a bottom line that speaks to each of us: Can our own positive futures stories exert an influence over our intentions -- and commitments -- to actually live an improved future?

There is a growing need for individuals to understand and manage personal changes which may lead to more rewarding futures. This Guidebook aims to help you identify learning opportunities by telling yourself positive stories about your futures. Futures derived from the StoryTech process are personally tailored by each
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individual participant. StoryTech allows for such personalization through individualized story-telling. The versatility of StoryTech encourages a variety of futures for each participant and every group. The individual is critically important to StoryTech. You are the very best source of positive stories about your own learning and teaching futures. Your own desires and expectations are important factors in the stories you choose to tell yourself about your future productivity and happiness. The stories you tell yourself about what you want and what you are willing to work for can signicantly change your choices about yourself and your organization or community. By telling yourself positive stories about your own learning behavior in the futures of tomorrow and beyond, you can gain valuable condence in your ability to create desirable alternatives within your life.

This guidebook will help you work with others

The contents of this Guidebook will help individuals and groups to expand their awareness of the future choices available to them and to their communities. Later the Guidebook will ask you, acting as a StoryTech facilitator, to direct a number of story-telling exercises designed to help group members develop clearer and more desirable personal, organizational, and community futures. The self-education method used for this purpose is positive storytelling about your personal, organizational, and community futures. All stories are simulations -- they represent a message about something, such as a community life free of excessive pessimism and self-criticism. Telling stories is a habit we can choose to acquire. We can also choose to: Immediately educate ourselves about our futures. Immediately develop skills in creating futures worth living in. Immediately look forward to transitioning problems into desirable, positive futures. This Guidebook is founded on the premise that people are personally able to create, modify, and tell others important stories about their personal and community futures. This means that StoryTech facilitators can choose to create many positive stories to use in shaping these futures.

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Guidebook principles
This Guidebook is established on the principle that people who learn to tell positive stories about their futures should be more likely to want and expect to live as effective members of their communities. The Guidebook encourages two kinds of interactivity: First, within our own persons; and second, between us and others members of the community.

The process involves 8 steps

First, identify the need for change. What is it that needs changing? What do you want to change? Study the situation. Learn as much about it as you can. Second, nd the alternatives. What will happen if you do nothing? What is possible for you to accomplish? What changes can you create? Third, make a decision to change and help others to decide to change. Fourth, set your objectives. Decide how much to change and how fast. Fifth, build condence and commitment to change. What are the potential benets? What are the barriers to change? How can you minimize them? What frightens you or others about change? How can you deal with these fears? Sixth, make your action plans. Determine your strategy. Calculate the step-by-step activities needed to reach your goal. Devise a timetable. Evaluate your plan. Is it realistic? Discuss it with others. Seventh, apply the resources: people, time, money, materials, energy, technology. Go after your goal one small step at a time. Eighth, keep your change progressing. Once the activities have begun, keep them rolling. Reward yourself and others for making progress. These are the steps. They are easy to list and sometimes difficult to execute, but they are worth the effort. We can benet from the story-telling exercises by applying selected results of this work to developing new plans for the community. We can choose to

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increase the number, variety, and quality of choices available for inventing personal and community futures. Personal stories are useful for the reception, storage, transmission and transformation of information useful to organizations during their community pre-planning processes. Stories usually have inputs from outside themselves, and they can generate new information on the inside. Stories are very useful as platforms for community pre-planning and many other information-driven purposes. Stories give rich potential to the community pre-planning environment from the standpoint of creating visions, or vectors, of where professional planning should actually take us. Shared stories act as a vision envelope that promotes more efficient, coordinated, and synergistic group pre-planning work. Any of us may have many unique stories at his/her disposal, and each of these is capable of presenting new information to the group. Even if we have few professional skills, we are easily able to learn, modify, create, and tell personally important stories -- with no trouble at all! Storytelling permits positive and effective participation in organizational and community pre-planning activities. The person who is sharing personal stories with the group is engaged is communicating as a valuable, socially empowered human being. She or he is a leader. Stories are dynamic: A primary function of the human mind is to construct models of different realities. Generic or foundational stories are building blocks for models. Guiding stories tend to direct individual behavior. Desirable stories tend to be self-fullling. StoryTech creates new or modied futures: StoryTech cannot transmit socially factual stories about the future. StoryTech can develop and transmit socially heuristic stories about the future. StoryTech can transmit robust personal stories about alternative futures.
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 Personal stories can be aggregated to produce synthesized stories about alternative organizational or social futures and how to achieve them.

Story telling and StoryTech

StoryTech assumes everyone is already a natural story teller. Story telling is an intuitive process. Story telling is a low-cost technology. We already are natural story tellers. Story telling is an applied soft technology, or human software. Story telling technology uses natural language.

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Narrating new or modied futures

We live on the edge of an emerging reality. The world changes constantly. It is a river that is wide and varied. The more the river changes, the more you must adjust your course. But also the more it changes, the more opportunities you have to create the life you want. Dont drift into the future without guidance. Steer yourself. But dont stop there design your boat. Imagine where you can go and plan how to travel there. There is much you can do to influence your future. There is much you can do to create change and make your life, and those around yours, what they can become. StoryTech resources: StoryTech recognizes people as the most valuable sources of variety, invention, and innovation. StoryTech credits individuals with possessing unique and value-adding knowledge, ideas, imagination and intuition (i.e., condensed experience). StoryTech employs these resources to create, explore, and develop alternate futures.

Evolving more desirable futures

Today we have a greater storehouse of knowledge and a greater ability for achieving a more desirable future than at any other period in history. Our responsibility for the future, for ourselves, for our businesses and for those that follow us is to use our new abilities and new knowledge to bring about more desirable futures. StoryTech supports change: When an organizations (or an individuals) stories become too rigid to adapt to new information, new stories must be developed to provide alternate ways of organizing experience. Stories allow the safe rehearsal of how ideas might unfold or be enacted in reality. Deep within the individual they function as knowledge engines. Stories express options, rehearse alternatives, convey information and knowledge, and direct efforts. Stories are experiments that produce useful new information. You have the ability to create change in order to make your future what you want. You can be a catalyst of change. Just as you are changed, so you can

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be a changer. You can decide what change is needed and work to make it happen. You can change yourself and you can help other people change. You can introduce change in your life, at your work and in your organization or community. You can implement change instead of waiting for change to occur.

Innovating new opportunities

Innovations appear in three settings: First, someone consciously applies an innovation in areas where it can expand personal and group choices about how to view optional futures and the decisions that are associated with them. An example of this is an exciting new way of seeing the world. Second, someone consciously applies an innovation in areas where it can cause creative disruption. An example of this is a specic new world that is both exciting and involving. Third, innovation appears in uses beyond the innovators dreams. Integrated circuits, for example, were rst constructed for use in large computers. Then they began being used in sewing machines and other equipment. After that someone conceived the idea to use them in digital watches and video games. The inventors of integrated circuits had never even imagined video games. Warning: all innovations, regardless of what type, tend to create new problems even as they cope with existing ones. You generate opportunities for yourself by innovating. You see a new job created by new technology and you apply for it. You see a need in your company and gure out a way to supply the solution. You see what people need that is not now available or look into the future and forecast what will be needed. You take someone elses innovation and apply it in a new way. You see something someone else is doing and realize it would be useful somewhere else. You take Teflon out of the space program and put it on frying pans.

StoryTech delivers preferred outcomes

Stories are soft technologies, but they can produce powerful results, much like effective social, cultural, and personal policies.
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 Stories have historically transferred cultural knowledge from the past to the present. Today, stories are also used to dene and rehearse alternative futures and preferred outcomes, which then influence the present. Stories are tools to reinterpret the past as well as to strategize and rehearse new futures. Stories serve as prototypes for the construction of more detailed realities, strategies, and visions. Stories expand self-concepts, world views, and the missions and goals of persons, organizations, and communities. To generate opportunities like this requires creativity. You have to be able to look at the world and see it in new ways. If you are not accustomed to looking at life this way, your creative energies need to be rekindled. If your creativity lies dormant, it can re reawakened. We all have some creative ability and there are many ways to reinvigorate our creative spirit. But remember: StoryTech cannot transmit factual stories about the future. StoryTech can transmit robust stories about alternative futures. The best way to rekindle creativity is to begin exercising your brain. When you are confronted with a problem, dont gure out just one way to solve it, come up with 100 different solutions. Emphasize quantity, not quality. Look for the unusual. Challenge your assumptions. Just because you have found one good way of doing something, doesnt mean you always have to do it that way. Try other approaches. Find a new way to do your work. Think of new activities you can do. Think of new ways of living.

Blueprints for new futures

Visualizing in your mind what you want gives you the capacity to accomplish it. What we conceive and dream, what goals we set, these are the things that we strive to create. When you can visualize your goal and picture in your mind every step along the way, you can work to make it happen. When you can design plans for your future, you can make that future reality. A plan helps you set the forces in motion ahead of time. A plan lets you influence the future before it arrives. Stories and change: Stories become a personal necessity as cultural assumptions, projections, myths and legends fail to keep pace with social and other chang-

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es. Cultural resources have generally developed slowly and continued for long periods. Today, the half-life of cultural myths is much shorter in many contexts. Stories must keep pace with, and ideally outpace, the rates of social, technological, and other forms of change. Strategic stories can provide needed personal and collective re-direction in rapid changing, highly diverse contexts.

Where Have You Been?

The rst thing you need to know to plan your future is where you have been and where you are now. The best way to do this is to picture your past and present by drawing time lines. We suggest you read through the process below, then go back and try it. You will be surprised by what you learn about yourself. Take out several sheets of paper and on the left hand side of the rst sheet write down various categories of your lifestyle, such as age, health, love life, children, school, work, income, net worth, hobbies, recreational activities, where you live, type of housing, transportation. Make the list as complete as you can to allow you to describe your life in full. Across the top of the page, draw a time line beginning with the year you were born and ending with the current year. Write down each year and just below it your age that year. For every year of your life and for every lifestyle category, write down major events and draw a line parallel to the time line to show how long they lasted. You might want to show your job history, when you were in school, when you got married, when you bought your rst car and your second car, when you moved away from home into an apartment and when you bought your rst house. You may want to write down your earnings each year and your net worth so you can see how they changed. When you nish, your time lines should look somewhat like the example shown. When you have this done, go back and beside each event or change in the status of a category, write down how the event changed you and what impact it had on you. Following that, for each event, write down whether you were in control or whether the event just happened to you. Now analyze your time line. What are the trends? How frequently do you change jobs? How often do you buy new cars or new houses? What is the

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average increase in your salary per year? Were you in control of most of the major events in your life or was someone else?

Exercise: Where Are You Going?

The next step in planning your future is to project forward what would happen if you kept doing what you are doing now. Get out another sheet of paper and at the bottom draw another time line with future dates marked on it. My Future If I Continue On the Same Course: Where I Life Parents Salary Recreation Housing Children Net Worth Hobbies Transportation School Illnesses Religion Love Life Work Vacations Leisure

Innovating changes in your life

Now put your projections aside for a minute and pull out another piece of paper. On this one, make a list of changes that could happen the next few years. For example: enrolling in school to further your education, the birth of a child, a promotion, going on strike or getting laid off, being called back to work, buying a computer, or going on vacation. Make sure you look at your time line to see what changes have happened in the past and that might happen again. Make your list extensive. The more changes you consider the better prepared you will be for coping with the future. Go through the list and estimate the probability of the changes actually occurring. The next step is to gure out how the high probability changes would affect you. For example, if the promotion comes through it would mean more money, or if you bought a computer you might drop some other hobby to spend time learning how to compute. Ask yourself if each change is welcomed or unwelcome. If it is unwelcome, is there something you can do to stop it? Can you slow it down? Is it worth the effort? What do you have to do to prepare for it? If it is a welcomed change, can you accelerate it? What do you need to do to make sure it happens? Do you need to prepare for it?

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Using your imagination

You can estimate what new opportunities and threats could occur in the future. These would be things that are not available today. For example, what kinds of jobs will be available in the future that arent available now, or where you will be able to vacation in future that you couldnt possibly visit today, such as a space-based Holiday Inn orbiting Earth. To help with this, you may need to read Web sites, newspapers and magazines that focus on the future and what can become possible in the years to come. In fact, this should become an ongoing process with you. As you read the newspaper, go to bookstores and libraries and peruse magazine racks, you should always be on the look out for new opportunities, threats and alternatives. Exercise: Make a list of these opportunities and threats for use in the next step of the planning process. Use your imagination. Dont just list opportunities other people have written or talked about. Write down what you think will happen. If you dont consider possible future options, you will be planning your life based only on yesterdays choices. That is like driving your car by following an obsolete map.

Your ideal future

The future is not out there in front of us, but inside of us. Macy in Feinstein & Krippner What would you like your future to be? Picture it just the way you want it. Let your imagination loose. Create a future that is the most desirable for you. Paint a picture. Ask yourself what changes you want to happen. What changes can you create? What opportunities can you generate for yourself? If you could change your job, how would you change it? If you could change your relationship to your boss how would you? If you could be more creative at work, how would you do it? Who are the people you really like best? Why do you like them? Do you spend enough time with them? Who are the people you dont like and spend a lot of time with because you have to? Why do you have to? When do you take yourself seriously enough to follow your own impulses? When

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dont you? Why dont you? When was the last time you wanted to make a major change in your life and didnt? Why didnt you? Was your reason worth the sacrice you had to make? Pick a time, such as ve years from now, and gure out what you would like to be doing then. How old will you be? Where do you want to be living? Who do you want to be living with? How old will your friends, parents, spouse and children be? What work do you want to do? What kind of people will you want to work with. How much do you want to earn? What recreational activities will you want to participate in? What hobbies will you have? Where will you go on vacation? What will be the driving forces in your life? Will you be healthy? How much longer will you live? What will medical care be like then? What will be the condition of the world? Of the economy?

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Exercise: My ideal future ve, ten, or twenty years from now...

Where will I be living? What kind of housing will I have? What type of personal transportation? Who will I love and who will love me? Will I have children? If so, how old? Where will my parents be? What work will I be doing? What type of education and training will I be taking? What will my income be? What will be my net worth? What illnesses may I have? Where will I vacation? What hobbies will I have? What will be my religion? What will I believe? What will I do for recreation and entertainment?

A plan for your future is important to achieving what you want in life, but there are risks in having a plan. An unexpected event could make the plan impossible to accomplish. In a period of rapid change, the unforeseen event must be expected. You need to be ready for the time when your plan is dealt a fatal blow. To keep from becoming locked into one plan, you need contingency plans. We suggest that you base these plans on StoryTechproduced mental maps.

Not one plan, but many stories!

StoryTechs outline various ways of achieving your goal. You can have a dozen StoryTechs all targeted at reaching the same goal but which go there in different ways. This way when the unforeseen event blocks one route, you can quickly shift to another. The unforeseen event can destroy a goal as well as the means of getting there. For example, if you set your goal to run in a marathon and begin your training, but nd that your knees are not strong enough to take the pounding that comes with running miles on hard paved roads, you could feel like a failure. However, if you had started out with several StoryTechs with different but comparable goals--such as entering a 55-kilometer (34 miles) cross country ski race or a 100-mile iron man bicycle race, you would have acceptable alternatives. Creating StoryTechs uses a process suffused throughout this Guidebook. StoryTechs are ephemeral, like meteors. Keeping them updated, adding

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new ones and making them work for you is important. StoryTechs can be junked, replaced and combined. If one doesnt work, you are not a failure. Rather, that approach didnt work. With StoryTechs you can keep your batting average high. You have some hits, walks and strikeouts, but you may still win 80 percent of your games. You still visualize what you want to accomplish, you identify the obstacles and you gure out your step-by-step actions, but you do it in parallel. For example, if you are overweight and in poor physical condition and want to get in shape, you can create several weight loss StoryTechs to help you become physically t. Your StoryTechs could take different approaches. One would consist of ways of becoming physically active, such as playing racquetball, lifting weights, jogging or riding a bicycle. Another would be dieting variations. Under both sets of StoryTechs you would be working toward your image of what you want to become. With one plan your eggs are all in one basket. With StoryTech alternatives, you are flexible and adaptable. You are prepared for change. Whats more, you are increasingly in a position to initiate your own changes rather than wait for them to be offered or forced by others.

The impatience problem

You may nd when youre going through this process of forecasting, visualizing and planning your future that you become impatient with the present. Your hopes and ambitions for the future create a discontent with the way things are now. In fact, thats good. This discontinuity will encourage you to work harder to achieve the future you have visualized. At least in theory, no StoryTech can be created without altering the future. In theory, all StoryTechs can influence the future that actually occurs. By using StoryTech you change your alternative futures and thereby your present. In conceiving your most desirable future, you have changed your desirable present. The more awareness you have of future possibilities, the greater your expectations, the harder you strive to achieve them and the faster you pull your future into reality. Change becomes a way of life for you, not as a victim, but as a StoryTech leader.

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The anticipatory storyteller

When you become attuned to change, you are like a dancer who can invent the next dance step. As the music changes, the audience changes and the dancers change. You are like a quarterback who can scramble, call a new play at the line of scrimmage, and adapt when your pass receiver trips and falls. When you create an anticipatory lifestyle, your antennae are out. You pick up the contextual signs and clues that signal what is happening around you. You are awake to the universe you live in and to the contexts around you and inside you. You are open to the future, letting it create itself for you day by day even as you are creating it. You are flexible, adaptable, open-minded, and creative. You become a trend maker, a risk taker, an experimenter, an early adopter, a change creator, an opportunity generator. You plan, yet you are flexible enough to change your plans quickly. When you live successfully in a world of rapid change, you become a pluralistic person with many alternative ways of living. You become multifaceted, not one-sided. You realize you are not stuck in one life pattern or one job. You develop many skills and many abilities. StoryTech automatically promotes and facilitates these dynamics. You can use your abilities to adapt, harness and create change. You can see yourself becoming an astronaut, even at age 70 or more. Your life is nascent, always coming into being, always emerging. Life is an adventure. Be stressed by life. Be challenged by life. Have fun with life. Follow your impulses. Maximize yourself. Have the courage to face yourself and to launch your future from there. StoryTech is postmodern in its assumptions: There are no privileged observation platforms. There is no single truth. Similarly, StoryTech assumes: No single story is complete. Every story represents a particular and distinctive point of view (perspective). Understanding the perspective employed is important to understanding its value in the creation of particular futures and specic new

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decision choices. Keep reading, keep thinking, keep talking, keep listening, and keep growing. Position yourself with other people who are willing to change and work at a company that strives to change and grow. Accept change as natural. Above all, be excited about the future. The wind is blowing. Open the door. Run outside and feel the wind in your face. Above all, tell positive stories to yourself and to anyone who will listen!

Audience-participants create parallel stories and ll in missing story parts with personal context (experiences).
Results: Personal ownership Retention of control User-friendly vocabulary (natural language)

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ChapteR 3: PRacticing StORyTech In GROups

StoryTech offers you, acting as a StoryTech facilitator, a process for redesigning and renewing your groups or groups approach to their futures. Using the StoryTech method will also enable you to use your imagination to create detailed, positive stories about your own preferred, personalized futures.

StoryTech helps create strategic groups

StoryTech instigates individuals to respond publicly with their stories. Sharing individual stories creates a strategic community. The story telling audience becomes part of the StoryTech performance. You can request participants to write StoryTech exercises as two people: the real self, and a virtual self who acts as a scout into an group or group future. Comfortable connections between real and the virtual selves are very important to the outcome of StoryTech exercises.

StoryTech creates collaboration spaces

StoryTech creates new personal and social contexts that can become fertile contexts for collaboration. This process is one of inventing, adjusting, adapting and sharing stories: The process is one of inventing, adjusting, adapting and sharing stories: 1. The narrator invents purposive stories and publicly shares these purposive stories. 2. The audience or participants reinterpret the narrators stories as their

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own personal stories, and share their personal stories as part of a generative process. 3. Context changes collapse these stories into proto-typical themes, and are fed into the development of new stories for use by the narrator to re-start the cycle. Several key principles in the creation of new stories are: 1. Narrators provide guiding stories. 2. Participants create new stories based on personal contexts. 3. When direct knowledge or experience is not available, participants ll in the gaps with applied imagination .thus, new stories are created. StoryTech will help you develop How do we get from here to there? scenarios, containing detailed descriptions of pathways to improved personal and collective futures. The StoryTech process encourages them to ask, What impact will an improved menu of futures have on my personal life? On my group or community? The StoryTech process can also be used to reexamine the past and reassess the present.

Setting the stage

In your work as facilitator of a StoryTech group, it is important to set the stage for the discussion of meaningful personal and group changes. This chapter is intended to assist you in getting started with this process. Here are ten major changes now playing out on the American and world stages. Copy these pages and hand them out. Engage them in a warm-up discussion session before you engage in a practice StoryTech session. Changing global relationships: What are the implications when our Earth is seen more and more as an isolated, politically fragile planetary home? What are the changing implications of Russias unpredictability, Asias growing importance (and, perhaps, eventual dominance), of Europes tfully more united economic and political group? What are the implications of terrorism, rebellions, and wars in the context of the Internet and of readily available weapons? A changing American society: The USA is becoming less Caucasian. How will the society react as people of color increase in number and influence? How will the rise of Americans with ties, not to Europe, but to Asia, the Middle East, Africa and South America affect the American view of the world? Will

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the American social future resemble a melting pot? A salad? A stew? Will it be stable or unstable? How targetable will America become? Changing natural environments: What could new efforts to understand the planet as a system of interrelated weather, oceanic and other processes bring? What are the societal results of rain forest depletion, the greenhouse effect, plankton die-offs, storm pattern changes, gas emissions and temperature changes? Will we have to learn how to cool off the planet? Will some societies gird against environmental changes and ignore the plights of others? Changing spiritual expressions: In the West and elsewhere, traditional forms of religion and morality are under siege by newer forms of situational and personalized moralities. Concepts of deities and their relationship to men and women are being modernized to reflect concerns about the environment, the destruction of wealth, womens rights, and the plight of children. In the midst of all this change, traditionalist churches flourish in North America and Europe. What will all this pot-boiling bring about? Is there a backlash coming, perhaps on a global scale? Changing health issues: The life expectancy of humankind is increasing as a function of changes in food, hygiene, public health and medical services. Societies are grappling with issues of how to deliver the fruits of these changes less developed societies with the delivery of food and public health, and developed societies with the allocation of costly medical technologies. Paradoxically, both rich and poor alike suffer from the expectations of increased standards of living, a phenomenon often associated with stress diseases. Changing recreation and leisure: For those with the means, our planet is becoming a tourist playground. Electronics offer magical leisure for the well-off. Some homes contain machines that are the equivalent of commercial gyms. Some leisure activities damage the natural environment. How will recreation look in the future? How can we balance recreation with environmental protection? How do we protect weaker societies from massive tourism impacts? Are video games replacing disciplined learning? Changing built environments: The sheer number of houses, coupled with their sewer, water, heating, cooling and transportation requirements, have begun to develop whole system impacts. Factories, offices, shopping malls, roads, cars, planes, and even space vehicles and platforms have added to the complexity of the built environment. Only now are we beginning to understand the importance of proper management of the built

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environment. Is the built environment a form of eco-cancer? How can we control urban sprawl? What is happening to farms, greenbelts, and protected lands? Changing communications: The speed of communications has jumped to the speed of light. Telecommunications hardware moves information around the planet faster than many individuals, groups and cultures are able to cope with. How do we manage this change? One response has been machine intelligence and neural networks designed to manage the chaos caused by clashes between light-speed information and slow cultures. But what are the effects of becoming dependent on hardware to keep up with other hardware? Changing education: Some critics are questioning whether mass education is still possible when we struggle to raise the performances of the bottom 50 percent of the American society so that they can cope with change. Others seek to redene the goals of education in a technologically advanced society with its portable learning devices and information bases. Still others discuss education reform in the context of life-long learning. What are the possible futures of an education system that seems to be giving up, redening its mission, and expanding its client base -all at the same time? Changing home lives: Declining nuclear and extended families in America have stimulated numerous choices in intimate lifestyle structures. Yet a growing number of these new structures are associated with poverty and the loss of choices. Is there a need for new legislation or economic incentives for certain structures? Abortion rights, crack babies, fetal alcoholism syndrome, smoking during pregnancy, and child support have raised anew issues of childrens rights and parental responsibilities. Should these concerns justify greater intervention into the privacy of the family? What restraints should there be on these interventions?

How should you portray these or other changes to your group?

Remember that you are helping the group --and yourself-- to relax and learn about trends and opportunities that could impact the future of the group. Encourage yourself --and the group-- to reach out for information rather than be surprised or even assaulted by its surprise arrival. With StoryTech, you will be helping the group and yourself to:
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1. Understand the present culture of the group.

2. Place the group as accurately as possible within the context of the present, changing world. 3. Envision alternative positive futures for the group. 4. Suggest ways of inventing and implementing these futures. The following questions can serve as models... 1. What kinds of information and knowledge does your group need but cannot get access to right now? Why are they not available? How will you gain access? 2. What types of human interaction are currently possible within the group? 3. What values does the group currently espouse? 4. What underlying myths currently lend support to the activities of the group? 5. What is the present structure of the group? 6. What is the role of autonomy in the group? Individualism? Creativity? 7. What is your groups most basic need for the immediate future (1-5 years)? How can an opportunity-oriented approach to the future help the group meet that need? 8. What personality types are best suited for the work of your group? 9. Inventory the dominant paradigms which make up the culture of your group. 10. What are the social, economic, technological, political, and environmental attitudes of your group? 11. Do the intellectual, emotional, moving, and instinctive operations of your group serve to facilitate proaction through group interactions? 12. Identify the boundaries and horizons of your group. 13. Identify your groups desirable functions and undesirable dysfunctions. 14. Ask a successful minority person how various institutions in the group helped or hindered his or her rise to prominence. Another step is to gain a broad understanding of the group. This is crucial for developing a sense of the groups options for the future and possible ways of implementing these options and continuing on-going improvement. Here are the steps to getting started: 1. Choose a group agency or agencies to study. It could be one with which you are already associated--school, job, social group. Or you could start from scratch and choose one that especially interests you. The following is a broad list of possibilities: for-prot, non-prot, volunteer, professional, big business, small business, church, school, club, social service, and government department or agency. 2. Contact appropriate members of the agency or agencies for interviews.

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If possible, arrange with them to put the interviews on a continuing basis, for it will take more than one to complete your task. 3. Prepare for the interviews. Gather basic, public information about the agency (ies) yourself. Prepare to get at the information you want. Ask general questions rst, more detailed ones later.

Help experts, specialists and group citizens to cope with such questions routinely. Coping with change on a daily basis will make change seem less strange and invasive, and will put the average citizen of your group in an empowered relationship to both personal and collective futures. The StoryTech process is designed specically with the empowerment goal in mind.

Getting your feet wet: Becoming a StoryTech facilitator:

Now it is time to try some practice StoryTech activities within the group. Relax, and encourage your group to do the same. While it is productive, StoryTech is also fun! Working with others in StoryTech facilitators to attain prociency in the twelve dynamics of successful story-based communities: We are a powerful group -- our future has become positive. We believe that we have improved our pride. We have made an inventory of our groups good points and begun to use them creatively in planning and building our future. We have identied our personal and group strengths and we are improving upon them. We are making a list of our customers and clients, how we have served them, and how we can better serve them in the future. We are carrying out improved services to our customers and clients by willingly partnering and collaborating with them whenever possible. We are evaluating our attitudes and behaviors and identifying whats positive and how we can improve on these so that they work for the group. We are improving on our trend-identifying skills as individuals and as a group. We are improving on our planning skills as individuals and as a group. We are improving on our decision-making skills as individuals and as a group. Were making right choices for the groups future and for our personal futures.

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 Weve rebuilt our groups future and were eager to help other communities do the same.

Diving into group process as a StoryTech facilitator...

As futuring is both a social and personal process, you will create a group climate in which individuals and groups will develop, exchange and extend their information and knowledge about desirable futures. This means that the fun and chores of futuring will rest on everyone. But you, the facilitator, will have to take ownership of the meeting. You will play the three roles of facilitator, consultant and co-participant. You will be continuously accessible for feedback, advice and if requested leadership. Because communication, critical thinking, and creativity are essential for group success, you should evaluate the productivity and progress of StoryTech several times throughout your sequence of meetings.

StoryTech integrates modes of being

1. Affective, subconscious feelings (affective, intuitive). 2. Virtual visions and mental dramas. 3. Conscious thoughts (logos, rationality).

Here are several relatively detailed exercises that will demonstrate some of the ways to involve group members in writing StoryTech exercises. Modify these exercises as necessary for your group!

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Group Process StoryTech Number 1 Community 2013: Whats Our Story?

__________

Heres a realistic practice StoryTech exercise. Youll notice that the StoryTech exercise starts off with questions about the ambiance and setting of your story. This is important because the quality of your story will be greatly improved if such questions are answered. It is the afternoon of November ____ (year). You are talking with a new friend who established residency in your community late in the year 2013. Please describe exactly where you and your friend are carrying out your conversation. Are you indoors or out? ___________________________________________ What is the weather like on November ______? ___________________________________________ What kind of clothing are you wearing? ___________________________________________ The other person? ___________________________________________ Why is your conversation relaxed and friendly ___________________________________________ Why is the newcomer so approving of the stability and quality of social life in your community? ___________________________________________

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In the year 2013, you and your friend agree, your communitys quality of social life is as good or better than in any other place on the world. After listening to your friend, what do you say have been the major contributions of education and health care toward you communitys high quality of social life? Education: ___________________________________________ ___________________________________________ Health: ___________________________________________ ___________________________________________ Why are the other communities starting to adopt these approaches to education and health? Why are those communities also experiencing success? ___________________________________________

Tell your group Thank You! for completing this StoryTech exercise about your groups future. Tell them that results will be shared on a voluntary basis during this meeting, and that a summary of everyones stories will be provided by your facilitator at the next meeting.

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Group Process StoryTech Number 2 Community 2013: Whats Our Story? __________
What is the date two weeks from today? ___________________________________________ What is the location where are you talking with your friend two weeks from today -- is it indoors or out? Please describe the location. ___________________________________________ Please describe your friend. What does she or he look like, and how is she or he dressed? ___________________________________________ What are you wearing? ___________________________________________ Why is your conversation with your close friend relaxed, friendly, and happy? ___________________________________________ Your close friend comments that you seem strong and condent. He or she asks, How did you completely overcome your feelings of worry about doing StoryTechs? You smile at your friend and say: ___________________________________________ Your friend listens, smiles back, and says: ___________________________________________

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 You are delighted by your friends comment. You think for a moment, and then change the subject to your general future. You say, When I think about my future now, and any chance that fearing change will ever threaten me again, I laugh, and think ___________________________________________ Your friend grins, pats you on the back, and says: ___________________________________________

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Group Process StoryTech Number 3 Community 2013: Whats Our Story? __________
It is four weeks from today. Your StoryTech program is going very well. You have stopped worrying and you feel stronger than ever before. You have completed four weeks of successful StoryTech visioning. Due to your belief in yourself, you have volunteered to assist newcomers in their StoryTech process. A new group member approaches you and comments on your positive energy and enthusiasm. What is the date four weeks from today? ___________________________________________ Where is this meeting taking place? How is the room set up? Are you sitting or standing as you converse with others? Describe the atmosphere that surrounds you. ___________________________________________ Please describe the new member who approaches you. What does he or she look like? ___________________________________________ How are you dressed? ___________________________________________ Why do you feel comfortable and safe in conversing and sharing your ideas with this new member? ___________________________________________ The new member is impressed by your positive attitude and asks, What are three changes you are making to take charge of your future?
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___________________________________________

 The new member listens closely, nods and says: ___________________________________________ You are lled with excitement by the new members responses to your comments. You tell him or her so, and with enthusiasm in your voice, you say: ___________________________________________ The new member concludes the conversation by commenting that he/she is delighted to have met you and that from your obvious success and positive attitude, he or she has now set the following personal futuring goals ___________________________________________

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Group Process StoryTech Number 4 Community 2013: Whats Our Story? __________
It is six weeks from today. Your StoryTech program is going very well. You have stopped worrying and you feel more capable than ever before. You are at a restaurant discussing your StoryTech progress with someone who began his or her story-based futuring when you did. You are exchanging comments concerning the various resources you have utilized in your successful futuring, the benets you have received from using these resources, and the power of choice you have been able to incorporate in the management of the groups futures. What is the date six weeks from today? ___________________________________________ What does the restaurant look like? Are you drinking coffee? Eating? What time of day is it? ___________________________________________ Please describe your companion. What does she or he look like, and how is she or he dressed? ___________________________________________ What are you wearing? ___________________________________________ Why is your conversation open, honest, relaxed and friendly? ___________________________________________

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Six weeks of StoryTech experience has opened your eyes to several resources available to assist you in your futuring efforts. In discussing them with your companion, you identify three resources which have been signicant in your personal futuring successes: 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ In turn, your futuring companion identies three different resources which he or she feels have signicantly contributed to his or her successes: 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ You are inspired and moved by your companions uplifting and hopeful comments and begin to think anew about your own future. You express excitement and enthusiasm for what might lie ahead, and tell your companion that in your future you can now see the following positive opportunities: ___________________________________________ ___________________________________________ ___________________________________________

As you get ready to leave the restaurant, your companion conrms that he or she believes that you will no doubt reach your goals because you have the power to achieve them. You respond to this supportive statement by saying: ___________________________________________ ___________________________________________
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Group Process StoryTech Number 5 __________

It is eight weeks from today. Your StoryTech program is going very well. You have completely stopped worrying about change and the future. Strategically, you feel stronger than ever before. You are at work, relaxing on break with a co-worker. Your co-worker is aware that you have involved in a StoryTech futuring process. What is the date eight weeks from today? ___________________________________________ Where is your place of employment located? ___________________________________________ Describe the room in which you are sharing a break with your coworker. ___________________________________________ Are you enjoying a snack or a beverage? ___________________________________________ Please describe your co-worker. ___________________________________________ What does she or he look like, and how is she or he dressed? ___________________________________________ What kind of work does he or she do? ___________________________________________

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 What are you wearing? ___________________________________________ Why is your conversation with your co-worker relaxed, friendly, and happy? ___________________________________________

Your co-worker tells you that he or she has noticed a change in you that you seem happier, healthier, and more condent. You respond to these observations by saying: ___________________________________________ ___________________________________________ ___________________________________________

You go on to explain that after four months of writing futuring stories, you can feel yourself moving toward personal empowerment. You can feel --growing both inside and outside you-- the hope and encouragement needed to shape the groups future. ___________________________________________ ___________________________________________ ___________________________________________ Your co-worker asks: How does personal futuring assist you in your efforts toward helping the group achieve better futures? ___________________________________________ Your co-worker listens, and with much admiration, says: ___________________________________________

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 You are pleased and flattered by your co-workers comment. You think for a moment, and then direct the conversation toward the future. You know that you will never doubt your group again, and that the reason you can make that statement with the utmost condence is: ___________________________________________ Your friend offers her or his support, and encourages your continued success by saying: ___________________________________________

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Group Process StoryTech Number 6 __________

It is twelve weeks from today. Your StoryTech futuring program has become a solid part of the group. You are out for a quiet evening and dinner with your spouse or signicant other. You begin discussing your decision to take control of your future and to help your group do the same. What is the date twelve weeks from today? ___________________________________________ Where are you having dinner? ___________________________________________ Please describe the restaurant. ___________________________________________ Why have you selected this particular restaurant? ___________________________________________ What kind of food are you eating? ___________________________________________ Please describe how your spouse or signicant other is dressed. ___________________________________________ What are you wearing? ___________________________________________ Why is your conversation with your spouse or signicant other relaxed, friendly, and happy? ___________________________________________
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You are proud of your decision to become adept at futuring and to help your group to do the same. You express that pride to your partner. You acknowledge that positive changes have begun to occur in your life. You share with your spouse or signicant other three of the positive changes you already have begun to experience. They are: 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ Your spouse or signicant other comments on the positive changes he or she can already see taking place. You ask him or her to identify three group changes that they have noticed during twelve weeks of StoryTech futuring. He or she smilingly identies the following three positive group changes: 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ You smile with recognition and respond: ___________________________________________ ___________________________________________ ___________________________________________

You express condent hope for the groups future and your spouse/signicant other expresses a shared belief in that hope. You say to him or her, What I hope the group can accomplish is: ___________________________________________ ___________________________________________ ___________________________________________
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Your spouse or signicant gives you a hug you as you get ready to leave the restaurant. I believe in our group, he or she says, and the reason that well absolutely succeed together is ___________________________________________ ___________________________________________ ___________________________________________

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Congratulations!
You have just reviewed and selectively altered and completed somewhat detailed exercises. These StoryTechs demonstrated some of the ways to involve group members in writing StoryTech exercises. In future, you may use these exercises as prototypes for your group, spinning off new exercises as they are needed!

Stories are interactive!

Social stories require interaction between story teller and audience. Story tellers must listen for the audience, and purposively modify their stories as needed. Stories may be descriptive, motivational, and/or exploratory. Stories share vision, purpose, and motivation Stories create deep understanding. Stories enhance creativity. Stories provide implicit & explicit directions.

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ChapteR 4: FuRtheR EXpeRience with StORyTech in COmmunities

The previous chapter of this Guidebook offered you assistance in conducting StoryTech within communities. This chapter offers more experience in developing your role as a StoryTech facilitator. As before, feel free to modify the exercises for the benet of your interest group.

Stories and intelligence

Functional social intelligence a collection of stories? Intelligence may be dened as ones repertoire of stories, and the ability to tell the right story at the right time. Stories are the primitives (building blocks) of intelligence and competence.

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Community Development Collaborative (CDC) Futures

Join us for a StoryTech approach to creating a Community Development Collaborative (CDC). CDC Futures is an interactive experience involving the entire audience. You will have an opportunity to create anticipatory future outcomes for successful value-added learning services driven by collaboration between government and other agencies and interests in your community. Youll hear many of these virtual CDC Futures during (todays) workshop.

Your CDC Futures presenter and guide will be: ___________________________________________ They will involve you in developing virtual CDC Futures through a process called StoryTech. StoryTech is based on positive future imaging developed at the level of the individual, then shared with the group. An information base of successful CDC Futures will be established during todays work. Based on this information, an analytical report will be developed and provided to you within ten working days. StoryTech assumes that stories have power. They can amplify and enhance: Human ability to change (personally and collectively). The ability of story tellers to influence others. The ability to efficiently and effectively effect change or reinforce understanding. Beliefs, understandings, worldviews and/or behaviors. Stories are the bases for social and personal construction of reality(s), and stories permit new knowledge production: New stories must be continuously generated to test and incorporate fluctuating knowledge and worldviews. Humans continuously reconstruct themselves by creating and testing new stories via deep structure/ deep process (using raw resources of dreams, intuition and internal dialogue). Personal stories and collective stories co-exist in reflexive relationships.
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Storytelling is a technology that:

Structures human awareness and perception. Provides for evolving construction of internal and external realities. Amplies the ability to construct understanding (personal and social) in complex and rapidly changing contexts. Aids in establishing personal and collective identity and direction.

[The StoryTech facilitator] will rst discuss virtual CDC Futures in terms of added value, mission, vision and governance outcome goals. These same criteria will be at the core of todays future case history exercises, which actively involve the audience in creating successful anticipatory CDC Futures based on StoryTech. For the following reasons, we believe that story-telling about CDC Futures is both practical and responsible: Practical anticipatory CDC Futures can positively alter basic beliefs concerning what can be done, by whom, when and how. Responsible anticipatory CDC Futures can complete the loop between today and a desirable future, thereby reducing or eliminating the unreality of pie in the sky images that are isolated from the present. How will we create CDC Futures through the toolbox use of three interactive Reality Paradigms? This mornings presentation introduces three Reality Paradigms that can be used comfortably by education professionals. All three realities are in current use, but two are not well understood and are producing only a fraction of their potential value. Reality 1 is Everyday Reality. Everyday Reality is built up by sharing social declarations about what is real and down to earth. School grades are a good indicator of Everyday Reality, as are the unadorned senses of sight and touch. The skill base of persons operating in Reality 1 lies in enhancing concreteness and predictability, and reducing ambiguity and uncertainty. Reality 2 is Virtual Reality. Virtual Reality exists mostly in the minds of individuals. It is based on imagination and intuition, and exists as a kind of candidate for crossover into Everyday Reality. The skill

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base of persons operating in Reality 2 lies in visions, metaphors, and enticement. Reality 3 is Blended Reality. Blended Reality is built up from the choices that can connect Everyday and Virtual Realities. The more blends, the more shared comfort in both Realities. The closer Virtual Reality is to Everyday Reality and its measures, the greater the likelihood of benecial and enlightening blends. The skill base of persons operating in Reality 3 is transformational, existing to build new Blended Realities out of combinations of Realities 1 and 2. These people may be called tomorrow makers. Gaining recruits for your CDC Two StoryTech exercises follow. They are designed to help you ease into the process of developing a Community Development Collaborative (CDC). It would be useful to begin with the Magic Cup exercise, and then lead into the exercises. These exercises should help break the ice and lead a number of people to become interested in moving toward participation in a CDC.

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Group Process StoryTech Number 1 __________

Obtaining Community Development Volunteers (Greenshakes Community Development Volunteer StoryTech)

It is the afternoon of [date], about one year from now. You are talking with another person who is a volunteer in the Greatshakes Community. You are seriously considering becoming a volunteer yourself. Please describe exactly where you and the volunteer are carrying out your conversation. Are you indoors or out? ___________________________________________ What is the weather like today? ___________________________________________ What kind of clothing are you wearing? The other person? ___________________________________________ Why is the conversation between the two of you relaxed and friendly? ___________________________________________ Why is the volunteer so approving of Greatshakes Community? ___________________________________________ What impresses you, as a potential volunteer, about the other persons positive view of Greatshakes Community? ___________________________________________

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You decide to become a volunteer. Your decision is based on how the other volunteer regards Greatshakes Community and on something about your own personal nature that you think Greatshakes Community will respond to and respect. What exactly is the personal characteristic that you feel Greatshakes Community will honor, and why does this help you make a positive decision about becoming a community volunteer? ___________________________________________ ___________________________________________ ___________________________________________

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Group Process StoryTech Number 2 __________

Obtaining Community Development Volunteers

It is the evening of [date], two years from now. You have been a volunteer for the Greatshakes Community for one year. You are relaxing at home thinking about the relationship between Greatshakes Community and the rest of your State. Please describe exactly where you are relaxing and thinking on this evening. Are you indoors or out? ___________________________________________ What kind of clothing are you wearing? ___________________________________________ Why is the relationship between Greatshakes Community and your State working so well? ___________________________________________ What is it about Greatshakes relationship to your State that is very important to you as an individual? ___________________________________________ What is important idea now being considered within the community to improve the future relationship of Greatshakes to your State? ___________________________________________ Why are you personally championing this idea? ___________________________________________
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 Describe how your idea is being given serious treatment within Greatshakes strategic thinking and planning activities. ___________________________________________ Why are you therefore so condent that your idea will be given fullest and most respectful treatment by the Greatshakes community? ___________________________________________ Assuming that your idea is implemented, what would be the likely benecial effects one year later? ___________________________________________ Who are the most important beneciaries after your idea is implemented? ___________________________________________

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Group Process StoryTech Number 3 __________

Constructing the Community Development Collaborative

DIRECTIONS: Please write carefully, so that the typist can efficiently transfer your contribution to disk. Use examples to illustrate your story. BACKGROUND: It is _____________[date]. You are preparing to leave your home to attend a CDC Directors meeting. Two workable opportunities for assisting CDC development were offered in your own StoryTech writing back on [date]. In just a few hours, you will leading a breakout group focused on one of your ideas, which has been under pilot development since the Spring of 2006. What are you wearing on the day of the [date] CDC Directors meeting? ___________________________________________ What kind of transportation moves you to the [date] CDC meeting? ___________________________________________ What kind of weather do you enjoy as you travel to the meeting? ___________________________________________ Back on ____________ [date], what were the two major ideas you came up with for the design of effective value-adding learning systems involving collaboration between ________________ & _____________________?

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Major ideas: 1. ___________________________________________ ___________________________________________ ___________________________________________ 2. ___________________________________________ ___________________________________________ ___________________________________________

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Group Process StoryTech Number 4 __________

Constructing the Community Development Collaborative

DIRECTIONS: Please write carefully, so that the typist can efficiently transfer your contributions to disk. Use examples to illustrate your story. BACKGROUND: It is now ____________[date], one year into the future beyond the [date] CDC Directors meeting. You have been involved in an assessment of the practicality and responsibility of your own idea. You are sitting at home preparing a written report. What kind of day is it? ___________________________________________ Which room are you sitting in? ___________________________________________ What are your wearing? ___________________________________________ Why are you happy with the contents of your report? ___________________________________________

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You are working on the value-adding section of your report. What youve found is that your idea has considerably enhanced the rewards and prestige of the governance providers and customers who were affected by it. How did this come about? How Do You Manage the StoryTech Results Created by Your Volunteers? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

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What does a storytech analysis process look like?

How does a StoryTech summary appear when all the responses to a StoryTech process have been collapsed together to form a representative set of response categories? There is no secret way to make up a StoryTech summary. You must list the major responses (most often mentioned), and make certain that you retain all the original StoryTechs so that everyone gets his or her own copy back. This will reduce resentment if someones favorite idea doesnt make the cut, and it will put the StoryTech summary in its proper place: it is just one persons slice of the data. Here is what you need to do in order to complete the StoryTech process successfully with a community group: Utilize a trust-based, community-centered approach for describing and evaluating plausible organizational futures. Structure and deliver a tailored presentation emphasizing the organizational goals and objectives of the conference. Design and deliver tailored and focused StoryTech exercises that reinforce the goals and objectives of the presentation. Record all StoryTech results in computer les. Analyze StoryTech exercises according to the information categories created by: 1) each question; 2) each StoryTech; and 3) all combined StoryTechs. Provide a draft Summary report to the community within a reasonable time. Reconvene the group to present ndings and discuss the implications of the StoryTech data base for the future of the community. Keep in mind the necessity of specic goals and specic time frames. Perhaps this short StoryTech exercise and its results will assist you as a facilitator while it helps to focus and encourage your volunteers:

Sample CNN year 20XX interviews:

Another way to introduce community-focused StoryTechs is to kick off the process with interviews. This has the advantage of learning what is important to respondents and the language they use to discuss important things. Here, we give examples of very productive virtual interviews conducted by CNN:
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1. Imagine that the year is 20___. You are being interviewed on CNN. The subject is the city of Greatshakes. What do you say about Greatshakes that makes you the proudest? 2. By 20___, what is one specic vision for Greatshakes that you have seen developed as a successful pilot or experimental project? 3. By 20___, who have been the specic beneciaries of this vision as it was developed as a pilot or experimental project? 4. What would Greatshakes as a whole gain if this vision were developed as a successful pilot or experimental project by 20___? First, the CNN interview answers. Drawn from an actual CDC several years ago, they are very impressive for their pride and optimism. From the vantage point of the year 20XX, here is what the participants provided: Greatshakes is seen as a very progressive community; willing to spend money to better the community for its people. The good of the community does not take second place to special interests; people cooperate; and everyone is better off for it. Greatshakes put behind special interests. Several new large and small businesses are headquartered in Greatshakes; population has increased by 10,000. Greatshakes leads in food technology development and startups; leads in geriatrics in the Southeastern USA. The community is willing to work together to meet peoples needs. How far weve come in a short time! Greatshakes used all its talented and knowledgeable people; used skills and abilities; worked together to reach goals cooperatively. Greatshakes has had some troubled times; have put these behind and are working together as a total community; have employment opportunities; have a caring community. Greatshakes has overcome through tough times; cares about others; works together for the benet of each other and the community; is progressive; takes care of the elderly and the handicapped. Greatshakes has high employment; not too many people on welfare; excellent educational facilities; opportunities for graduates; an increased population; a better tax base; more services; beneting from the snowball effect. Plastic molding and assemblies jobs worked well to get people employed. Greatshakes people are hard-working; a strong base of Southeastern coping capacity; it is a good place to raise families. Greatshakes was able to deal with change; use change to its advantage without changing the fundamental characteristics of the community, which are its major strengths.

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 Greatshakes has an educational networking system that has been in place for a number of years, so that we are now able to compete within the global economy. Greatshakes has another 1500 kids in our school system, because theres another 1000 families in the trade area. They are the people who work and create value; contribute to the community. They are here because of the good jobs in Greatshakes. People are concerned, involved, and committed to Greatshakes and its development. A decade ago the community decided to Look Ahead. We did, and were very happy about it! Now were Looking Ahead to the next century, out to 2036. These responses show spirit and imagination!

Specic visions for Greatshakes future

Now, lets put before you some of the categories of visions that this Collaborative provided. Their visions fell into several categories, which we have labeled general public services; education public services; roads and growth public services; general economic development; commercial development; industrial parks; generic new industries; and food industry and foods R&D. The excellent specics can help to reduce the impact of several weaknesses identied by the Collaborative, such as negative community attitudes and distrust; a deteriorating high school; and a declining population. The visions can also build toward a high standard of living and quality of life; a high tech, think tank community; more jobs than people; a growing population; and a model environmental city. 1. GENERAL PUBLIC SERVICES: Ways and Means Committee consisting of City Council, County Board and School Board whose primary job is to explore ways each group could work together to better serve the public and eliminate duplication of services. GREATSHAKES BENEFITS: Taxpayers and students, and other service users, such as engineering, zoning, etc. Improved use of tax money; streamlining services; and better allocation of resources. 2. EDUCATION PUBLIC SERVICES
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A QUALITY education system; construction of a new high school. GREATSHAKES BENEFITS: Students; community in general, especially in regard to new industries wishing to look over Greatshakes; also good libraries. Going to attract more industries; more employees in town; better education and industries will allow more people to stay, and raise tax base. A new high school; opportunities to keep up with the modern technologies. GREATSHAKES BENEFITS: Youth; overall community; attract more businesses and a lot people that Hormel could be recruiting. Community would denitely grow; keep more graduates; nothing in Greatshakes right now. Becoming proactive about long-range education planning; need enthusiasm for education change; moving into the next ten years of consolidation and choice in education. GREATSHAKES BENEFITS: Regional impact of improved Greatshakes and surrounding communities schools. Economic development; jobs; sustain better balanced demographics, from standpoint of impacts of aging. Coordination of projected model of services for education on the growing edge of industry as the year 2000 approaches; may not be working out of discrete schools and colleges, but may need much more networking and coordination. GREATSHAKES BENEFITS: Entire community; provincialism has to go; cannot compete with surrounding towns; must help region to succeed. Resources: everyone would gain; attract industries; diversication of industry; better industrial base; more qualied work force goes hand in hand with above. 3. ROADS AND GROWTH PUBLIC SERVICES: A Master Plan for the roads of the community; a geographic look at Greatshakes; if it is to grow, where does it expand? What is that going to look like? Like now, only larger, or should there be changes? Does grid continue, or do we develop suburbs and other organizations?
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GREATSHAKES BENEFITS: The people who live in Greatshakes, now and in the future. Greatshakes: to be in control of what it is to become, not to be victimized by it. Too many cities have uncoordinated, uncontrolled growth. Hang onto the small community character and charm as you become a larger system, if that is what is going to happen. Smaller cities have unique character; need to hang onto that. Infrastructure management gets out of control in larger cities. 4. GENERAL ECONOMIC DEVELOPMENT: More economic development. GREATSHAKES BENEFITS: Everyone would benet. Pump more money into economy; more jobs; help change reputation of the city. 5. COMMERCIAL DEVELOPMENT: Turn Greatshakes into a destination point on the map; capitalizing on the home of the XXXX company. GREATSHAKES BENEFITS: Entire community as a whole, but keying on retail, restaurants; motels and hotels; city revenue. Pride in community; expanded growth; dollars. Museum/retail outlet intended to serve visitors, not residents of Greatshakes. Mixture of shops and services; interest on part of Hormel in some kind of statement about their 100th anniversary; Cotton fest; begin to create an image of Greatshakes as a friendly destination recognized by a broader audience. LaJolla an example. Greatshakes has a moderately negative image, so need to create a positive, friendly image known 50-300 miles away. GREATSHAKES BENEFITS: First would be retail community--directly; indirect is total population; higher probability of jobs and industrial expansion. Long-term, broad approach to image--not just to create retail trade. Positive recognition by a great number of people. Boll Weevil Plaza Mall Project with seniors and park and recreation; come to fruition. GREATSHAKES BENEFITS: Seniors; youth; and business. Meeting the needs of seniors by being able to provide recreational activities and needed programs; youth would gain.
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6. INDUSTRIAL PARKS: Hire manager--STOP WAITING--start businesses ourselves in buildings that are vacant in the industrial park; stop looking outside so much; need to search for product rather than the business; electrical assembly needs, for example; could put in benches, electricity, and begin to assemble various products for people. Not too much capital or training. Improve business and then sell it. GREATSHAKES BENEFITS: Employees and their families; do one and then start another; could grow to be quite large. Tax base; employment; additional income to wage earners. Both full and part time employment; teenagers; marrieds; still go to school; not too much training. New industrial park, called Rebel Farm; 200 acres; given by XXXX company; beautiful facility; need to develop it into high-tech complex to work with the food industry; XXXX Institute could get involved; could also look into medical developments. GREATSHAKES BENEFITS: Greatshakes economy; convention visitors; business; tax base; XXXX company. Stable employment, but may be a little risky project; help property tax picture; positive image for community. 7. GENERIC NEW INDUSTRIES: New industry or business that would employ all levels of employees from executive on down. IBM-type business, for example. GREATSHAKES BENEFITS: People of the community; people having good job opportunities available; fairly well paid like IBM in Boca Raton. Flex time, etc. Whole community should be involved, not just company people or townspeople separate from each other; need to work together. 8. FOOD INDUSTRY AND FOODS R&D: Food processing company or system. GREATSHAKES BENEFITS: Entire Greatshakes community would benet. Ability to develop a diversied business economy.
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Industrial Development Program that would make Greatshakes a food

processing center. Tie it to experimental areas where new foods could be developed; genetic engineering, etc. GREATSHAKES BENEFITS: Good for jobs and economics of Greatshakes; help alleviate world hunger. Recognition in USA for its specialty; food of high caliber; wider economic base. Food Technology Field tied into the XXXX Institute; biotech, perhaps; genetic engineering, perhaps. Not necessarily that far out. Geriatric center for SE USA; germ is there. GREATSHAKES BENEFITS: Whole community would benet; one avenue to exploit commercial development. Lead from strength of XXXX Institute; biotech development in food arenas; could become Lipid Valley of country. Nucleus for businesses that could follow up on such advances. StoryTech integrates modes of being: Affective, subconscious feelings (affective, intuitive) Virtual visions and mental dramas Conscious thoughts (logos, rationality)

Where to lead your collaborative next

In your next presentation to the Collaborative, you can say some things about their upcoming roles, such as: 1) stimulating grass roots visions and projects, such as the ones above; 2) using Task Forces to stimulate new grass roots visions and projects; and 3) acting to coordinate both kinds of projects. The Collaborative can help Greatshakes connect to the outside, and to work with selected people and organizations for this purpose. If this general approach is used, the Steering Committee has many follow-on options, and it can step from one to the other as appropriate and benecial. Such sharing means cooperating with -- not competing against -- existing public and private agencies. The PR side of this approach could be very benecial to Greatshakes, both internally and externally.

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Tell your volunteers that theyve done great work, even though they may have barely started. Tell them how many of these projects look promising and need to be developed, and how many more similar and different projects must be in the background, just waiting to be noticed and developed.

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ChapteR 5: COnDucting EDucatiOn StORyTechs

Focusing your StoryTech facilitation on education

As you know, the United States and most other countries are very concerned about the capability of their citizens to compete in a world market while retaining their cultural identities. StoryTech has been used in many educational settings, and we are delighted to offer you a start in using the process in your own schools. Please read through the following StoryTech exercises and response reports. What variations of the exercises would be required for your own schools?

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Education StoryTech Number 1 __________

Imagine that you go forward into time and meet a graduate of your local high school, class of [date]. Imagine that you encounter this graduate on the day she/he receives the diploma, and that the graduate is from a family of limited means. Where is the location you nd yourselves? ___________________________________________ What kind of clothing is the graduate wearing? ___________________________________________ Are there any other people around? Who? ___________________________________________ You look at the graduate and he or she looks at you. You wonder about the education process the graduate has just completed, so you start up a conversation. What is the most important thing the graduate tells you about the inschool outcomes of her/his education? ___________________________________________ What is the most important thing the graduate tells you about the personal outcomes of her/his education? ___________________________________________ What is the most important thing the graduate tells you about family and community outcomes of her/his education? ___________________________________________

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 What is the most important thing the graduate tells you about the likely employment outcomes of her/his education? ___________________________________________ What is the most informative message that comes out of this meeting for you, as a visitor from 2015? ___________________________________________ What is the most important message for your community? ___________________________________________ What is the most intriguing educational difference you notice between today and 2015? ___________________________________________ The most intriguing educational similarity? ___________________________________________

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Education StoryTech Number 2 __________

Imagine that you go forward into virtual time--[date]--and observe your older self there. You are standing beside your older self, and soon you the two of you begin to speak. In what location do you nd yourselves? ___________________________________________ What kind of clothing is your older self wearing? ___________________________________________ You? ___________________________________________ You get the attention of your older self. He or she says, For me, the most terric thing that has happened in the lives of children over the past two years is... ___________________________________________ ___________________________________________ ___________________________________________ You say: Great! Whats the most important value change I personally need to make in order to help develop better futures for our kids? Your older self thinks, and says: ___________________________________________ ___________________________________________ ___________________________________________

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After this conversation you return to the present. Within a few seconds, you realize that there is a future for you in helping your communitys education. To make this future happen smoothly and productively, this is what you need to do: ___________________________________________ ___________________________________________ ___________________________________________

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Education StoryTech Number 3 __________

It is January, [future date]. You are sitting at home, relaxing, thinking about the community gains that have been made in the quality of childrens education and futures over the past four years. Which room are you sitting in as you relax? ___________________________________________ What is the weather like outside? ___________________________________________ What are you wearing? ___________________________________________ What are the major changes that have occurred in your schools quality future-oriented education for children over the past four years? Why do you regard these changes as very signicant improvements for childrens futures? ___________________________________________ ___________________________________________ ___________________________________________ What are the highly effective new associations between your school and service agencies, so that all have successfully worked together in the interest of bettering childrens futures? ___________________________________________ ___________________________________________ ___________________________________________

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What did your community help do to help bring about the associations between your school and the service agencies, and to help make such associations occur all over all over your State? ___________________________________________ ___________________________________________ ___________________________________________

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Education StoryTech Number 4 __________

It is late September in a virtual [future date]. Youre a student. You are walking in your town, thinking about your group of school friends. Your stroll takes you past your school. Lots of violence has been going on there for the past three weeks. Little study has been getting done. The teachers yell a lot. They look scared. Your group has not taken part in the violence. All of you are thinking of transferring to a Community Safety Zone School. What are you wearing? ___________________________________________ Where are you walking? ___________________________________________ What are the three most important characteristics of a Community Safety Zone School? 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ How did the Community Safety Zone Schools get started? ___________________________________________ ___________________________________________ ___________________________________________

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How was your group made aware of the Community Safety Zone Schools near where you live? ___________________________________________ ___________________________________________ ___________________________________________

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Education StoryTech Number 5 __________

By [future date] your community had developed a practical Home-School Partnership Program to ensure the improvement of childrens futures. What are the three major characteristics of the Community Home-School Collaboration? 1. ___________________________________________ ___________________________________________ ___________________________________________

2. ___________________________________________ ___________________________________________ ___________________________________________ 3. ___________________________________________ ___________________________________________ ___________________________________________

What other agencies did the community collaborate with in developing its Home-School Partnership Program? ___________________________________________ ___________________________________________ ___________________________________________

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What kinds of technologies help to facilitate the success of the Community Home-School Partnership Program? ___________________________________________ ___________________________________________ ___________________________________________

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Reviewing a StoryTech project conducted for Greatshakes

Now that you have reviewed a number of possible StoryTech approaches to education, please read the report below. As you go through it, remind yourself that only ninety minutes were required to 1) deliver a forty-ve minute presentation; 2) gather these data; 3) take questions and answers; and 4) ask several participants to summarize their StoryTech writing before the group. About three hundred people participated in this highly productive meeting.

Greatshakes High School StoryTech report

This StoryTech report is submitted in the hope that it will assist GSH faculty in the best case utilization of educational technology and permit the development of associated leadership. I understand that GSH is in the process of creating a Technology Integration Committee for Greatshakes High School- effectively replacing the past Technology Committee, whose focus was acquisition of hardware/software. I understand that this committee will collaborate with the Staff Development Committee. The analysis of the StoryTech survey should, therefore, be focused on technology integration in association with staff development. To this focus we should add student development. But, clearly, the data are not technology-driven. Rather, responses seemed to have been initiated from vision, mission and goal positions on the present and future of GSH education and its relationships with community, work, living, and the globe. It is apparent that many of the surveyed staff strongly supported individualized, creative learning for students. Such learning would have strong creative elements, and would be related to the existing and future conditions of work and living. One can say that the data support similar conditions for staff development. Attempts to integrate emerging technology into GSH will probably move faster and have better results for all concerned if it is made clear that equipment and software are intended to achieve specic educational and related results.
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The rock and hard place of the data does not, however, appear to reside

in attitudes toward technology. Instead, there appears to be a divide between proponents of individually focused education and, by implication, the current [State] and national criteria for curricula and pedagogy as exemplied in No Child Left Behind. It would not be extreme to suggest that this difference may have social class associations of considerable import for [State] and the country. The majority of such implications might not be positive, especially for those watching from the sidelines as others rise to well-paying employment driven by the creative development and use of knowledge and innovation.

Greatshakes High School faculty StoryTech

All of us tell ourselves stories about how our personal futures could turn out. You are the very best source of positive stories about your own future. Your intentions and expectations are important factors in the stories you choose to tell yourself about your future life. The stories you tell yourself about what you want and what you are willing to work for can signicantly support the kind of future you are willing to work for. By telling yourself positive stories you can gain valuable condence in your ability to create a particular future. The StoryTech process allows for personalized rehearsals of futures through individualized storytelling. This encourages the recording of personal futures and permits sharing them with others. All such stories are simulations -- they offer a dynamic message about something, such as a healthy society that successfully bridges high tech and high touch. StoryTech is founded on the premise that individuals are able to create, modify, and tell other people important stories about their own futures. People who learn to tell positive stories about their own futures become more able to respond supportively to others stories. StoryTech is useful to organizations because it helps the individual viewpoint focus on shared opportunities and problems. Shared stories act as a vision envelope that promotes more efficient, coordinated, and synergistic group visioning, mission- and goal-setting, and planning. The person who shares authentic stories with her peers is communicating as a sensei a teacher. As such she is a strategist, both for herself and for others. The StoryTech process will require about 15 minutes for writing followed by a discussion involving everyone. Data from the StoryTech experience may be summarized and return to Greatshakes Sr. High.
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2015 & 2025: Personalized futures for Greatshakes High School

The following is a StoryTech. It allows you to project alternative futures for GSH. Please construct futures that are plausible and comfortable for you. All futures may be compiled and made available to everyone. All constructed GSH futures will be kept condential. It is 2015. You are living well and are moving forward with your life. The most important professional events in your life over the past 10 years have been: 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ The most important positive events that have occurred for the GSH over the past 10 years have been: 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ What are the most important values represented by GSH in 2015? ___________________________________________ Of the problems faced by GSH in the year 2013, which one proved to be most easily managed by the year 2013? ___________________________________________ Why? ___________________________________________
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 Of the problems faced by GSH in the year 2013, which one was still difficult to manage by 2015? ___________________________________________ Why? ___________________________________________ Looking backward from 2015, what changes were most important to GSH in comparison with 2013? 1. Vision: ____________________________________

2. Mission: ___________________________________ 3. Goals: ____________________________________ 4. Basic Approach to learners: _______________________ Why should GSH lead the development of individualized education between now and 2015? ___________________________________________ ___________________________________________ ___________________________________________ Why should GSH not lead the development of individualized education between now and 2015? ___________________________________________ ___________________________________________ ___________________________________________

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 From your vantage point in 2015 you project the future of GSH to 2025. What is most exciting about that projection? ___________________________________________ ___________________________________________ ___________________________________________ How can you and GSH begin to create your preferred 2015 and 2025 futures -- starting right now? ___________________________________________ ___________________________________________ ___________________________________________

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Responses to StoryTech exercise

The following ndings are listed by frequency of mention. Data categories with similar meanings were collapsed under composite headings. Findings from Question # 1. You are living well and are moving forward with your life. The most important professional events in your life over the past 10 years have been: Part A: Receiving my graduate degree; being a creative teacher; administrator and professional career growth; teaching with results for students; specialized development including personal preferences; using technologies and innovations to produce schooling results (using curricula, differentiated learning, etc.); retirement or being tenured; a new job or profession, and leading others. Part B: Receiving a degree (doctorate, etc.); an administrative career; transition within educational systems; flexible work with fewer stresses; personal development, including innovative leadership; implementing technology in schools; helping students enjoy activities and learning; advancing physical and health education; new professions or being tenured. Part C: Growth as an educator and person; advances in teaching techniques (off-site, new approaches, global education, Web education); changes in elds of interest; learning with the students; developing new curricula or classes; focus on individual differences and individuated learning; access to technical and teacher training; flexible work hours, co-working, combining teaching with other interests. Findings from Question #2. The most important positive events that have occurred for the GSH over the past 10 years have been: Overwhelming response to this question centered on the new high school. This response was followed distantly by technology in GSH. Still further separated by frequency were new facilities/growth; creative thinking and knowledge; the individual needs of students; improving teaching; support of education by families and communities; smaller classes; improving the learning climate; and improving staff relationships. Findings from Question # 3. What are the most important values represented by GSH in 2015? Trust, respect, creativity, diversity, and originality/individuality are the rst
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tier of values identied by this question. Honesty, child-centeredness, child care, personal development, and preparing good citizens are second-tier values. The third tier of values is represented by qualied teachers, education for all, life-long learning, morale, openness, leadership, responsibility, pride, leadership, and hard work. Findings from Question #4. Of the problems faced by GSH in the year 2013, which one proved to be most easily managed by the year 2015? Student enrollment growth was by far the most often-mentioned easily managed problem, followed distantly by technology availability, overcrowding, attendance, space needs, tardiness, scheduling, and drug use. Findings from Question #5. Of the problems faced by GSH in the year 2013, which one was still difficult to manage by 2015? Chemical use, standards, and time and nance were the most frequently mentioned difficult problems, followed distantly by morale, change, preparing students for success, kids themselves, staff attitudes, teaching content and methods, and overpopulation. Findings from Question #6. Looking backward from 2013, what changes were most important to GSH in comparison with 2015? A. Vision: Preparing for the global marketplace was the leading response under vision, followed distantly by preparing for the technical world, the ability to change/looking forward; developing innovative thinkers, reducing control over students; and partnering with the community. B. Mission: Focusing on the individual was the leading mission response, followed closely by preparing students for the futures of work and living. These were followed distantly by encouraging lifelong learning; collaboration; technology availability; and creating positive learning environments. C. Goals: This item produced a very wide spread of low frequency responses, led by realistic learning and creating innovative learners. Successful teaching, continuous improvements, tech training, maximizing potential, and preparing for the future followed distantly. D. Basic approach to learners. The overwhelming response to this item was helping students to develop their individuality and outside the box thinking. Distant responses were fullling students needs,

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diversity, technology use, more opportunities for students, more community focus, and more creative approaches to students. Findings from Question #7. Why should GSH lead the development of individualized education between now and 2015? The leading responses to this question were creating successful student futures; beneting, supporting and assisting children; community resources; responding to differences in children; teacher characteristics; and the social, demographic, and geographic situations of students. Findings from Question #8. Why should GSH not lead the development of individualized education between now and 2015? The leading responses to this question were money, available time, need for attitude changes; the absence of community support; and public and political resistance. Findings from Question #8. From your vantage point in 2013 you project the future of GSH to 2023. What is most exciting about that projection? The rank ordering of responses to this question was based on a wide spread of data. Individualization of education was the most often-mentioned future, followed by student centered learning; abstract ideas; helping students; global perspectives; making knowledge available to everyone; and the incorporation of technology. Many items received only one or two mentions. These may be referred to as emphases on work; family; community; pedagogy, curricula; staff factors; and educational paradigms. Findings from Question #9. How can you and GSH begin to create your preferred 2013 and 2023 futures starting right now? The rank ordering of responses to this question kicked off with four responses: taking risks; challenging ourselves to learn new technology; thinking outside the box; and becoming proactive. These were followed by enhanced department meetings; adopting a positive attitude; individual evaluations for each student; developing a student-centered philosophy; working with both the public and private sectors; and developing study teams to work with new ideas. What did you learn from reviewing this Storytech experience? We hope that you identied some interesting, practical ideas and potentials for your schools. We hope that you noted our method of codifying
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data, even as we returned to the client each participants StoryTech on disk (all anonymously). In a moment, we will demonstrate how we coded data after a higher education StoryTech conducted at a national conference. Clearly, much can be accomplished during a very short time with StoryTech participants, even three hundred or so. But we have conducted StoryTech exercises with over nine hundred people (one exercise per day for ve days), and down to the single individual (for example, a CEO every other week for over one year). Reporting on a 2015 Storytech StoryTech is a method for exploring and rehearsing alternative futures. StoryTech can allow future scenarios to influence the past and present to examine how past, present and future interconnect. StoryTech focuses the participant on the future as a manageable place. One can preview futures before making decisions about them. StoryTech encourages and rewards positive thinking. It is very hard to write about a negative future when one is a productive part of the story! While story telling is as old as the hills, StoryTech modernizes the technique by allowing groups to experience virtual positive futures that they can record and share. The written StoryTech report resembles an enticing future history. As such, it builds upon affect as well as thought. One writes StoryTechs that are plausible, believable, engaging, sensible, and personally actionable.

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2013 StoryTech Exercise

It is February 22, 2013. You are a major player in a new or revised program at your school. The program is scally successful. There are waiting lists of staff participants and students/customers. QUESTION #1: What is the highly successful program you are involved with in February 2013? Response coding groups: Frameworks on Lenses Curriculum & Instruction (C&I) Paradigms Personal Views Service Views

Coded responses: C&I: Teaching students to be successful spec teachers. This interactive involvement and hands on learning. C&I: Attachment security training program for young mothers student driven program that can be entered after students take a certain course sequence that provides theory and practice information. Paradigm: Communication in the innovation age resources at the cyber. C&I: Technology studies program produces critical thinkers, not knowledge workers. Know how to use, evaluate, create and the technology and changes in the world around multidisciplinary C&I: A course. Virtual classroom. Students must be international mix. Object: humanities and writing knowledge and skill; applied project: Help a recovering county re-establish their government and culture often in civil war. Could be simulated or real. Paradigm: Topic: Use of technology to gain a competitive advantage. Asynchronous available 24x7, full motion, expert system, with knowledge bits adding to curriculum creating an ever-changing environment. Non-ending life long learning. C&I: A course in windsurng and poetry. Personal: I will be approved by my college as a faculty member, but I will not teach formal classes on the campus. I will work from my home office and tailor courses meeting individual learning outcomes through institutional outcomes. Paradigm: (Real outcome of all higher education). Developing global citizens. This program develops our human potential for ethical, en-

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lightened participation in a global society. Graduates exhibit concern for the environment and well-being of fellow beings more than the acquisition of resources, material goods (including technology), power or status. Individuality and the common good are equally embraced by these graduates. C&I: Urban Tech students from urban ghettos, suburbs, rural areas join together living in the city and working to solve problems of the city. Use information from the whole world. Service: Expansion of our present student counseling services to a Life Support Center for students, faculty, employees and the larger local community that supports people psychologically, spiritually, socially, and physically (including family and group services). C&I: Worldwide, wireless learning cohorts groups of 30 perhaps who experience life and education in very different parts of the world, transmit their experience and their interpretation of it to the others in their group instantly for group processing. Paradigm: Global/spiritual/cognitive/without problem retrocaster/ resolver. C&I: Plays well with others. Global. Affective and social interaction/ collaborative knowledge base and skill base implemented at family and Pre-K through 6 as well as virtually accessible. C&I: Mentor/apprentice program. C&I: Engagement in and access to scholarly work. Paradigm: My campus is fully engaged with its constituency in interactive distance life long learning which extends the benets of Christian liberal arts learning throughout life. Paradigm: Fully developed and popular virtual university (Beth. Lutheran University) for Christian students anywhere in the world. Key component: each student spends 3 weeks on campus to get to know students/faculty. Emphasis on social aspects of courses. Report group: home schoolers and Christian educators. C&I: Music Industry Program. Paradigm: Lifelong University continuing general education for life open to our alumni (all 60,000 of them) offering what is new in the arts, sciences and humanities. Paradigm: The hybrid university that provides a base that builds on strengths but personalizing for students. More collaborative among faculty, students, institutions, builds foundation and integrates the lifelong learning and has the university a key player in that activity. Students develop learning contracts for degree. C&I: Nursing students receive the knowledge content via chips, if not implantable then hand held. Their patients have histories/past records in scanable forms Paradigm: A program enabling the integration of work, family and life

styles of graduates who desire to explore space and create space stations new colonies. C&I: Cultural performance studies students will learn to become experts in all arts with the aid of adjunct brains that turn impulses, fleeting ideas and whims into poetry, song, dance and dramatic performance.. All cultural production. C&I: Faculty and students are designing individual education plans. They rely on digital delivery of general education and the basics of majors leading to integrated research and seminars goal oriented. C&I: Program would study the classes of the western and non-western world to creativity and theoretical contemplation. Name: Semolia. Wisdom of the Past and its relation to a creative future. (The Greek word for it Leisure). C&I: An accredited degree program that is nearly all face to face collaborative self-directed learning, where each class is as different and particular as good wine. The class of 2012 was good at improvisation, but the class of 2015 wee the engineers. Service: Center for Citizenship and Learning. Paradigm: Interactive, implantable, electronic parenting modulator. Personal: A program that I am a catalyst for self-learning on an individualized-self paced basis (many disciplines as we know them) with an ability to allow learning, thought, and ideas to flow freely and intellectually. C&I: A holistic environmental program that incorporates aspects of astronomy, renewable energy, GIS Remote Sensory, Biology, Environmental Science and Culture. This gives the student a working knowledge of not only the biosphere, but our place in the universe. Service: Rural community renewal. Service: Develop set of health care programs (nursing, PA, PT, etc.) utilizing new technologies to make delivery of health care more efficient and effective and to produce innovative health care workers. C&I: Develop a cross-disciplinary undergrad/grad degree at our Art/Design college that features critical and creative thinking alongside art/ design. Paradigm: Research institute for (Dismantling Racial Disparities and Social Inequalities) -- The Universal Development of Individual Human Potential. Paradigm: Personality growth and development growing, autonomous, software articial personalities and tracking them into the work force. Service: Website sponsored by SDSU which invites persons involved in certain programs, events, etc. to submit their written reflections on the subject. Service: Personal and social development strategies.

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Service: The program would utilize resources through the university to transform specic organizations (prot and non-prot), business sectors, or nations to adapt to changes within their environments. Students would be recruited to serve as program associates based on the capacities or abilities to help their program to succeed. Service: Health sciences curriculum that is interdisciplinary based on best practices of global cultures utilizing experts from around the world to dialogue, collaborate and share knowledge and innovations. Service: Interactive/involving retired people in lifelong learning. C&I: Personalized face-to-face (f-2-f) education, focusing on skills to supplement programs based on job opportunities. Service: All age access. Teaming with industry specialists to develop a constantly evolving suite of real-world applications. Employees take OJT at HE institutions along with traditional students preparing for workplace. C&I: Networking pre-college students higher education students so that both are teachers, learners and in arts and science ed and learning collaborators. Paradigm: A teacher development continuum (as opposed to a program) that engages students from high school through college in progressively experiential clinical activities essentially operating beyond the context of designated grades and merging book learning and teaching experiences with an on-going continuous development model. Paradigm: Students excited, actively engage, see a purpose beyond their school work, synergistic in nature, education program that can address ALL levels of learning where ALL coordination, planning is done together, flexible to move to technology. In this venue, even children and those considered a drudge of society will be permitted to state ideas, developed to interchange or intercommerce. C&I: Ethnobotany (eco medicinal science based on native plants) where students, elders, faculty and industry (pharmaceutical) harvest and analyze and promote wellness and good medicine for everyone. Service: Our classroom students have seamless, interactive, on demand connections (via technology) with people in workplace. For example, when they student visual design, they directly connect with people in the workplace who do the work. Yields discussions about theory and practice. Students experience actual practice; those in workplace acquire more theory. C&I: Develop online courses taught by successful retired professors, taught only during academic year. Use the expertise of these people. Develop a chip to draw my car from Minneapolis to wherever. Paradigm: The program helps people to nd meaning in living out of commitments our creator makes to us and out of commitments we

make to God and each other. Paradigm: A learning community that combines authentic insights into both engineering design and holistic aesthetic experience. Service: Continues JIT learning for school (K-12) literary/communication/resource on-site training management workers (formerly called school library media specialists). C&I: Break down the notion of a curriculum. Catalog of learning objects that students can choose from (without dependence on academic advisors) and that can add up to a meaningful whole. Students are both consumers (of existing knowledge) and producers (or new connections among ideas/knowledge ). This model has as its basis that creating connection among existing ideas to equally important as generating new ideas. Paradigm: Implantable, biodegradable transmit changes, cards respond informs of maladjustments. Paradigm: Fully encapsulated, packaged courses utilizing multiple technology including those not currently widely available. e.g. virtual reality marketable product purchase price would include link in some way to other learners in that area. Service: Creating bridges a program designed to foster collaboration between all elements of our community. Students from a variety of backgrounds serve others through programs they develop and implement. Paradigm: Admission/registration of a school entirely electronic. Paperless office with all communications/activities done electronically via palm tech mini wireless. C&I: Commune/farm living laboratory biology curriculum. Full immersion in the life sciences (BioDome U.) C&I: East Asian studies. C&I: This college offers free online tutorials (enhanced with video, etc.) that individuals work through to learn basics of accounting. Once an individual has a need to know more, they are directed to a similar group of people (online) to work with experts as they solve real problems. Service: Cultural Integration Specialists. Paradigm: Individualized education plan based on a career development prole of the individual. C&I: An online/distance learning performing arts degree and focus on jazz/rock/popular music and dance. C&I: Presenting Lakota history and language in order to a spiritual way of life. QUESTION 2: What role did you have in developing the program?
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Response coding groups: Leader Retreatist Supporter Sage

Coded responses: Leader: Did it. Supporter: Advisor/education. Advisor of students: within the program showing them how to market the program to target audiences and successfully implement. Educator: teaching theory and practice in the course setting. Leader: Expanded the standard communication program to include electronically enhanced interpersonal communication and later all other communication realms of the connected Sage: Who are the thinkers that might want to participate? Supporter: Facilitator and coordinator of participants. Leader: Founding Father and participant. Retreatist: Retired early when asked to Chair the Committee on Committees. Going on a windsurng trip with 20 forever students. We have that physical activity kept on winds from working very much and we could write poetry. We had paper and pencils. Leader: To help develop programs to help clarify individual learning outcomes in my particular eld and to work with other faculty members to assist the students to be competent in a variety of elds or majors. Leader: As a graduation program officer, funding, teaching and learning environments and experiences that allow both faculty and students to evolve in this direction. Leader: Part of a four-person development team. Leader: I created new ways of sharing ex Supporter: to development of experiences necessary for students to have to build those skills. Supporter: Collaborator on development team and cheerleader. Leader: I helped shape the structure (goals, methods, process) and some content though content can vary from to Supporter: Providing an infrastructure and easing access for users. Leader: I have encouraged to faculty to develop efficient easily accessible avenues for this interactive activity. Supporter: Consultant. Leader: Advisor, planner, coordinator, professor. Leader: Planning committee, grant-writer, instructor.

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 Supporter: Implementing, building on ideas of other looking for middle ground. Keep saying dont accept cant. Leader: Decide and update what goes into the chips. Leader: Leadership to integrate existing knowledge into program learning experiences, performance levels and assessment skills. Leader: Determined the balance of basics and research/seminar mix. The latter will incorporate community organizations, businesses and partner educational institutions (alumni). Sage: Knowledge of classical philosophy and literature. Leader: One of a group of 5 who started cohorts of experimental learning methods, and then worked with alumni to further develop. Leader: As faculty coordinator, engaged colleagues from across campus and beyond to identify how lifelong learning practices can be integrated in the curriculum. Sage: Idea person. Sage: Listening to others tell of developments virtually reading. Leader: I was an organizer/investigator getting people on board and helped develop some of the curriculum, especially astronomy. Supporter: Advisor facilitator instructor. Supporter: Developing some curriculum. Use of technology. Retreatist: Liberal studies messenger killed early in process by Fine Arts Faculty resistant to change martyr to innovation. Leader: I led an inter-disciplinary effort with social and cultural studies, political science, psychology, ethics, reconciliation studies and international studies. Leader: Schmooze local labor-busting industry organizations for funds, sell the vision of a workforce with no wages or benets. Sage: Adapting oral history techniques to a written form. Leader: One of the developers got money to create. Supporter: My role was in managing a transition program that created facilitative leaders who were able to change the paradigm of high education. Supporter: Provide technology necessary to facilitate learning and collaboration. Leader: Retired and volunteered to develop the program which is goal directed rather than degree directed. Sage: Skill development modules, stressing technology. Supporter: Participant. Leader: I would work with others to develop a plan developing goals and addressing both possibilities and problems at the outset. Leader: Part of a team of P-16 educators who envisioned new collaboration modules of learning development and delivery. Supporter: Facilitator of discussions coordinator preparation. Supporter: Finding elders to collaborate with biochem and botany

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faculty who would buy in to collect or document the oral history with nature, plants and medicines. Leader: Proposed it and got approval. Coached faculty on how to teach within this new setting. First I worked with and learned how myself. Supporter: A small maintenance role. Leader: Coordinated efforts between departments of engineering, philosophy, art, music, theology and computer services to eliminate two-cultures) barriers. Leader: Courage modeling recognition of demand contacts providing case studies for examples. Leader: I got multiple academic institutions and corporations to contribute knowledge assets to the catalog. Leader: Conceived idea and networked device production. Leader: Designer. Leader: I helped launch. I recruited students and secured initial funding. Leader: Fund one/learn/try techniques/teach others how to incorporate. Leader: I donated $20 million to implement the program which was my brain-child. Leader: Design and implement. Leader: I convinced administrator this will work! Help write basics programs, line up experts for future problem solving and to market ideas to the community. Supporter: Mentoring, interpreting technology. Leader: I designed the prole and the assessments that help to dene the strengths, needs, talents, abilities and wants of the individual. Leader: Lead the curriculum development and participated in the team that prepared the technology for the curriculum. Leader: Cheerleader/organizer.

QUESTION 3: What were the major obstacles that were successfully overcome during program development and initial operation? Response coding groups: Culture Mechanics Resources Coded responses:
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Resources: Development of program materials, evaluation, nitty gritty

day to day operation. Mechanics: Marketing to appropriate audiences young moms often difficult to access. Encouraging young moms to participate. Culture: Resistance to change conceptual, philosophical and ethical. Inconveniences in technological progress and availability. Culture: The slow pace of change and traditional based thinking in the university structure. Culture: National pride and greed. Language: correct cultural, contextual interpretations. Culture: Faculty opposition. Traditional course based concept of a class having a beginning and an end. Resources: Finding large enough lake, waterproof pens and paper. Resources: Money for such individualized education. Culture: The tenure system, which continually reinforces the production of increasingly individualistic and isolated research on smaller and smaller topics; - Soft and Fuzzy. Cost of changing curriculum, credit systems. Culture Government: Threat to people who prot from current structure. Old ways of doing things. Resources: Finding a suitable building. Working out how it can be nancially viable staffing it. Culture: Biased Beliefs that people in different cultures have nothing to teach us or would not be interested in similar things. New way of wireless conferencing would be needed. Culture: Understanding global moods. Developing efficient work teams, and disciplines. Culture: Resistance to basic value of the knowledge of ourselves as foundation for all human social experience. Developing broad base of initial facilitators and virtual tools. Resources: Cost; fear of colleagues over less access to these students. Selling the vision and the expectations to more outside disciplinary lines. Resources: Costs. Negative attitudes of co-workers, students, etc. Culture: Faculty resistance to change, budgetary issues, creating the time for faculty to create learning opportunities. Fear of technology. Mechanics: Convincing educators, board, administration that this is a viable way to conduct Christian education. Mechanics: Rethinking program in 2003 so it t the needs of students, future of music industry in society. Had to convince music faculty this was the degree of the future. Needed to hire professionals in eld as adjuncts grants to purchase technology/software necessary for student preparation. Marketing program to students as viable major with exciting future (unlike performance/teaching). Resources: Money and time more faculty slots more support for

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delivering content D.L. reassignment of time for current tasks. Culture: Culture, history policy, people, funding, resistance to change, fear. Mechanics: Buying high school or previous educators to begin this process so college could continue on. Organization of data so retrieval and utilization would be user friendly. Culture: Current habitual teaching learning relationships administrative control of resources perspectives on student learners faculty stratication. Culture: Will revert back to the local level as it was before the 20th century. The politics of territory and dependence on the traditional general education curriculum was overcome by the promise and allure of the individually designed learning plans and integrated faculty student research/seminars. Culture: Thinking that such a program has no Real World application. Thinking that one must always be forward looking and not recognizing the patterns immanent in the human condition. Mechanics: Recognition of the value of our graduates as certied, degreed, smart and capable. Recognition of the workability of our graduates employable, fundable, bondable. Buy-in from parents and conservative stakeholders. Mechanics: Break down barriers that majors/programs set up as the primary way students understand their education. The C+L focus challenged students to utilize a set of curricular/curricular practices to move from basic knowledge skills to new forms of knowledge creation and management. Mechanics: Technical wireless, implant, control. Ethical who decides whats right/wrong in , dollars. Mechanics: Institutional walls where the ones with the money, especially education were reluctant to let go of students and programs. Resources: Funding. Cultural/science conflicts. Articulation agreements with other institutions. Culture: Attitudinal logistical social barriers to innovation and change. Resources: Funding traditionalists in the eld approval process. Culture: Deep divisions between liberal arts and ne arts faculty erased. Support for student learning and enrichment was achieved across board. Valuing of teaching as important was made manifest. Culture: Resistance to this idea of elimination racial disparities as a desired priority of the institution. Marketing efforts to receptive audiences and determining who the audience is. Temptation to go for creative, expansive efforts (that unintentionally increase the divide between the privileged and the underserved). Culture: Opposition from reactionary faculty. Issue addressed by

working in secret. Articial personalities dont want to take Gen. Ed. Courses. They have to. Mechanics: Getting key people to agree to participate. Culture: Languages, cultures. Mechanics: Dismantling the current revenue engines and organization structures that have resisted basic changes in the paradigm. Marketing the new model to the beneciaries of the changed paradigm so as to create new revenue machines. Culture: Language, culture, spiritual beliefs, new health care practices, knowledge sharing and collaboration between disciplines. Resources: Startup funding, access. Mechanics: Vision development by school leaders. Salaries to retain talented faculty. Mechanics: Moving OJT from corporate operations to education operations. Having industry identify that they can benet from collaboration. Mechanics: State, local and institutional rules and control. Mechanics: Moving past well-established bureaucracies and related issues to nd new approaches to dene the roles and responsibilities of all parties, determining how to fund opportunities and in total removing articial barriers between levels of learning to create a true continuum of on-going teacher development. Mechanics: Policy limitations and class/race/cultural gaps. Mechanics: Elders are few and they needed to pass on their vast knowledge to those who would respect the earth and the Creator who put good medicine to help us. We also had to keep industry at a distance so that they would not take and patent the active ingredients. Culture: Disdain for the value of workplace knowledge, completely new way to teach, students accustomed to traditional classroom structure and unaware of workplace realities. Funding. Culture: A major obstacle was to counteract views that see human beings simply as matter without meaning and without relationships to a Creator. Culture: The lingering delusions that reality is nothing but matter and energy and that human consciousness can be reduced to information patterns (structured energy forms). Culture: Being taken seriously by administrators. Identifying and communication with potential students. Funding stagnant organizational demands. Gaining tenure while consumed with this possibly unrewarding task. My own fear of failing. Mechanics: Not having a standard protocol for collating knowledge assets from multiple sources. We develop one and assured its adoption.

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 Mechanics: Private information, dehumanizing no center. Resources: Wide availability of virtual reality hardware/ software. Making the product a social enterprise. Mechanics: Need to include other institutions in our city. Raising money to implement program. Overcoming racial prejudice. Reaching out to Native Americans and immigrant communities. Mechanics: Educating users in technology and dealing with resistance to impersonality. Mechanics: Convincing parents to send their 18 year olds to a 4 year spaceship on earth mission which would take the students out of mainstream living. Culture: Administrators vision. Culture: Resistance to change. Culture: Aversion to the technological world and its lack of affective values and cultural meanings. Culture: Challenged to nd innovative ways of understanding human personality, capability, and aptitude and projecting life options that match. Mechanics: Gaining university support. Gaining accreditation for the program. Financial support for (a) technology, and (b) faculty positions. (Faculty who can embrace the concept.) Mechanics: Finding people who already know the language and history human resources. Helping people see the need/value. QUESTION #4: What was/were the origin(s) of the resources necessary to begin the program? Response coding groups: External Internal External/Internal Coded responses: External/Internal: Grants, schools, colleges. External: Grant funding (e.g. NICHD). External: Willing, curious and colleagues all over the world. Existing infrastructure for digital communication. Alpha-level development companies looking for research, application and support of their products/services. External/Internal: Blood, sweat, tears and support from B&I. External: Ind. Access to people with cosmos accessibility. Somebody needs to pay somebody for the service. Perhaps a barter system.

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UN Rebuilding Fund. External/Internal: joint industry academia project. Internal: Paper, pencils, windsurng equipment. The collapse of traditional learning prompting innovation and reallocation of college resources, i.e. money. External/Internal: Challenge grants from philanthropy. Student movements their desire, need to help create a world they want to be part of. Corporate support, once business realizes the advantage of a world at peace rather than war. Internal: An organizational dedicated to changing the life in the funded. External: Grant money. School personnel providing vision and leadership. External: Someone will come up with the means of contact soon. Someone sets up the contact website where interested learners could join. External/Internal: People, time, technology, vision. External: Gates Foundation grant. Private industry donations. Internal: Human nding colleagues willing to be mentors and colleagues willing to support the program see it as viable and worthy. External: State dollars allocated by the state legislature. External: Schwann Foundation. External: Latest technology given to university by music industry tech companies who desired graduates to ll more and more openings with their business. Recent grads available as adjunct faculty demonstrated it was possible to be successful through this degree at this university. Internal: Desperation cutbacks, retirement led to crisis and forced new thinking. Internal: A means of importing content or knowledge, storage and outcome in various forms that could be individualized for each situation. External: Private sector international business personal wealth. External: Cultural corporations will violently oppose this leading to bloody culture wars that rival the world wars of the 20th century. External: Digital delivery technologies. Existing (and developing) academics. Business partners. External: Wealthy business tycoon who recognizes the value of creative leaders and not middle class External: Small grant of money. Gathering of a group of people willing. Incentive (crisis or need). Internal: Abolish majors and create new learning pathways across the college curriculum develop partnerships with local and national government education and business players to create learning/teach-

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ing internships. External/Internal: Parenting knowledge research. Ethical decision makers. Electronic implant in parent and child. External: Business leaders who are visionaries with money, of course. External: Planning grant funded by NGF/TCOP/NASA. Finding talented and enthusiastic staff to plan and implement plan. External: Local government in concert with national government scally, the pulse of the community. External: State and grant funding along with industry contributions. Internal: Faculty administration student collaborations. Re-energizing of faculty and administration. Clarication goals of school/role of art design in society. External: Pew Grant. Internal: Quantum computers invented, software written by underemployed, part-time post-secondary faculty. External: Local and institutional. External/Internal: Personnel and money. External: A struggling economy, a lack of certainty/condence about the future. A world increasingly troubled by inequities in income/resource distribution. External: Grants, endowments, health care industry. External: Private funding of individuals, tech companies, retirement communities. External/Internal: Fund raising campaigns (every ve years approximately). Faculty development for lower paid faculty. Dont know how to pay adequate salaries - Powerball! External: Private funding. Internal: Resource inventory, resource sharing, resource development. External: Reallocated public funding. New models or roles responsibilities that changed how/who is paid for what work and removing all from the location of program development and delivery. Internal: People willing to come together. Openness to meet in homes. (No money exchanged getting to a trust economy) Creativity/inventors willing to test ideas/research basics. External: Grants contributed the seed money and volunteers who shared the vision and oral traditions contributed the knowledge necessary to preserve native plants and not let the industry take this knowledge in order to produce expensive drugs available only to a few. External: Overcome industry issues of condentiality. Resistance to change, reluctance to see our degree having an applied aspect. Internal: The origin of resources is Gods revelation to us in the Bible. Internal: Commitment to a set of fundamental beliefs: 1) humans are

nite creates, 2) reality has meaning only in relation to its Creator, 3) hubris free service is central to ideal core of human being. External/Internal: Grants. Innovators on faculty, who went out on limb and came up with the ideas wrote application with compensation or recognition. External/Internal: Academic knowledge capital. Corporate knowledge, funding, project management. Government funding. External: Nano-technology ability to create in communication at nano level. Internal: On-line courses; all technology now available incorporating multi-media. Financial resources. External/Internal: Grant funding for our pilot program and administrative support. Active participation by a co-host group of students. External: Resources = problem cost. External: Disconnection of individuals in our society with the biological world and the catastrophic societal effects (natural). Internal: Schools support. Internal: Time (release of people from the work they now do). Commitment and encouragement of whole institution. Re-allocation of money. External: AIHEC + Kellogg + Mellon +NSF grants. External: Grants from businesses that want to invest in workforce and leadership development. External: A number of grants: education and arts grants. Campus IT. Financial support (and other support) from businesses in music industry. External/Internal: Elders, speakers. Technology people.

QUESTION #5: What organizational lessons were learned in developing this successful program? Response coding groups: Reperspectival Restructural Reprofessional Coded responses: Restructural: Collaboration between different groups. Reperspectival: Students can be very successful in the design, implementation, and functioning of a program, but need accessible faculty advising. Restructural: The walls are coming down slowly but surely. The new

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evolution changes society and concepts of well-being just as the printing process or the television. Open (digital) university prevents resistance to change from influencing outcomes destroys ethics. Restructural: That [college?] is not a learning organization. Reperspectival: Education must understand that the course/semester model is very wasteful. Restructural: Course didnt work in English or Phys. Ed departments and nally became a requirement for majors and economics, physics, philosophy and classics. Restructural/Reprofessional: Less need for administration/ administrators and more need of dynamic innovation on the part of the professor and collaboration with the professors. Reperspectival: Changes can occur as a result of horric world events catalyzing people to thing, we have to do better than this or never again shall we allow x, y or z to happen. Reperspectival: Ghetto people do not approach problems in the same way as institutional moles. May be more inventive and creative. Reperspectival: Collaboration, cooperation, negotiation, compromise. Reperspectival: Learning groups need autonomy, but need to learn how to develop and encourage leaders too. Learning would be lifelong, but groups might want to dissolve/reform regularly. Restructural: Importance of leadership buy-in. Broad research support base. Restructural: Market, might, can make or break valuable change manage individual and organizational needs in development and implementation. Reperspectival: The importance of collaboration and the willingness to provide resources. Reprofessional: Would no longer stay with full professor paradigm needed many adjuncts, volunteers, real world situations, apprenticeships. Need to work more closely with music businesses in re-designing major and requesting help with hardware technology software to keep current. Reperspectival: Desperate times call for desperate measures. Restructural: Communication initially and throughout were essential to success and progress. Be open try things and learn from successes and failures actively involve the customer. Clearly articulated vision essential to getting started. Get the key players together early and often. Reperspectival: Find out what has been developed and can be collaborative, so dont re-invent anything. Reperspectival: Technology drives social change. Current curriculum development has assumptions that do not correspond to future learning needs.

 Reperspectival: The possibilities and promise in designing research and seminar learning built on a foundation of basics and development into a community of faculty and students will overcome resistance the allure. Reperspectival: One must be always looking back as well as forward. Restructural: Way to grow participation in group from NEWBE to worker to administration to leader to advisor to curmudgeon. Reperspectival: Our systems logics are more closely linked and that systems logical translation was technologically feasible. Reprofessional: Project management/operational. Team work decision making. Monitoring/evaluation. Restructural: Trust and allowing communication in a flat level of organizational structure. Give up turf and letting leaders develop without stopping at structure. Reprofessional: Faculty/staff need free time to work on project so class loads need to be reduced and project time funded, probably by a grant. Reperspectival: Be well advised, prepared and patient. Reperspectival: Creating an atmosphere of change. Achieving cooperation from people in different disciplines. Reprofessional: Need teamwork. Willingness to work. Commitment to long term. Idealism a must. Risk-taking necessary. Faculty administration student collaborations. Re-energizing of faculty and administration. Clarication goals of school/role of art design in society. Reperspectival: Global views are essential, so broadly shared knowledge. Collaborative with local, national and international policy groups. Reperspectival: Whatever it is, theres plenty more where it came from. Reperspectival: Need to limit focus, both in terms of people and the matter covered. Reperspectival: Creating different levels. Reperspectival: They are old lessons viewed from a new context. Form follows function (and dictates outcomes). Necessity drives innovation. Innovation responds to opportunity. Restructural: International relationship building, partnering with industry, efficiencies gained by use of technology, change management. Restructural: Resistance from traditionalists that opposed students teaching as participants would. Also be utilized as teachers when appropriate. Reperspectival: Need for think tank approach inclusive and open. Reprofessional: The signicant contributions (resources) of each group must be nurtured. Everyone needs a sense of ownership. Reperspectival: The extent of shared knowledge and experience. The extent to which students can be full participants in/contributors to

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learning/teaching. Reperspectival: How meaningless and limiting previous segmenting of learning has been. Restructural: Participants need to be on board with ideas. Constant reflection on what the learning community hopes to achieve/relationship to the world/social responsibility, etc. Reperspectival: One must respect the knowledge gained and the power of nding easily available medicine from being taken away by those who see only the money to be made. Reperspectival: If youve said it would be great if we could Figure out how technology can help you do that. Go for it. Restructural: Whole person-to-person contact is needed, at least to some minimal but signicant extent, for true learning and development to occur. Reprofessional: Whats in it for me? Needs to be addressed on. Reperspectival: Students make more supportive life style choices. Reperspectival: The campus as we know it must change form. Global interconnectedness. Restructural: Be flexible, plan will change. Get a good people person on board early. Create a climate of share investment. Reperspectival: Start with one level, then proceed. Reperspectival: That we all live in full immersion of the biological world, regardless of whether we acknowledge that fact or not. Reperspectival: Dont change! Reperspectival: We can maintain cultural values in the face of an increasingly technological world. Reperspectival: We learned to work with futurist to monitor workforce trends thus producing a better match with career direction. Restructural: The development of successful communication between instructor and student requires careful thought. Reperspectival: Developing the /college/intergenerational framework so it can be replicated by other countries. QUESTION #6: From the viewpoint of your situation in 2013, what program development advice would you give to our members back in 2003? Response coding groups: Aphoristic Incremental Transforming Coded responses:
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 Transforming: Be creative when addressing parochial social issues. Aphoristic: All progress is powered by evil - , pride and greed Keep that in mind. Individualism in the digital age may erase ethics, honesty, trust and wipe the borders of security from the map at reason. Aphoristic: Slow persistence. Small wins. Incremental: Administration allow alternate delivery methods with incentive based compensation. Aphoristic: Enjoy your students. Dont think all the time. Hang around with people in the departments. Cell phones are ruined by water damage leave them home when you go windsurng. Aphoristic: Dont be a trident of tradition. Aphoristic: Get faculty and students out of the classroom and into third world countries and areas of poverty (urban & rural). Transforming: Dream big. Set goals in one year incremental steps. Aphoristic: Keep working at encouraging independent learning in students. Keep encouraging collaboration across distances. Aphoristic: Expand vision, learn the needs that societies have, and spend time to think about what is coming. Aphoristic: Follow your dreams and your heart. Talk, collaborate, inspire. Aphoristic: Classical educational can be recongured. Think outside the box. Transforming: Help us understand how to bear the burden of budget decits as the rich get breaks and we carry the burden of state education. Why are higher educators responsible for the decits in state budgets and the federal budget? And get out of the way to allow experts the opportunity to do what they do best. Transforming: Ability to think outside box crucial to future success. Flexibility with hires crucial instead of dependence on full time faculty not able to stay current if moved from another area of expertise. Spend time with those in business before setting up arbitrary course requirements. Include experiential education as part of requirements in place of some classes/or as replacement for classes now done in classroom. Aphoristic: The crash of 01-07 lasted longer than anyone thought it would. Aphoristic: Think outside the box. Focus on the needs of user. Aphoristic: Need to work with innovative people. Transforming: Well nance this with prots from our professional football program. What will we loose by not having students grapple with learning an art from the ground up? Will we loose the soul of the arts, or will the innovation always progress upward from where they start? Will there be meta-innovators who develop innovation algorithms that are then distributed to others? Perhaps that will be the

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new product not cultural performances, but cultural innovation that we implemented to create local performances. Aphoristic: Understand what technology can do to free faculty and students to create new knowledge. Transforming: Project a future and plan accordingly (i.e. what will peoples jobs look like in 10-20 years?) Transforming: Create avenues for faculty, administration and students to understand the college as a full-fledged learning community. Only when all participants are engaged in a life-long learning practice can students unleash/develop their best potential and be empowered to excel as well as adapt. Aphoristic: Think big. Aphoristic: Get a life! life long learning is not only for students. Aphoristic: Start now and think long term. Evaluate often or make changes as necessary. Use the ideas and visions of students. Aphoristic: Expect change to occur but strive to set aside and eliminate barriers seemingly insurmountable. Transforming: Be willing to accept and lead change and innovation. Incremental: Have to establish a focus. Figure out how to build collaboration in institutions. Look at who your students are now and why? Work across hierarchical lines. Transforming: Resist the temptation to spend resources mainly on strategies that enhance the lives of the privileged. Focus on creative strategies that serve the needs and potential of the underserved. Aphoristic: Pay attention to the partnership agreement. Aphoristic: Be prepared for the unexpected. Aphoristic: Open up to all ages. Transforming: Breakdown current structures that natural adaptation to a world. Work across borders/boundaries. Transforming: Start building relationships with industry and international experts. Continue to nd ways to expose students to issues/ environment that they will go into in their professions. Become innovators in how to make a better health care system. Start building an endowment. Creating interdisciplinary curriculum. Transforming: Conrm the market and go for it. Transforming: Seek open input from broad cohort of faculty, etc. into strategic planning. Incremental: Repeat this exercise every year. Incremental: Foster more opportunities to engage students and educators at all levels in the work of discussing and improving teaching and learning. Aphoristic: Community is the essence. Aphoristic: Look to the needs of people to enjoy good health and wellness as they live longer. As knowledge through technology is

available to all, so should this. Aphoristic: Maintain a vision of technology as human culture formation which needs direction. That direction must come from sources that transcend technology. Aphoristic: What do you have to loose? Act on good ideas or be irrelevant along with much of the aging higher education structure. Transforming: Instead of trying to create products that we think are relevant to the students lives (work, personal, intellectual) let them decide what is relevant. Empowered consumer/producers. Students are both consumers (of existing knowledge) and producers (of new connecting ideas/knowledge assets). This model has as its basis that creating connections among existing ideas as equally important as generating new ideas. Transforming: Engaging of and engagement by students in innovation. Transforming: Envision a global campus. Think of courses as products/ marketable. See in multiple dimensions. Aphoristic: Act on your ideas, dont be paralyzed by fear. Aphoristic: Start small, but think BIG! Diversity participants be as inclusive as possible. Aphoristic: Dive in! Start now! Be open to change! Aphoristic: There is still a role for family and community in the world to come. Incremental: Be certain to develop a diverse and adequate pool of business connections that can serve as eld experience or apprentice opportunities similar to internship experiences. Incremental: While delivery systems change.

Stories are characteristically:

Locally authentic - trustworthy and real within their own assumptions. Understandable - characters and context are usually clear and comprehensible. Plausible/Credible stories are reasonable, possible and believable. Empathic stories often promote sympathetic feelings, resonance, and affinity.

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ChapteR 6: Facilitating health & aging StORyTechs

By now you are probably more than aware that StoryTech is a powerful tool, but that it is powerful only when used appropriately with a specic population. No doubt, you are also aware of the incredible Delphi-like potential of StoryTech sequences. In this light, one of our contracts involved many StoryTechs with a major health agency in a large city. The study ran for about two years, and actually expanded to other agencies than the original one. Wed like to demonstrate a small portion of our procedures in that complex of StoryTech activities. Again, as in all phases of this Guidebook, you must be the source of choice as to what could work in your situation, and what sorts of modications would be required for achieving the very best social impacts and outcomes.

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Changing health care

At least ve change factors are affecting the framing and delivery of health care and other services throughout the United States: 1. Computers and telecommunications. 2. The explosive growth of individualism. 3. The need for new forms of societal, cultural, and technological integration to accommodate 1) and 2). 4. The relationship between these factors and much deeper changes: declining industrial models of society, technology, and the person -- especially the life cycle of the individual, and the missions of professionals and agencies established to assist the individual. 5. Replacement of industrial models of living and aging with informational, knowledge, and life quality models; implications for the aging and the professionals who associate with them.

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Samples from a health-focused StoryTech process

Please review the completed process below with an open but creative mind. What might work for your situation? What might require modication? What completely new facets would be required to achieve your goals and objectives? A suggested subject matter agenda for our time together. Presentation entitled Thinking in a Bold Paradigm: Non-Prot Health and Human Services Agency Futures. Purpose is to answer the question: How, as leaders, can we change the direction of the non-prot health and human services agencies? Community health services agency leadership futures are driven by a number of trends/opportunities/choices. These will be explained in the presentation. This talk will help set up the StoryTech three health leadership exercises that well do today. The main points of the talk are listed below; theyll be supported by examples from the health, business, human services, education, military and other industries. Four Key Provisions and the Process: Personal Needs are of great importance to the future of health service services providers and customers in the communities made up by them. These needs are relational in nature, meaning group enthusiasm, involvement in policy and planning, and proactivity within community provider-customer services. Things are kept in human terms, such as how many individual health customers receive a specic treatment with a specic outcome as the result of specic actions. We focus on health solutions rather than problems -- the measurable products of what fund-spending does, as opposed to the actual dollar values. We seek success through fluid networks, involving many people in looking ahead to the communitys human services futures. For example, a fluid time frame as opposed to something more rigid, such as annual/biennial structures. A demonstration by the Virtual Cup will set the stage for consideration of these major points about changing paradigms for Community human services futures. Chaos and turbulence are becoming the new organizational --and personal climates. Everything is changing, much of the time unpre-

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dictably. (Accordingly, smart organizers are moving from management to networking models.) Information and knowledge are resources forged out of chaos and turbulence. Information is a social resource -- ideas and beliefs shared within the group. Knowledge is a personal resource -- ideas and beliefs yet to be shared within the group. (Accordingly, smart providers are tapping the minds of providers and customers, searching for shareable cultures.) The effective management of change is the result of bringing information and knowledge together -- of interfacing these two resources for the benet of the organization and the individual. (Accordingly, smart innovators are tapping the behaviors of providers and customers, searching for shareable climates.) StoryTech is a personal imaging and narration process designed to assist individuals and groups in the design of productive connections and blends between: Information and its real health services worlds, and Knowledge and its virtual human services worlds. Real and virtual health services worlds demonstration through the Virtual Cup. This demonstration will illustrate that: The creation of potential is the result of bringing together --interfacing-- two culture-and-climate realities: those forming real worlds and those forming virtual worlds. These worlds, driven by social information and personal knowledge, are the basic resources for use in formulating new health services to consumers, and putting these to work effectively.

General implications for you as a community resident Introduction to the storytech process, and how it relates to the three factors and to you and your community. Many reasons to be optimistic: volunteerism and many other forms of societal contribution are beginning to compete with wages and salaries as major indicators of individual performance and quality of life. Realization that jobs and income are quite recently arrived indicators of personal value and performance, and by no means capture the whole, healthy persons full self-denition -- and potential. Rapid growth of technological obsolescence and rapidly outdated job descriptions. Massive labor shifts in the wake of international competition, recessions, and changing demographics. Irrelevance of formal education to many changes in jobs, living, marriage, personal health, self-esteem, and the quality of life.

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 Resultant explosion in experimentation and choice, including living between the boundaries of society instead of living out pre-determined roles that are often depressing and even deadly. Uncovering of health ndings that strongly suggest immune system depression is caused by the chronic low self-esteem often accompanying life in wage-and-salary rat races. Rapid growth of holistic volunteer assistance -- helping the whole person, not just the job holder/loser, or the chemically dependent, or the heart-damaged.

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COMMUNITY STORYTECH #1: Health services VISION CHANGE __________

It is a virtual day in May, 2015. You are sitting in a planning meeting with colleagues. You are discussing the future of COMMUNITY health services agencies and their long-range VISION. What is the weather like on that day in May, 2015? ___________________________________________ What kind of clothing are you wearing? ___________________________________________ You tell your colleague that COMMUNITY health services agencies may never be the same again, and thats a good thing. You refer to a major VISION change that was been adopted by many COMMUNITY health services agencies during the past year. What is the new health services VISION? ___________________________________________ What are two IMMEDIATE BENEFITS of the new health services VISION? 1. ________________________________________ 2. ________________________________________ (MISSION is what helps direct health services agencies toward their VISIONS.) Your colleague nods and agrees with you, adding that our MISSIONS at individual health services agencies may have to CHANGE in a denite new direction now, specically:

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You think for a minute, and say Yes, thats true. And I think this MISSION CHANGE can begin to benet MY COMMUNITYs health services customers immediately, because: ___________________________________________ ___________________________________________ ___________________________________________

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COMMUNITY STORYTECH #2: Health services MISSION CHANGE __________

It is a virtual day in May, 2016. You are sitting on a dock at your favorite lake, taking in the day and thinking about the past year in your COMMUNITY. More specically, you are thinking about a major health services agencies MISSION CHANGE that began in [date]. (MISSION, as you know, is what helps direct organizations toward their VISIONS.) What is the weather like on that day in May, 2016? ___________________________________________ What are you wearing as you sit on the dock? ___________________________________________ You are musing to yourself that the past several years have seen very important, positive MISSION developments in your COMMUNITYS health services agencies. One of these actually stunned you when it began to become visible as a likely MISSION CHANGE. Now that it has occurred, it is working well and has beneted service delivery to customers, your COMMUNITY, and you. What is this major health services MISSION CHANGE? ___________________________________________ Why did it surface in [year]? ___________________________________________ Why have customers responded positively to this health services MISSION CHANGE in two basic ways?

1. ________________________________________ 2. ________________________________________
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COMMUNITY STORYTECH #3: Health services KEY OPPORTUNITIES __________

It is a virtual May, 2017. You are talking with a colleague about two health services KEY SERVICE OPPORTUNITIES that were identied for development back in [date]. The discussion is upbeat and condent. What is the weather like on that day in May, 2017? ___________________________________________ What are you wearing on that day? ___________________________________________ You tell your colleague that the THREE KEY HEALTH SERVICE OPPORTUNITIES were obviously going to be a boon to your COMMUNITYs future. A few years ago, you said: When KEY HEALTH SERVICE OPPORTUNITIES like these two can be taken seriously, they ought to be. What were the THREE KEY HEALTH SERVICE OPPORTUNITIES that were offered for development back in [date]?

1. ________________________________________ 2. ________________________________________ 3. ________________________________________ How has each of these THREE KEY HEALTH SERVICE OPPORTUNITIES paid off handsomely for services to customers and to your COMMUNITY over the past three years?

1. ________________________________________ 2. ________________________________________ 3. ________________________________________

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Your colleague agrees, saying that The nearby communities arent the only ones getting interested in what we did. Look at whats happening in: ___________________________________________ ___________________________________________ ___________________________________________

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COMMUNITY STORYTECH #4: Health services FUNDING IMPLICATIONS __________

You are sitting in a planning meeting two years from now. You and your colleagues are discussing new imperatives and opportunities for your COMMUNITYs health services FUNDING, created by changes in VISION, MISSION, and KEY OPPORTUNITIES. Where are you conducting this planning meeting? ___________________________________________ What is the weather like on the day you are meeting? ___________________________________________ How are you dressed during the meeting? ___________________________________________ You and your colleagues agree that your COMMUNITYs health services VISION demands a positive change in approaches to raising funds. Why is this so? ___________________________________________ You and your colleagues agree that your COMMUNITYs health services MISSION is now much more attractive to private sector contributions. Why is this so? ___________________________________________

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 You and your colleagues agree on three reasons why LINE BUDGET ITEMS must be signicantly restructured. What are they, and what makes them important?

1. ________________________________________ 2. ________________________________________ 3. ________________________________________

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Specic implications of these changes for the eld of aging and for the aging themselves: The VLC paradigm (Vitality, Longevity, and Contribution) Specic implications for you: Seeing birth and death, aging, and time itself as increasingly under the control of our attitudes and values: helping people understand that Americans are living nearly twice as long as only 100 years ago, and may live nearly twice as long as today within fty years. Seeing the world of aging as inside us, and under our management, instead of outside us and beyond our control: helping people to see that each of us is the world -- we can only see what we can see, and we can selectively change our perceptions about services to the aging. Re-connecting mind, matter, and personal health: helping aging people and their industry professionals reestablish their organic and spiritual realities. Stressing the wholeness of the individual, instead of playing roles: helping people to have a heart toward themselves as aging individuals -or professionals in the eld of aging- instead of just carbon copies. Thinking dynamically instead of statically -- creating useful change instead of resisting the future: helping the aging person or the professional in the eld become an architect of positive changes. Boundary thinking instead of right and wrong thinking -- taking charge of thoughts instead of being victimized by them: helping people see that absolute thinking is extremely stressful, if not to us, then to those who live around us. Establishing healthy new networks among the aging and their professional associates: helping the burned out and the cynical professional to reconnect to the joy of growing the future of aging along with others, including the aging themselves. Implications for community futures through you as you: Act to enhance participation in life for the aging. Act to enhance the dignity of life for the aging. Act to enhance self-control over life for the aging. Act to enhance life quality for all who are associated with the aging phenomenon. Act to reduce preventable economic, personal and social costs associated with aging. Act to make the future look more inviting and joyful as a productive place and time to create and reside in for the aging and their profes-

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sional associates. Act to enhance immune system supports through wellness and prevention methodologies. Act to expand healthy role models for the aging and their professional associates. Act to promote healthy and growthful spiritual choices for the aging. Act to reconnect spirit-body-mind among the aging and their professional associates.

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Aging StoryTech #1 __________

It is a weekend day in June, 2015. You are strolling along a path with your spouse or a friend. Where is the path you are strolling on? ___________________________________________ What is the weather like? ___________________________________________ What is the rst name of the person you are with? ___________________________________________ What kind of clothing is your friend wearing? You? ___________________________________________ Is your conversation a pleasant one? ___________________________________________ You are telling your friend that your communitys approach to aging has never been better. You say that part of the reason for the excellent relationship between you and your community dates back to something that you helped bring about during [date]. What did you help bring about back in 2014? ___________________________________________ How did it enhance your personal association with aging? ___________________________________________ How much of your time did it take? ___________________________________________
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 Has anyone else copied this behavior? ___________________________________________ How has it worked for them? ___________________________________________

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Aging StoryTech #2 __________

It is a weekday in June, 2020. You are sitting in a park. You are reading the news on your foldable Pocket Reader (FPR). An article about your communitys positive approach to aging is scrolling across the screen, accompanied by vivid graphics and sound. [One minute for writing] Where did you buy your FPR? ___________________________________________ Where is the park? ___________________________________________ What is the weather like? ___________________________________________ What are you wearing? ___________________________________________ Who else is around, if anyone? ___________________________________________ Why are you in such a good mood? ___________________________________________

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The article is very congratulatory about your community. The article says that your community introduced a major change in the way its aging services were structured, and that this change has made your community the best of its kind in America. What was the most important decision that had to be made to allow your community to become the best of its kind in America? ___________________________________________ What else does the article say about your communitys services for the aging? ___________________________________________ Why does reading the article please you so much as an individual? ___________________________________________

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Aging StoryTech #3 __________

It is a weekend in June [date]. You are relaxing in a hammock. There is a document on your lap. Is the hammock comfortable? ___________________________________________ What is the weather like? ___________________________________________ What kind of clothing are you wearing? ___________________________________________ You are thinking about the vision that was established for your community back in [date]. At that time, some of the ideas for the new aging futures included community members as: Architects of services Leaders in the region in the aging eld Providing the frameworks for service delivery Strong advocates Engineers for the aging network Building bridge between older adults and systems Conductors, facilitators Builders, designers Gardeners of the system Making it happen, providing leadership nventing this future Key players in the arena of issues, services, concerns of older adults

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As you think about the vision statement that actually emerged back in [date], you reach down and pick it up off your lap, where it has been resting. What does it say, and what were the steps that produced it? ___________________________________________ How were the steps carried out? ___________________________________________ What was different about this vision from prior visions of aging? ___________________________________________

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Aging StoryTech #4 __________

It is a day in May, 2025. You are riding in a maglev train, headed for a vacation on Vancouver Island. What is it like to ride a train that goes 450 miles per hour? ___________________________________________ What does the interior of the car look like? ___________________________________________ What kind of fabric covers the seat you are occupying? ___________________________________________ Who are the other passengers going along with you? ___________________________________________ Back in [date], your community had many concerns about the future of services for the aging and the lives of the aging themselves. Some of the concerns were: Limited funds/resources which were leading to agency competition for funds/resources serving only low income, the very frail, minority populations. No more federal funding and/or no more area agencies on aging. Multiple systems to serve the needs of many different cultures. Lack of affordable housing for older adults. Retirement system could be bankrupt in 2030. No social security in 2030? The increasing misery of frail, older adults, many with low incomes and critical service demands that could not be met. Growth trends in the younger population are minimal, meaning that environmental issues had been and were being ignored. Technology keeps increasing; the work force is not properly trained to manage of utilize this technology. The average life expectancy was 76, and is projected to be 100 in 2030.

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 Aging was no longer a popular subject; national and local attention was changing to childrens issues. You reflect on these issues with amusement. They were all overcome handily before 2025. All of this progress in staving off the negative aging futures could be traced to a handful of interlocking perspectives and actions. This was primarily due to leadership coming from your community!! What were these perspectives and actions? ___________________________________________ Who invented them, innovated them, and got them underway so successfully? ___________________________________________

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Aging StoryTech #5 __________

It is a day in June, 3006. You are aboard a spaceship, headed to visit the recreation colony on Zeta Reticuli IV. Describe yourself: what do you look like at your present age? ___________________________________________ What does the ship youre traveling in look like? ___________________________________________ What are you able to see out the porthole near you? ___________________________________________ Are there any funny looking people around you? Robots? ___________________________________________ Why do you like being so old by earlier standards, such as those of [date]? ___________________________________________ What were the services and other values that got you here? ___________________________________________ If you could travel back in time to [present date] and talk to members of your community, what would you tell them? ___________________________________________ What should they pay attention to? ___________________________________________

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 What should they avoid? ___________________________________________ What are the payoffs for following your advice? ___________________________________________

Whats exciting about health & aging StoryTechs!

We were delighted to be involved in the several years of StoryTech projects that youve been introduced to above. The samples weve provided are exemplary of the range of activities that were involved in this complex mix of related projects. Perhaps you thought one or two of the aging StoryTechs became a bit wild, or at least detached from the present. Well, they were both! But we have found that it is often the more distant futures that produce a more stress-free use of the imagination. Indeed, the robot and Zeta Reticuli StoryTechs returned amazing insights into near-term futures for care of the elderly!

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ChapteR 7: Facilitating StORyTech with inteRnatiOnal gROups

There are no truths. There are only stories. Zuni proverb People need narratives to make sense of the world! We construct meaning by weaving knowledge and experiences into stories that provide context for our thinking and actions. The authors of the Guidebook were participants in a recent StoryTech process involving many nationals and non-nationals participating in the Hubert H. Humphrey Fellowship program at the University of Minnesotas School of Public Affairs. This chapter of the Guidebook provides a partial summary of their activities, many of which were carried out by blog and other Internet processes. The symposium was held April 8-9, 2005, in celebration of the 25th Anniversary of the International Humphrey Fellowship Program/. The following is an account of the StoryTech exercises conducted during that symposium. The material provides a case study of the StoryTech process in action! Major players in this StoryTech process were Laurene Christensen and the authors.

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The HHH Fellows Symposium (April 8-9, 2005) ___________

Welcome to our symposium blog. This symposium, sponsored by the Humphrey Fellows Program at the University of Minnesota, will be held April 8th and 9th at the Humphrey Institute of Public Affairs on the West Bank Campus. Who should attend? Community developers, immigrant advocates, educators, students and professors, and anyone interested in innovation and international policy and affairs should join us. About StoryTech StoryTech is a guided story-telling process developed by Arthur Harkins. A derivative of Japanese Shinto, it has been used in private and public sector organizations since 1988. Used in the context of public communities, StoryTech is a method for allowing a fuller glimpse of what young and old, professional and non-professional people project or envision as desirable personal, community, national and world outcomes. StoryTech is a transitional process focusing on pathways from the present toward preferred futures. The guided nature of the process asks the StoryTech writer to help create successful virtual (seeming or apparent) selves operating in projected futures. The writers ultimate outcome is to demonstrate social leadership through helping a dened constituency. StoryTech will demonstrate how to bring tacit personal knowledge into the foreground of futuring choices. By using this process in a focused manner, participants will develop personally normed alternative futures. Though their expanding leadership, these futures could one day add to the social capital of identied groups, organizations, and nation states. Symposium goals Participants of the symposium, after having participated in the plenary sessions and the StoryTech scenario planning, will have: Enhanced their understanding of the complexity of the challenges and opportunities that face those working in international development. Increased their understanding of new and emerging technologies and

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the possible applications for those technologies. Gained an understanding of the power and utility of decision-making software on complex development issues. Developed an understanding for StoryTech scenario planning, how and when it may be an effective tool. Generated their own StoryTechs with a vision for how to apply emerging technology to their own development context. Engaged in global conversations about development issues that concern them. Developed networks of professionals across sectors and regions. Scenario #1 The rst scenario will be by topical sectors identied by the Humphrey Fellows. The sectors are: Environment and sustainable development Governance, democracy and civic engagement, ethics Education Human rights Health Law and justice Finance [No Report]

Scenario #2 The second scenario will be by geographic regions identied by the Humphrey Fellows. The regions are: East Asia Europe and Central Asia Latin American and Caribbean Middle East and Northern Africa North America South and Southeast Asia Sub Saharan Africa

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Introduction Welcome to the rst Humphrey Fellowship Global Symposium! We are excited for the next two days together, and we look forward to your contributions. There have been many updates to our symposium blog in the last few days. Most notably, the Recommended Readings have been updated to include

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the reference works of our symposium presenters as well as the notes from their speeches as they have become available. Here is an overview of the symposium process. Steps for remote participation: 1. Visit the symposium weblog http://blog.lib.umn.edu/chri1010/symposium/and the symposium website www.hhh.umn.edu/innovationstrategies. 2. Register as a remote symposium participant at IFP@hhh.umn.edu if you havent already. This is not required, but recommended as we can then ensure you receive all the advance reading materials for the symposium. 3. Read the symposium materials. A description of StoryTech scenario planning is already available. Speaker notes will be available shortly before the symposium. The rst StoryTech will be posted or e-mailed to you in advance. 4. Post your response to the rst StoryTech by 12:00 noon CST (central standard time). 5. Review the small group summaries and add your comments (between 5:00 p.m. April 8 and 10:00 a.m. cst April 9). 6. Post your response to the second StoryTech by 10:00 a.m. cst April 9. 7. Review the small group summaries and add your comments (summaries will be available by 3:00 p.m. cst). 8. Check back with the weblog after the conference to see what steps have been taken for continuing the dialogue. Very shortly, we will be posting the rst StoryTech, which all participants will be completing on Friday. To familiarize yourself with the process, you may want to read About StoryTech and Say Hello to StoryTech, which is a PowerPoint presentation. After you have completed your StoryTech, we ask you to post it on the blog along with your country and sector affiliation (please choose from the following list: education, health care, democracy and civic engagement, law and justice, environment and sustainable development, human rights, and nance). There will be a post established precisely for this purpose. Simply click on the Comments link to leave your StoryTech.

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Whats Your Personal Vision?
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Before starting StoryTech, take a moment to consider your own vision. Whats your vision? ___________________________________________ For your country or region? For humanity? For yourself and your family? For all of the above, combined?

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HHH Fellows StoryTech scenario #I Regional focus ___________

It is the year 2015 and you are living in ____________________ (country) and working as a ____________________________ (position) for _________________________ (name of organization). A public policy issue affecting development in your country of importance to you is: _________________________________ There have been tremendous technology development advancements in this area in the last ten years. Please describe the situation as though you were in the year 2015 looking backward to [date]. What happened? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Innovative uses of technology have made a signicant contribution to success in this issue area. As you look back over the past 10 years, from 2015 to 2005, what were the innovative uses of technology that helped to achieve this success? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
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Describe the barriers that had to be overcome regarding the implementation of these technologies. What were the key practical barriers, such as: infrastructure, policy, capacity to obtain nancing, the knowledge base, installation, training, and maintaining the technologies? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ How did you overcome these barriers? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

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Environment and sustainable development group summary 1. 2. 3. 4.

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What types of technology were employed? Data sharing technology Chemical engineering Urban forestry/urban planning (road engineering/materials, sensors) Vehicle alternatives (fuel, materials, electric, + Biotech) Power (sun, generators, hydroponics) Economic model advancements (rebalance with natural resource values) Energy efficient electric artifacts Biotech (General) Precision application farming on farm water quality monitoring renewable energy (cold fusion, wind, etc) Intelligent transport systems Marketing innovation (social) use of media In-eld time released chemicals Increased efficiency + complex sustainability + balance What elds were represented? Environmental sustainability Poverty Public Transport (urban) Global warming (CO2) Water Quality Natural resources (crisis) Energy Air pollution (urban vehicles What barriers to implementation were encountered? Lack of expertise/resources/political conservativism/atttudes Current denitions of success Lack of funding Entrenched interests (economic/political/ideological) Inertia Assimilation of information How were the barriers overcome?

Articulation of need for change. Resistance to change Bringing stakeholders together + dissemination (sharing outcomes)

 Awareness Developing appropriate chemical principles Skyrocketing energy prices, unemployment, drop in income in developed countries Wider public participation and development Thanks to George Kubik for facilitating the discussion and transcribing the group summary. Democracy and civil engagement group summary 1. 2. 3. 4. What types of technology were employed? Information systems and training E-government (law, licences, taxes) Information systems of libraries Liberalization, more access to internet What elds were represented? Government services (civil service, judiciary, etc.) Libraries, universities Schools Private sector, Non-prots The media What barriers to implementation were encountered? Bribery or Gift-giving? Nepotism, cover-ups Psychological barriers Fear of technology, especially by the older generation Red tape lack of clear procedures Older generation vs. younger generation (gen. gap) Imposed lack of education (lack of access) Lack of access to nancial resources How were the barriers overcome? Strict enforcement of rules and laws regarding conflict of interest Public awareness through media effective media Determination of the new generation willingness to make changes Protection of whistle-blowers Training of auditors, accountants to spot corruption Leadership committed to ghting corruption

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Thanks to Christine Swanson for facilitating the group and to Shehryar Sarwar for transcribing group notes. Education group summary 1. 2. What types of technology were employed? Virtual libraries Virtual reality (to envision elds to increase bang for buck) Webcam Move to cost-effective travel options (e.g. pr campaigns) What elds were represented?

Higher education workforce develop access international student numbers International NGO - girls education Teacher at secondary school (technical) in SSA 3. 4. What barriers to implementation were encountered? Increased competition Reliability of education services Accessibility Credibility of providers Connecting action to technology Getting information out there through technology Insufficient resources, malfunctioning system Maintenance to infrastructure Power (etc., etc.) Financial resources (capacity building) Understanding (acceptance of technology) Social traditions (e.g., girls) Shortage of technicians, teachers How were the barriers to implementation overcome? Updating regulations and policies Increased capacity of institutions to adapt Privacy concerns, such as sharing data Concern about viability of outcomes Needs assessments, etc, workforce-ready skills, customized curricu-

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lum Technology a solution? Access through satellites (global communication at lower costs) Energy sources attained Minister of Education in SSA (Horn of Africa) Consultant in Thai Ministry of Education to strengthen business, health care education (linkages) Tools to address the cost of access Access to information aided the reduction of some barriers, fostered creativity, etc. Nationwide investments in teacher education (student centered approach) Introduced solar power Provided mobile phones, internet Radio/tv education programing (domestic programming & international) Training of technicians & teachers about technology

Human rights group summary 1. 2. 3. What types of technology were employed? Communications hardware and software Telecommunications Cell phones Computers and CDs (to substitute for books) Online classes and discussions What elds were represented? Access to education for women Access to higher education Access to information National policy What barriers to implementation were encountered?

Religious institutions (especially attitudes towards women) Legal systems (hard to change) Lack of education Lack of nancial resources Resistance to change in standard-setting organizations (e.g., World Bank and IMF) Attitudes

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 Difficulty of convincing governments to support and fund Need for infrastructure Need for Training 4. How were the barriers overcome?

Women as vehicle of implementation (e.g. micro-projects where they rent out cell phone time) Legal system could facilitate (if changed) Develop national planning Move from national to global focus for analysis distribute national reports worldwide. Health group summary 1. What types of technology were employed?

Vaccines Wireless /Laptops For education and certication of local health care workers For assessment and diagnosis A distributed medical assessment, sensing, monitoring, health management information system. Storytelling Vending machines 2. What elds were represented?

Education consulting Health Informatics professor Policy makers 3. 4.

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What barriers to implementation were encountered? Infrastructure Belief Systems / Attitudes / Conflict Money Governance / Control Vaccine development How were the barriers overcome?

Increase buy in, adoption and availability by using gains realized in preventing full onset of medical conditions

Established a Vision Engaged key constituencies Anonymity through design Collaborate Be inclusive Developed local innovations to fund some local work, e.g. water purication Joint partnerships and federated approaches between government and organizations. Training of everyone in the initial organizing groups into the technologies and in turn they train another group of people and so on especially at the local level Law and justice summary 1. What types of technology were employed?

Increased telephone (cellular) and personal computer and access to Internet Village cell and computer cooperative with hot-line to link for help Cities offering free wireless connection to everyone Using the computer as cell phone to get rid of cost (I.E. SKYPE) Improved in Health care systems Cheaper medicine and drugs and treatments Decreased Environmental Equipment polluting air, water, and land Improved Transportation and Roads to decrease congestion and have lower tolls 2. What elds were represented?

Transportation/Civil Servant (Brazil) PUBLIC TRANSPORTATION Mayor (Argentina) POLITICIAN Senior Law Enforcement Officer in Private Sector (Pakistan) CIVIL RIGHTS Advisor of Development organization in National or International org. (Bangladesh or other country) - HR ACTIVIST Project Manager for NGO in Environmental Protection (Australia) Appellate Court Judge (Sierre Leone) - LEGAL/CIVIL 3. What barriers to implementation were encountered?

Paramilitary force Funding Corruption of Courts

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 Access to information and training Environmental Pollution High human rights violations and lack of condence in legal, political, economic, and social systems 4. How were the barriers overcome?

Improved distribution of wealth by revisiting Developed leadership skills through training to use phone and computers Improved access to credits and grant for technology access (women access to telephone and computer) to improve business skills Established exchange conversation between judges Educated and sensitized judges and law enforcement to change attitudes Connected cars via a satellite which regulated congestion, so traffic jams will be non-existent and tolls were lower.

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HHH Fellows Storytech scenario #2 Regional leadership focus ___________

[Note: The data from this StoryTech are not reported in this version of the Guidebook.] Technology collaborations across sectors and between countries were essential to achieving the successes youve described in your world region. Describe these technology collaborations. How did they contribute to your success? Collaboration #1: ___________________________________________ ___________________________________________ ___________________________________________ Successful because: ___________________________________________ ___________________________________________ ___________________________________________ Collaboration #2: ___________________________________________ ___________________________________________ ___________________________________________ Successful because: ___________________________________________ ___________________________________________ ___________________________________________
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Collaboration #3: ___________________________________________ ___________________________________________ ___________________________________________ Successful because: ___________________________________________ ___________________________________________ ___________________________________________ What were the barriers to procurement, implementation, and adaptation that were overcome? A. Procurement: ___________________________________________ ___________________________________________ ___________________________________________ B. Implementation: ___________________________________________ ___________________________________________ ___________________________________________ C. Adaptation: ___________________________________________ ___________________________________________ ___________________________________________
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How did leaders in your region demonstrate help to overcome these barriers? ___________________________________________ ___________________________________________ ___________________________________________ What was your own leadership role in demonstrating how to overcome these barriers? ___________________________________________ ___________________________________________ ___________________________________________

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EpilOgue

The universe is not made of atoms. It is made of stories. Unknown StoryTech enables the construction of virtual contexts. In such contexts, people are able to tell different stories about desirable futures, then link these back to the contemporary real world. The StoryTech process: Requires constant focus on malleable internal contexts. With practice, evolves personal Ba, or internal contexts. Evokes, creates, and selectively applies tacit knowledge. Permits a vast expansion of perspectives and choices.

We are beginning the Twenty-First Century. Were on the ramp into a new and exciting frontier for those who can master the intricacies of change. Many believe that more changes will occur in the next ten or twenty years of the ramp than have occurred since the beginning of the Industrial Revolution. Why do they believe this? Chaos and turbulence are becoming the new personal and community realities. Everything is changing, and, much of the time, change is occurring unpredictable. New information and knowledge resources are forged out of the challenges posed by such chaos and turbulence. Effective management of change results from bringing information and knowledge together, interfacing these two resources for the benet of the individual, the organization and the community. The Guidebook is about the use of new stories to produce new and useful information and

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knowledge: Storytelling is based on historical oral tradition and has been used to: Strengthen and change cultural beliefs. Transmit knowledge and ideas. Communicate values and principles. Coalesce and clarify reality. Information is a social resourceideas, skills and beliefs shared within the community. Knowledge is a personal resourceideas, skills and beliefs yet to be shared within the community. What will be demanded of individuals and communities to survive, and to develop suitable and rewarding lifestyles, skills, values, and ideals during the ramp into this new Century? Who will be the individuals, organizations, corporations, and communities whose examples will inspire us, and create within each of us the will and the focus to ramp condently into the future? Who will provide the leadership and examples to guarantee that we will thrive, not merely survive? What new stories can be told to help us navigate this new Century? Storytelling is an ancient technology. It is many thousands of years old. Personalized stories are the engines of new knowledge production for individuals. The Buddhist concept of mindfulness plays a major part in new knowledge production based on stories. Historically, storytelling has been a primary means for transmitting beliefs and knowledge. Storytelling, therefore, is a personal technology for learning and for social and cultural communications. Oral tradition underlies storytelling. In use since pre-history, it is pervasive among all people. Not all societies have historically used the wheel, the lever, or the plough. However, all societies throughout history have extensively used stories to construct and share meaning. The purpose of StoryTech is to introduce a modern application of the ancient human capacity for storytelling. It will address the purpose, structures, and process of story constructions. It will provide concrete steps for the construction of new personal knowledge to support intellectually and emotionally improved decision making now and in the future. It will explore and explain the evolution of storytelling as an individualized strate-

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gic process capable of bringing value to individuals, and through them, to groups. StoryTech speaks to people who want to create positive outcomes in their emerging futures. StoryTech facilitators and participants are those whose innovative stories and scenarios can make a positive difference in the totality of their lives, including their interactions with others at work, in the community and in the home. Wed like to remind both you that the future is neither out there nor especially distant. Rather, it can be right inside us at this very moment. We need to recognize the immediacy of future time, something that has been denied us by overly literal interpretations of the calendar. Can you imagine anything more exciting than an immediately accessible best case future? We cant, and we wonder who could! On the other hand, theres always the problem of getting what we want. Thats sometimes the worst of all worlds, because its often expedient to be pessimistic; to assume that things will fall apart despite all our efforts. Such defeatism prefers to eschew responsibility for the future, particularly in the case of highly positive or visionary aspirations and projections. Our explanation for is this starkly simple: positive change usually demands more responsibility from us than negative change. As we leave you temporarily, please remind yourself that now is the time to develop new stories for new futures. Nothing in human history has the power of stories to inspire. Not even images, which are meaningless without vital story contexts. Remember, too, that the shelf life of practical stories is constantly shortening, demanding that up-to-date people constantly renew their repertoires of new and refurbished strategic stories. We have provided the Guidebook in the hope that it will be practical. We are most interested in how you, the Designing Professional Futures student, determined whether the Guidebook t the course and your emerging professional needs. We are interested in how you may have found it confusing, difficult, overly divergent, or too simplied. Were equally interested in how it met your criteria for clarity, ease, focus, and appropriate complexity. Your critiques are of inestimable importance, so please let us know them. Your future is our focus.

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Stay in touch. Arthur can be reached at harki001@umn.edu or by phone: 612-743-7528. George can be reached at kubik005@umn.edu and at 651452-3887.

Goodbye for now!

Arthur Harkins & George Kubik

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RefeRences anD RecOmmenDeD ReaDings

Amaro, A. C., & Moreira, A. (2002). Kids as storytellers and design partners: learning and the development of storytelling technologies. In M. Nistal, M. Iglesias and L. Rifon (Eds.), Actas do Congresso IE-2002 (pp. 1-8). Retrieved March 04, 2012, from http://lsm.dei.uc.pt/ribie/docles/txt2003729191646paper-052.pdf Boje, D. M. (2001). Narrative methods for organizational and communication research. Thousand Oaks, CA: SAGE. Boje, D.M. (1991). Consulting & change in the storytelling organization. Journal of Organizational Change Management, 4(3), 7-17. Boje, D.M. (1991). Organizations as storytelling networks: A study of story performance in an office-supply rm. Administrative Science Quarterly, 36, 106-126. Brown, J.S., Denning, S., Groh, K., & Prusak, L. (2004). Storytelling in organizations: why storytelling is transforming 21st century organizations and management. Boston: Butterworth Heinemann. Carminatti, N., & Borges, M.R.S. (2006). Analyzing approaches to collective knowledge recall. Computing and Informatics, 25, 547-570. Cox, A. (2007). Reproducing knowledge: Xerox and the story of knowledge management. Knowledge Management Research & Practice, 5, 312. Denning, S. (2004). Telling Tales. Harvard Business Review, 82(5), 122-129, 152.
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Escalfoni, R., Braganholo, V., & Borges, M.R.S. (2011). A method for capturing innovation features using group storytelling. Expert Systems With Applications: An International Journal, 38(2), 1148-1159. Fisher, W. R. (1984). Narration as a human communication paradigm: the case of public moral argument. Communication Monographs, 51(1), 122. Gabriel, Y. (2000). Storytelling in organizations: facts, ctions, and fantasies. New York: Oxford University Press. Gargiulo, T.L. (2007). Once upon a time: using story-based activities to develop breakthrough communication skills. San Francisco, CA: Pfeiffer. Gargiulo, T.L. (2006). Stories at work: using stories to improve communication and build relationships. Westport, CT: Praeger Publishers. Kalid, K.S.B., & Mahmood, A.K.B. (2010). Using stories to share knowledge: a malaysian organization case study. Journal of Knowledge Management Practice, 11(1). Kalid, K.S.B., & Mahmud, A.K.B. (September 26, 2008) A proposed organization storytelling conceptual framework for the purpose of transferring tacit knowledge. In, H.B. Zaman [et al.] (Eds.), Cognitive informatics: bridging natural and articial knowledge: proceedings, International Symposium of Information Technology 2008. Kuala Lumpur Convention Centre, Malaysia, August 26-29, 2008, Co-sponsored by IEEE. Piscataway, NJ: IEEE. Nguyen, C., Gallagher, E., Read, A., & de Vreede, G. (2009). Generating user stories in groups. In, L. Carrio, N. Baloian, & B. Fonseca (Eds.), Groupware: design, implementation, and use (Volume: 5784, 357-364). Berlin/Heidelberg: Springer. Santoro, F.M., Borges, M.R.S., & Pino, J.A. (2010). Acquiring knowledge on business processes from stakeholders stories. Advanced Engineering Informatics, 24, 138148. Shaw, G., Brown, R., & Bromiley, P. (1998), Strategic stories: how 3M is rewriting business planning. Harvard Business Review, 76 (3), 41-50. Sole, D., & Wilson, D.G. (2002). Storytelling in organizations: the power and traps of using stories to share knowledge in organizations. LILA Harvard Graduate School of Education, 1-8. Retrieved March 04, 2012, from http:// www.providersedge.com/docs/km_articles/Storytelling_in_Organizations.pdf

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Tobin, P.K.J., & Snyman, R. (2008). Once upon a time in Africa: a case study of storytelling for knowledge sharing. Aslib Proceedings: New Information Perspectives, 60(2), 130-142. Valle, C., Prinz, W., & Borges, M.R.S. (2002), Generation of group storytelling in post-decision implementation process, In Proceedings 7th International Conference on Computer Supported Cooperative Work in Design, September 25-27, 2002 (pp. 361-367). Rio de Janeiro, Brazil.

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EXPLORE the DevelOpment Of yOuR innOvative self

StoryTech offers a dynamic 21st century approach for integrating the power of your personal stories with the collective wisdom of groups, organizations, and societies. This Guidebook will introduce you to a very old process that enhances your strategic ability to deal with change and opportunity. This Guidebook is written in a holographic, non-linear style. In order to satisfy your curiosity and uniqueness, the chapters are not chained together sequentially. You are encouraged to select chapters that have immediate interest to you and read the remaining chapters as your curiosity evolves. Key concepts repetitively appear across different chapters where they are presented from different perspectives and with different objectives. You are encouraged to apply your individual uniqueness in reading this Guidebook. The Guidebook will then become unique to you! Arthur Harkins is an associate professor in Organizational Leadership, Policy and Development (OLPD) at the University of Minnesota. He is a faculty member in Comparative and International Development Education within OLPD and an adjunct member of the Department of Sociology. Harkins is co-author or co-editor of ve books, including Cultures of the future and StoryTech: A personalized guide to the 21st century. George Kubik is President of the Anticipatory Futures Group, LLC. He is a former Strategic Futurist and Assistant Regional Director for Strategic Planning with the U.S. Government. He has a PhD from the University of Minnesota, and is President of the Minnesota Chapter of the World Future Society. Kubik is a consultant and presenter for corporations, federal, state, and local agencies in the areas of futures research and systems thinking.
ISBN 978-0-9787434-1-3

FUTURES / INNOVATION / LEADERSHIP

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