10/5/2018. Gracious Space. Cultivating a Supportive Culture In Your Library. Impromptu Networking. 1. I signed up for this class because
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1 Gracious Space Cultivating a Supportive Culture In Your Library Impromptu Networking 1. I signed up for this class because 1
2 Impromptu Networking 2. One thing I hope to contribute to class is Impromptu Networking 2. One thing I hope to get out of class is 2
3 Our Hopes For You Be able to explain the 4 elements of Gracious Space Have a plan on how to use the elements at work Have fun! Think of a time You experienced something like gracious space Who was there, what was happening, what made it unique? Tell the short story to one other person Switch 3
4 Gracious Space is A spirit and a setting, where we invite the stranger and learn in public Agenda for the Day Start 8:30 am Introduction & Spirit Break 9:40 am Setting & Invite the Stranger Break 11:00 am Learn in Public & Action Plan End 12:30 pm 4
5 Gracious Space is a spirit Spirit: Three Aspects Me We Purpose 5
6 Me: Clearing High Energy Low Mood High Mood Low Energy Me: Name Tag Hello my name is Being authentic 6
7 We: Norms Purpose Creating opportunities through meaningful connections 7
8 Competency Worksheet Break 10 MINUTES 8
9 Gracious Space is a setting Setting 9
10 A Supportive Setting Is Competency Worksheet 10
11 Gracious Space is invite the stranger Stranger Means to Me 11
12 Stranger: Two Aspects Internal External Johari Window Known to SELF Unknown to SELF Known to OTHERS Open Blind Unknown to OTHERS Hidden Unknown 12
13 Active Invitation I am a Stranger to 13
14 Preparing to Invite the Stranger The Empty Chair 14
15 Competency Worksheet Break 10 MINUTES 15
16 Sound Ball Gracious Space is learn in public 16
17 What Do You Do? 2 Minutes Uninterrupted 17
18 Risk Taking & Mistakes Story Time 18
19 Competency Worksheet Carousel Brainstorm 19
20 Letter to Myself More on Gracious Space Center for Ethical Leadership (Website) Creating Gracious Space (TED Talk) Gracious Space: Working Better Together (Book) Courageous Collaboration with Gracious Space (Book) 20
21 Evaluations How d it go? 21
22 Workshop Agreements 1. Listen actively; listen to understand. 2. Speak for yourself; share your experience. 3. Share air-space; WAIT and WAINT. 4. Name a dynamic: use ouch and oops. 5. My normal may not be your normal. 6. Intent vs. impact. 7. Stay engaged; stay in relationship. 8. Be open to feedback; ask clarifying questions. 9. Expect and accept non-closure. 10. Be aware of your feelings and thoughts; stay present to your experience. Adapted from Community Agreements by Fleur Larsen Facilitation (
23 Self-Assessment Gracious Space: A spirit and setting where we invite the stranger and learn in public. Instructions: Below are some values and behaviors that can demonstrate Gracious Space. 1. Check all those you do well. 2. Then circle the top THREE that define you the most. 3. Star 2-3 which you would like to improve. Being open to feedback Being compassionate Being present Being aware of my impact on others Being intentional Being reliable Trusting others Being trustworthy Being comfortable with questions Comfortable not knowing Being collaborative Willing to slow down Willing to be influenced Affirming others Reflecting on assumptions Actively seek others' opinions Assuming others best intentions Ask open ended questions Interject humor/fun Discerning patterns emerging from a group Establishing norms Learning and sharing rather than telling Listening deeply Extending respect to everyone Able to detach from outcomes Curious about difference Seeing everyone as gifted and capable Welcoming others not in my comfort zone Empowering others Innovating new approaches Bridging boundaries Open to differing and conflicting views Capable of stopping, assessing and redirecting Sharing power Holding off on judgment Steering conflict toward positive, creative results Center for Ethical Leadership center@ethicalleadership.org
24 Assessing Competency Each quadrant in the circle below represents one of the four elements of Gracious Space: spirit; setting; invite the stranger; and learn in public. Each element has three levels: novice, competent, and master. 1. Assess your capacity for each element, and place a mark at your current capacity. Novice: center of the circle Competent: at the hash mark Mastery: on the circle 2. In each quadrant, note ways you bring this element to action. 3. Connect the dots to get a visual representation of your current competency. SETTING SPIRIT SETTING INVITE THE STRANGER SPIRIT LEARN IN PUBLIC INVITE THE STRANGER LEARN IN PUBLIC
25 JoHari Window Known to self Not known to self Known to others OPEN BLIND Not known to others HIDDEN UNKNOWN The Johari Window, named after the first names of its inventors, Joseph Luft and Harry Ingham, is one of the most useful models describing the creation of trust in human interaction. A four paned window, as illustrated above, divides personal awareness into four types: open, hidden, blind, and unknown. The lines dividing the four panes are like window shades, which can move as an interaction progresses. We build trust by opening the hidden shade to others, and allowing them to open the blink and unknown windows into ourselves. - Luft, Joseph, Of Human Interaction
26 Inviting the Stranger into Your Project Think of a project you are working on at work or in the community. 1) Do I need the help of other people to make decisions regarding this project? Yes No 2) Does the work require a change in attitude, beliefs, assumptions or behavior? Yes No If the answer to either question is YES, then answer the following questions. If the answers are NO, then choose another project for this exercise. 3) Who is currently involved in the project? 4) Are these like-minded people or do they have differences? What are they? 5) Whose voice is not represented? Who are the "critical friends" (those critical to the project, those critical of the project)? 6) Identify one or more individuals who would add a valuable perspective to this group. 7) How do you feel about including these different perspectives you just identified? What is your tolerance for difference? Do you truly believe in the gifts this person(s) could bring? What resistance do you have, if any? How can you turn your resistance into openness and curiosity? 8) What do you need to do differently (ahead of time or at the meeting) to ensure this person(s) is heard, and can contribute their gifts and perspectives? 9) Reflect on how others might feel when this person(s), 'the stranger,' shows up. How can you help them see the value of this perspective? (c) Center for Ethical Leadership (206)
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