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3.8
Mapping Complexity
Submitted by Jack Byrd, Jr.
Complicated issues can overwhelm a discussion group. Discussants can feel daunted by the complexity of a topic or they can rush to a conclusion without fully exploring its complexity. Both approaches fail to constructively engage the topic. This activity introduces tools for mapping complexity.
Learning Goal
Successfully employ visualization tools to help discussion groups organize, structure, and discuss complex issues.
Instructions
Set Up: Prepare for the Activity
Select a scenario from the collection of What IF…Scenarios or create your own based on a topic that is relevant for your group.
Share the scenario as a handout or shared document.
Share the Fishbone Diagram as a handout or create copies of the file for each group and share electronically.
Organize participants into small groups (4-6 ppl).
Begin by introducing the learning goals of this activity.
Step One: Review the Scenario (5 min)
As a full group, invite a participant to read the scenario aloud while others read along. It may be helpful to share the scenario on an overhead screen if meeting in-person or use the share screen function if meeting virtually. Participants may also want to read quietly and have a copy to refer to details later in the activity.
After reviewing the scenario, ask if there are any questions.
Step Two: Discuss the Scenario in Small Groups (10 min)
In small groups, explore the following prompts. Identify one participant in each group to be the discussion facilitator and record notes on a whiteboard, flipchart, or shared document that can be viewed by everyone in the group.
Discussion Prompts:
What is the key issue, concern, or dimension of this scenario? What’s at stake?
What are the primary dimensions of this topic that we should consider?
Who are the stakeholders in this scenario? Who is affected? Who are the decision makers? Helpers? Influencers?
What are the benefits of the proposed policy or course of action? Costs? Trade-offs?
What is making us feel uneasy or uncomfortable? What is giving us pause? What unintended consequences should we anticipate?
Step Three: Fill in the Fishbone Diagram (20 min)
Provide each group with an empty Fishbone Diagram. Ask each group’s facilitator along with the other members of their group to fill in the diagram using the group’s discussion of key dimensions and concerns. For example:
In the head of the fish (light pink shape on the right), place a 1-3 word description of the primary issue or topic being discussed.
Then identify the major dimensions of the issue (approx. 4-6 items). Place these in the boxes that form the body of the fish (green, orange, and pink boxes on the top and bottom).
Then identify specific or more detailed aspects of each dimension. These form the bones of the fish (white boxes below each colored box).
Step Four: Review and Discuss the Diagram (10 min)
Once their fishbone diagram is completed, ask each group to use it to identify contrasting and competing dimensions of the topic. Prompts:
When we look at this diagram, how does it help us to see the tension of the scenario?
Which part of this diagram seems most prominent or concerning?
Now that we are examining the scenario with this visual tool, what are we seeing differently? What could we add to this diagram?
Step Five (optional): Share Diagrams with the Full Group (5 min)
If time permits, invite each small group to share their completed diagrams on the board or a wall and ask participants to walk around the room to review the diagrams. If meeting virtually, review them one at a time on a shared screen with the full group.
Step Six: Debrief as a Full Group (10 min)
What are the major dimensions and contrasts within your small group diagrams?
What are some common themes across the small groups? Which dimensions stood out most to you?
Where do you see the most contrast? Are there any outlier topics?
Now that you have a sense of all the diagrams, what’s missing?
How does visualizing and organizing dimensions of this topic help us to better explore it together as a group?
TIME
55
min
MODULE
Critical Collaboration
This activity is more involved or complicated than a beginner activity. This activity is for groups that have established trust or experience with discussion.
This activity can be easily modified for asynchronous learning. See Sample Asynchronous Certificate Program Design to illustrate sample sequencing.
This activity is suitable for professional or more formal learning environments.
This activity can be used to support facilitation skills. See Sample Facilitation Certificate Program Design to illustrate sample sequencing.
Tell us what you think. Rate and review this activity:
Have any helpful suggestions or modifications for this activity?
Share them in the comments below!
0 Comments
Shannon Wheatley Hartman
December 7, 2022 at 7:01:33 PM
Another all time favorite. I really recommend this activity when you are trying to think about the complexity of a social topic and who/what is impacted by it. It pairs well with the Divergent Thinking/Surround the Topic activity. This activity also includes a really helpful worksheet for capturing types of stakeholders.
Shannon Wheatley Hartman
December 7, 2022 at 6:59:07 PM
I really like this activity. It is a fun way to figure out what matters most to us as a group. For example, if you need to figure out the theme for a discussion series or a topic for a group project, try out this activity. It helps participants to reflect on their own civic passion but also negotiate together the civic passions of the group. It could be paired with the value activities in Module One.
Shannon Wheatley Hartman
December 7, 2022 at 6:54:13 PM
I the process in this activity ("surround the topic") a lot. It is particularly useful as facilitation preparation. It also helps with generative thinking.
Shannon Wheatley Hartman
December 7, 2022 at 6:52:01 PM
This is an all time favorite. Use it as a warm-up activity or whenever you have a group that feels stuck and can't think of new ways of engaging a topic or problem.
Shannon Wheatley Hartman
December 7, 2022 at 6:49:22 PM
Similar to the previous activity (1.7 Taking Inventory of CD Skills), this activity includes a google survey that participants can complete at the beginning of a program or class. Instructors or facilitators can use this information to then tailor future activities to best fits the discussion needs of their group.
Shannon Wheatley Hartman
December 7, 2022 at 6:46:46 PM
Use this as pre-class or pre-workshop preparation! These self-evaluations will help teachers or facilitators to better understand the starting point of each participant and an aggregate view of the group. The survey results are shared only with the instructor/facilitator. This is a really helpful resource (and you can modify the survey to fit your needs).
Shannon Wheatley Hartman
December 7, 2022 at 6:43:42 PM
This activity and the previous (1.5 Understanding Values) are great for difficult conversations. I would use this as the prep work before diving into potentially tricky conversations. It helps participants to look for the values that inform opinions (and not just dismiss ideas that they don't like).
Shannon Wheatley Hartman
December 7, 2022 at 6:41:01 PM
This is also known as "Identity Pie." It's a great warm up and way for participants to get to know one another. I would use this early in a group setting to help build connection.
Shannon Wheatley Hartman
December 7, 2022 at 6:39:24 PM
I think we all know that creating guidelines is important. I introduce activity 1.1 What is Collaborative Learning? first and then use the positive and negative attributes that they generate to help form our group guidelines.
Shannon Wheatley Hartman
December 7, 2022 at 6:36:43 PM
I always recommend that folks start off with this activity and pair it with 1.3 Creating Guidelines. It is a great way to set the tone and emphasize the importance of collaborative discussion.