Applied Improv throughout the Three-Day Program--在为期三天的节目中应用即兴表演
Approximately one-third of MDP involves AI activities. Each was strategically designed to bring to life key theories and best practices around topics such as collaboration, trust, motivation, assertiveness, active listening, and giving feedback. We typically start each new topic with an AI activity, then discuss the theory in depth. Starting with an activity helps make that theory tangible, ideally heightens participants’ self-awareness, and gives them the chance to practice new behaviors.
大约有三分之一的MDP涉及到人工智能活动。每一个都被战略设计，旨在实现围绕协作、信任、动机、自信、积极倾听和反馈等主题的关键理论和最佳实践。我们通常以一个人工智能活动开始每一个新话题然后深入讨论理论。从一项活动开始有助于使该理论切实可行，理想情况是提高参与者的自我意识，并给他们练习新行为的机会。
To broach the topic of collaboration, we start with an activity called What I Like about That (Workbook 7.2). This is one of my favorite Yes, And activities because, for facilitators, it so clearly reveals which participants are still struggling with listening and building on other’s ideas. Once you know this is a challenge for someone, you can better help them explore the reasons why sharing control is hard, and support them in practicing new ways of doing so.
为了讨论协作的话题，我们从一个名为“我喜欢它的东西”的活动（工作簿7.2）开始。这是我最喜欢的是的活动之一，因为，对于主持人来说，它如此清楚地表明哪些参与者仍在努力倾听和建立他人的想法。一旦你知道这对某人来说是一个挑战，你就可以更好地帮助他们探索分享控制困难的原因，并支持他们练习新的控制方法。
In small teams, participants must design something mundane, like a toaster. The first person suggests a characteristic of the toaster, such as, “I’d like the toaster to have six slots for toast.” The person to her left responds by saying, “What I like about that is ...” and finishes the sentence explaining why having six slots is valuable. What I like about that is that my husband, my son, and I can all have toast at the same time. Then she adds another characteristic, “And I would like the toaster to be blue.” The person to her left responds in kind, “What I like about that is ...” and finds something to say about why blue is a good color. What I like about that is that blue matches my eyes, and ... When I set up the activity, I also add two more key variables: They have an infinite budget and the rules of physics do not apply! Typically, the first round of ideas for the toaster stays within the realm of the practical. By the end of the activity, the toaster has the ability to levitate and follow its owner around, travel in time, and fold up to fit in your pocket.
在小团队中，参与者必须设计一些平凡的东西，比如烤面包机。第一人称提出了烤面包机的特点，比如，“我希望烤面包机有六个槽来烤面包。”她左边的人回答说：“我喜欢的是……”话最后解释了为什么有六个插槽是有价值的。我喜欢的是我的丈夫，我的儿子，和我都可以同时祝酒。然后她又加了另一个特点，“我希望烤面包机是蓝色的。”她左边的人亲切地回答：“我喜欢的是……”并找到了为什么蓝色是一种好颜色。我喜欢的是蓝色和我的眼睛相匹配。当我设置活动时，我还添加了两个关键变量：它们有无限的预算和物理规则不适用！通常，烤面包机的第一轮想法保持在实践的范围内。到活动结束时，烤面包机可以悬浮和跟随主人四处走动，及时旅行，并折叠进你的口袋。
After each team describes their fabulous creation to the others, we discuss this process of creating together. What was it like to offer an idea knowing the person next to you will find something they like about it? It made me feel safe to say even goofy ideas because I knew they’d accept them. And what did you have to do if the person to your right made a suggestion you didn’t really like? I knew the rules instructed me to finish the sentence, “What I like about that,” so even though I really wanted the toaster to be multicolored and not blue, I had to throw away the multicolored idea and go with blue. Once I let go of my own idea, I realized it was more fun to build together than to show how brilliant I was. Plus, the others made me feel brilliant because they kept saying what they liked about my ideas!I realized it was more fun to build together than to show how brilliant I was. Plus, the others made me feel brilliant because they kept saying what they liked about my ideas!
在每个团队向其他人描述他们美妙的创造之后，我们讨论一起创造的过程。知道你旁边的人会发现他们喜欢的东西是什么感觉的？说起来也很安全，因为我知道他们会接受它们。如果你右边的人提出了一个你不太喜欢的建议，你该怎么做呢？我知道规则指示我完成一句“我喜欢什么”，所以即使我真的想要烤面包机是彩色的，而不是蓝色的，我也不得不放弃这个彩色的想法，选择蓝色。一旦我放弃了自己的想法，我意识到一起建造比展示我是多么聪明更有趣。另外，其他人让我感觉很棒，因为他们一直在说他们喜欢我的想法！
Additional activities in MDP include doing a Trust Walk (Workbook 7.3) to address the topic of which behaviors build or undermine trust as a leader. And to heighten their self-awareness of how well or not they actively listen, and to practice Building with What They Are Given, we do Word-at-a-Time Stories.
MDP中的其他活动包括执行信任行走（工作簿7.3），以解决什么行为建立或破坏领导者信任的主题。为了提高他们对积极倾听的自我意识，并练习构建他们的东西，我们做Word故事。
A NOTE ABOUT DIRECTED IMPROV
If a facilitator has experience directing and side-coaching improv in formats like Keith Johnstone’s (1999) Gorilla Theatre and Maestro, you have an even greater set of skills to draw on at any point in a program. You can spontaneously ask a couple of volunteers to improvise a “role-play” and side- coach them, enabling them to better illustrate topics like ways to give feedback. You can take it even further and freeze the role-play, ask the observers what they think should happen next, just as you would with an audience at a show, and continue the role-play from there. You can swap out one of the “performers” with someone else, or require someone to speak in sentences that are a maximum of five words long or only using questions. Consider all the techniques you use in performance and how they can be used here.
如果主持人有指导和指导像基思·约翰斯通的（1999）大猩猩剧院和大师这样的即兴表演经验，那么你在节目中的技能都是更好的。你可以自发地要求几个志愿者即兴创作“角色扮演”，并辅助指导他们，使他们能够更好地说明主题，比如给予反馈等。你可以更进一步，冻结角色扮演，问观察者他们认为接下来应该发生什么，就像你在节目中的观众一样，然后从那里继续角色扮演。您可以与其他人交换其中一个“表演者”，或者要求其他人用最多长五个单词的句子说话或只使用问题。考虑一下您在性能中使用的所有技术，以及如何在这里使用它们。
Impact
All Tiffany leadership programs are grounded in the belief that self-awareness is the foundation of good leadership. One of the signature benefits of AI is that participants continually practice, in the safety of the classroom, behaviors we want them to apply to the workplace. This gives them opportunities to immediately experience how well or not they did something, try a behavior in a new way, get immediate feedback from others, and deepen their self-awareness, all while developing skills.
蒂芙尼的领导项目都基于这样一种信念，即自我意识是良好领导力的基础。人工智能的标志性好处之一是，参与者在课堂安全环境中不断练习我们希望他们应用于工作场所的行为。这让他们有机会立即体验他们做得的好坏，以一种新的方式尝试一种行为，从别人那里得到即时的反馈，加深他们的自我意识，同时发展技能。
One participant, I’ll call Sue, proceeded to draw the entire face by herself in Quick Draw, leaving her partner with nothing to do. Her partner commented on it during the debrief discussion and Sue sheepishly said she just got “lost” in the drawing. Then in Snap Pass, twice she did not notice when someone had passed her a snap nor did she make eye contact when she passed it. Later that day when we played What I Like about That, she added her feature to the toaster without first saying what she liked about the previous offer. Her teammates corrected her, and she admitted she didn’t fully listen to the instructions, nor to the previous person’s offer. In the discussion that followed, Sue very candidly shared that she was becoming aware that she does not share control easily or listen to the contributions of others. This was on the afternoon of the first day of MDP. By Day 3 she was still challenged by sharing control and listening, but she was consciously trying these new behaviors, and laughing with her colleagues when she didn’t always succeed.
一个参与者，我叫苏，继续在快速画中独自画出整个脸，留下她的伴侣无事可做。她的搭档在简短的讨论中评论了这一点，苏不好意思地说她只是在画中“迷失了”。然后在午睡通行证中，有两次她没有注意到有人从她身边经过，当她通过时也没有进行眼神交流。那天晚些时候，当我们播放《我喜欢的东西》时，她在烤面包机上添加了自己的功能，而没有先说她喜欢之前的提议。她的队友纠正了她，她承认她没有完全听从指示，也没有听从前一个人的提议。在接下来的讨论中，苏非常坦率地分享说，她开始意识到自己不容易分享控制权，也不容易倾听别人的贡献。这是在MDP的第一天下午。到了第三天，她仍然受到分享控制和倾听的挑战，但她有意识地尝试这些新行为，当她并不总是成功的时候，她和同事们大笑。
Another benefit of a psychologically safe climate is participants are free to spend more of the class time exploring real management issues of concern, rather than assessing if they can trust their colleagues to support them—and not judge them—when they reveal shortcomings, such as a fear of giving feedback to a pushy direct report or the inability to handle emotional outbursts. This safety, and the laughter generated from the games, usually helps form strong bonds between the participants that often last beyond the classroom. This is an intense three-day program, and participants often comment on how surprised they were that they stayed engaged the whole time. 心理安全环境的另一个好处是，当参与者暴露出缺点时，他们可以自由地花更多的课堂时间探索真正关注的管理问题，而不是评估他们是否可以信任他们的同事支持他们，而不是评判他们，比如害怕对虚假的直接报告提供反馈，或者无法处理情绪爆发。这种安全，以及游戏产生的笑声，通常有助于在参与者之间形成牢固的联系，通常持续在课堂之外。这是一个为期三天的紧张项目，参与者经常评论他们对自己一直保持投入感到多么惊讶。
For facilitators, AI activities provide multiple opportunities to discover which participants might be struggling with specific leadership challenges by observing how they participate in the activities. Looking again at Snap Pass, occasionally I get a participant who looks in one direction but passes the snap in another, calling attention to himself (see how clever I am) and causing confusion. I might deduce that this person tends to be more concerned about himself than his team, perhaps he is hungry for attention, or he may not be comfortable trying new things. I may augment or direct later discussions or activities to help him work on these challenges, or meet with him one-on-one later to share my observations and explore ways to support him.
对于促进者来说，人工智能活动提供了多个机会，通过观察他们如何参与这些活动，来发现哪些参与者可能正在与特定的领导挑战作斗争。再看一眼镜头，偶尔会有一个参与者朝一个方向看，但把镜头转到另一个方向，让人们注意自己（看看我有多聪明），并引起困惑。我可能会推断，这个人往往比他的团队更关心自己，也许他渴望得到关注，或者他可能不喜欢尝试新事物。我可能会增加或指导以后的讨论或活动，以帮助他解决这些挑战，或以后与他一对一地见面，分享我的观察结果并探索支持他的方法。
Another benefit of integrating AI into your program is, if facilitators feel that the participants’ attention is waning, it’s very easy to get everyone on their feet and engaged in an activity, regardless of the agenda. AI activities and improv principles also create a sense that all parties, including facilitators, are invited to be leaders of their own learning. And finally, when co-facilitating, it is a joy when a colleague is doing their best to “make you look good” and you are doing the same for them.
将人工智能集成到你的项目中的另一个好处是，如果主持人觉得参与者的注意力正在减弱，那么就很容易让每个人都站起来参与一项活动，而不管议程如何。人工智能活动和即兴表演原则也创造了一种感觉，即所有各方，包括促进者，都被邀请成为他们自己学习的领导者。最后，当你共同促进时，当一个同事正在尽最大努力“让你看起来好看”，而你也在为他们做同样的事情时，这是一种快乐。
I frequently get unsolicited feedback from former participants months or years after a training session saying they still find an empty room and do superhero poses before leading a difficult conversation, or how playing with being assertive, as compared to aggressive, opened their eyes to how they were being too aggressive at work. Many participants lead these same activities with their teams, and I have heard of more than one Tiffany store whose morning huddles have included Snap Pass. Phrases such as “What I like about that” have become commonplace at one of our service locations (to the point where they now use it in a sarcastic fashion—undermining its value?). Additional feedback includes gratitude that Tiffany invested this kind of time and attention in their development. And I am always delighted when MBA graduates tell me that they learned more about themselves and how to lead in these three days than they did in their graduate program.
经常得到主动反馈前参与者数月或几年后培训课程说他们仍然找到一个空房间和做超级英雄的姿势，或者如何玩自信，与侵略性相比，睁开眼睛他们是如何过于咄咄逼人的工作。许多参与者和他们的团队一起领导着同样的活动，我听说过不止一家蒂芙尼商店，他们早上的聚会包括午睡通行证。像“我喜欢什么”这样的短语在我们的服务地点已经很普遍（现在他们讽刺地使用它，破坏它的价值？）。额外的反馈包括感谢蒂芙尼在他们的发展中投入了这种时间和关注。当MBA毕业生告诉我，他们在这三天里学习了更多的知识时，我总是很高兴。
Impact on the OE Department
My colleagues in the OE Department were already a very Yes, And kind of team when I arrived, so the improv tenets merely reinforced what they were already striving to put into practice. To my eye, the two biggest changes that have happened with this team since being exposed to a regular diet of AI is the expanded toolkit of options they can draw from, and the precision with which they think about creating their learning opportunities. I watch my colleagues verbalize a learning objective, then explore a whole raft of experiences that might help their participants better achieve that objective. They think about how the setup of the room supports or limits their objectives, and they make sure to craft rich debrief questions to help their participants make meaning from each experience. They courageously ask participants to try new things. In a word, they are fearless!
当我到达的时候，我在OE部门的同事们已经非常肯定了，而且是一个团队，所以即兴表演的原则只是加强了他们已经努力付诸实践的内容。在我看来，自从这个团队经常接触到人工智能饮食以来，发生的两个最大的变化是他们可以获得的扩展工具包，以及他们考虑创造学习机会的准确性。我看着我的同事们讲述一个学习目标，然后探索一系列可能帮助参与者更好地实现这个目标的经验。他们会考虑房间的设置如何支持或限制他们的目标，他们会确保制作丰富的简短问题来帮助他们的参与者从每一次经验中创造意义。他们勇敢地要求参与者尝试新事物。总之，他们是无所畏惧的！
I am especially pleased with the work that our team did to craft experiences for the Tiffany Leadership Development Program, a four-day offsite for a select number of senior leaders. Because of the high-stakes nature of the program, the activities we used were carefully chosen, modified, rehearsed, and set up. Activities included Walk/Stop (inspired by Augusto Boal’s [1992] Space Series) and storytelling exercises like Story Spine,5 and ended with the leaders writing haiku about each other’s successes. One of the participating leaders is now working with our department to create a year-long initiative using AI activities to help her 140-member team communicate and collaborate better.
我特别满意我们的团队为为蒂芙尼领导力发展项目编写经验所做的工作，这是一个为精选的高级领导人提供的为期四天的场外工作。由于该项目的高风险性质，我们使用的活动被精心选择、修改、排练和设置。活动包括步行/停止（灵感来自奥古斯托·博尔的[1992]太空系列）和《故事脊柱5》等故事练习，最后以领导者写关于彼此成功的俳句结束。其中一位参与的领导人正在与我们部门合作，利用人工智能活动发起为期一年的活动，帮助她140名成员的团队更好地沟通和合作。
Among my OE colleagues and former participants, the conversation has shifted from, “Why would we play games to help people learn?” to “What games can we use and how?”
在我的OE同事和前参与者中，对话从“为什么我们要玩游戏来帮助人们学习？”转变到“我们可以使用什么游戏以及如何使用？”
Tiffany Today
In the past five years, AI has been incorporated into three of Tiffany’s four core leadership development programs, the eighteen-month rotational program called the Tiffany Academy for Excellence and Diversity in Retail Leadership, as well as customized initiatives for finance, HR, distribution, and other departments. Close to 1,000 employees have experienced an improv game at work, whether they know it or not.
在过去的五年里，人工智能已经被纳入了蒂芙尼四个核心领导力发展项目中的三个，一个为期18个月的轮换项目，称为蒂芙尼Excel零售领导力多样性学院，以及金融、人力资源、分销和其他部门的定制项目。近1000名员工在工作中经历过一场即兴表演游戏，不管他们是否知道。
My hope is that these leaders will be able to draw on their experiences and implicitly or explicitly influence their colleagues to courageously be vulnerable and share their stories and assumptions (Be Obvious); to model what it looks like to collaboratively solve problems (Build with What You Are Given); and if appropriate, even throw up their hands in celebration of learning from a mistake and say, “whoo-hoo” (Treat Mistakes as Gifts). I believe this will influence the 12,000 people currently at Tiffany to better navigate the challenges that every company faces and welcome the opportunities such as embracing diversity, fostering a sense of inclusion, improving cross-cultural communication, creating the ultimate customer experience, developing colleagues, and nimbly adapting to external economic challenges. It all starts by saying Yes, And ...
我希望这些领导人能够利用他们的经验，含蓄或明确地影响同事勇敢地变得脆弱，分享他们的故事和假设（明显）；模拟合作解决问题的样子（如果），甚至举手庆祝从错误中学习，并把错误当作礼物）。我相信这将影响目前蒂凡尼的12000人更好地应对每家公司面临的挑战，欢迎拥抱多样性、培养包容感、改善跨文化交流、创造最终客户体验、培养同事、灵活适应外部经济挑战等机会。这一切都是先说是的，是的。
Notes
1 V. Berger-Gross, personal communication, November 2011. 2 “Silos” in this context meaning separate business units that typically do not communicate well with each other. 3 We decided to use the term “activities” rather than “games” at Tiffany. “Games” have a connotation of being for fun only. Not only is the term “activities” more formal, and Tiffany is a formal organization, we wanted to be clear that each activity serves a specific pedagogical function. Nor do I mention that an activity will be “fun” when I set it up, because my goal is to give them an experience and help them learn from it, regardless of whether they had fun or not. 4 Common participant responses throughout the chapter are in italics. 5 Story Spine was invented by Kenn Adams. Daniel Pink (2012) calls this “The Pixar Pitch” because this structure has been adopted by Pixar as their “4th Rule of Storytelling.”
注1V.伯格罗，个人沟通，2011年11月。2“筒仓”在这种情况下意味着通常无法良好沟通的独立业务部门。3我们决定在蒂芙尼使用“活动”而不是“游戏”一词。“游戏”的含义只是为了好玩。“活动”一词不仅更正式，蒂芙尼是一个正式的组织，我们想清楚，每项活动都有一个特定的教学功能。我也没有提到当我设置一项活动会“有趣”，因为我的目标是给他们一种体验，帮助他们从中学习，不管他们是否开心。4本章的常见参与者回答都是用斜体字写的。5故事脊柱是由肯·亚当斯发明的。丹尼尔粉色（2012）称这个“皮克斯球场”，因为这个结构已经被皮克斯作为他们的“第四规则讲故事。”
WORKBOOK 7.1 I Am a Tree
This is a very effective way to teach Yes, And to groups of six to twenty- four. It is playful and fun, great for people who are getting to know each other or learning to work together in a new way. The language requirements are minimal (good for groups who do not speak the same language) and because it is physical and not just verbal, when used in a corporate setting, it sets an expectation that the participants will not be passive, but must actively participate in their learning.
这是一个非常有效的方式来教是的，对6到24组。它是好玩和有趣的，对于那些互相了解或学习以一种新的方式一起工作的人来说都很好。语言要求最低的（对不说同一语言的群体有利），因为它是身体上的，而不仅仅是语言上的，当在企业环境中使用时，它会期望参与者不是被动的，而是必须积极参与他们的学习。
By the end of this exercise, participants will ...
• have interacted with each other in a state of play;
• have created a more psychologically safe climate, as evidenced by laughter, open body postures, eye contact, and supportive interactions with each other;
到这个练习结束时，参与者将……在一种游戏状态下相互互动；创造了一个心理上更安全的气候，如笑声，开放的身体姿势，眼神交流，和相互支持的互动；
• have had a visceral experience with the concept of Yes, And;
• be able to discuss the metaphor of I Am a Tree relative to Yes, And for use during the remainder of a session; and
• have had a shared experience and will be able to refer back to moments in the exercise (e.g. “When Joe added to the picture of the rain by being an umbrella ...)
对是的概念有一种发自内心的经验；能够讨论我是一棵树的比喻，并在剩下的会议中使用；并且有共同的经验，并能够回到练习中的时刻(例如。“当乔用一把伞来补充雨的画面的时候……)
Running the Exercise
1. Ask the participants to stand in a circle. Go to the center of the circle and ask a volunteer to do the following: Join you in the center, pose in such a way that looks a bit like a tree, and say, “I am a tree.”
1.让参与者围成一圈站立。到圆圈的中心，请志愿者做以下事情：加入你，摆出看起来有点像一棵树的姿势，说：“我是一棵树。”
2. Thank the volunteer. Explain that the group is going to create a series of three-person pictures. The first picture will start with a tree.
2.感谢这个志愿者。解释该组将创建一系列三人图片。第一张图片将从一棵树开始。
3. Ask the group, what else might be in a picture with a tree?
3.问小组，有一棵树的照片中还有什么？
4. When another participant responds, saying, for example “nest,” acknowledge that that is a great example of something that could be in a picture with a tree and ask that person to join the tree, and say, “I am a nest” (or whatever they suggested).
4.当另一个参与者回答说，例如“巢”，承认这是一个很好的例子，可以在有一棵树的照片中，并要求那个人加入树，并说，“我是巢”（或者他们建议的任何东西）
5. Invite one more person to add the final element to this first picture and state what they are (e.g. I am a baby bird).
5.再邀请一个人将最后的元素添加到这第一张图片中，并说明它们是什么。我是一只小鸟）。
6. Give instructions that the first person to start the picture is the first person to exit, and will take one of the other participants with them by saying, “I will take the nest” or “I will take the baby bird.”
6.指示第一个开始拍照的人是第一个离开的人，并会带着其他参与者说，“我要带巢”或“我要带小鸟。”
7. The first volunteer (i.e. the tree) will take either the nest or the bird and both return to the edge of the circle. Ask the remaining participant, still in the center of the circle, to state again what they are, “I am a baby bird.” Then ask two more participants to come in, one at a time, to create a new three-person picture starting with the baby bird.
7.第一个志愿者(即。树)会带走鸟巢或鸟，两者都返回到圆的边缘。让仍在圈子中心的其余参与者再次陈述他们是什么，“我是一只小鸟。”然后请两个参与者进来，一次一个，创造一张新的三人照片，从小鸟开始。
8. Rotate through until everyone has been in the center at least once.
8.旋转过去，直到每个人都在中心至少有一次。
9. End by creating one final picture that includes everyone in the room (e.g. if the picture starts with a football player, the additional elements may be a stadium, a coach, a fan, a football, etc.)
9.最后，创建最后一张包含房间里每个人的图片。如果图片以足球运动员开始，额外的元素可能是体育场、教练、球迷、足球等等。)
Debrief
• What did you notice? About your colleagues? About yourself?
• What was easy about this exercise?
• How would you describe the climate of the room?
• How has the climate of the room changed, if at all?
• Call out one word to describe how you feel? • Where did you see Yes, And? Commitment? Being obvious?
你注意到了什么？关于你的同事了吗？关于你自己吗？
这个练习有什么容易的呢？你会如何描述这个房间的气候？
这个房间的气候有什么变化，如果有的话？说出一个词来描述你的感受？你在哪里看到的，是的？承诺吗？是否很明显？
Suggestions
For those participants who may be reluctant to participate, suggest that they can always join the picture by matching an item (e.g. if one participant is a rabbit, a second participant could be a second rabbit). Urge everyone to go in at least once—the focus here is on trying new behaviors and keeping momentum, not on being the most brilliant “tree”—but allow those who do not join to observe.
对于那些可能不愿参与的参与者，建议他们总是可以通过匹配一个项目来加入图片。如果一个参与者是一只兔子，第二个参与者可以是第二只兔子)。敦促每个人至少进去一次，这里的重点是尝试新的行为和保持势头，而不是成为最聪明的“树”，而是允许那些不加入的人去观察。
Connections: The author learned this exercise at BATS Improv from cofounder Rebecca Stockley who learned it in Australia from someone who learned it in Edmonton who learned it from a German improviser! With an especially brave group, you can take I Am a Tree to the next level. After the group builds/deconstructs/builds pictures for a while, ring a bell and say, “Begin a scene,” and the three people in the picture (e.g. the tree, nest, and baby bird) must begin a scene animating their characters whether human, nonhuman, or inanimate. Then go back to building pictures again. It is not recommended to play scene after scene, instead wait until you feel a dynamic picture with interesting relationships present itself before animating it. At this level, I Am a Tree becomes a wonderful story-building exercise.
联系：作者在蝙蝠即兴表演上从联合创始人丽贝卡·斯托克利那里学会了这个练习，她在澳大利亚从埃德蒙顿学到的，他是从一个德国即兴表演者那里学到的！有了一个特别勇敢的团队，你可以把我是一棵树带到下一个层次。在小组构建/解构/构建图片一段时间后，按铃说，“开始一个场景”和图片中的三个人(例如。树，巢，和小鸟)必须开始一个场景动画他们的角色，无论是人类，非人类，或无生命的。然后再开始构建图片。建议不要播放一个又一个场景，而是等到你感觉到一个有有趣关系的动态图片，然后再制作动画。在这个层面上，我是一棵树成为了一个很棒的构建故事的练习。
7.2 What I Like about That7.2我喜欢是什么
This exercise can awaken in participants the joy of discovery when using Yes, And, while also revealing how it feels to actively listen. By slowing down the communications process—requiring participants to first say what they like about another person’s idea before they can say their own— participants develop greater self-awareness around their own tendencies to actively listen to others, or not.
这个练习可以唤醒参与者在使用“是”时被发现的乐趣，同时也揭示了积极倾听的感觉。通过放慢沟通过程——要求参与者先说出自己喜欢他人的想法，然后才能说出自己的想法——参与者会提高自己的自我意识，从而积极倾听他人的意见。
By the end of this exercise, participants will have ... • experienced collaborating with others in a climate in which all ideas are built upon; • reflected on their own tendencies to actively listen, or not; and • used their imaginations to expand on what is possible.
在这次练习结束时，参与者将……在所有想法都建立在此之上的环境下与他人合作；反映他们自己积极倾听的倾向；利用他们的想象力扩展可能的东西。
Running the Activity
1. Ask the participants to form small groups (of three to eight people).
1.要求参与者组成小组（三到八人）。
2. Tell them that each group is now a product design team. They will design a new product, such as a toaster, using a specific procedure:
2.告诉他们，每个团队现在都是一个产品设计团队。他们将使用特定的程序设计一种新产品，如烤面包机：
a. One person adds one feature to the toaster (e.g. I would like it to have six slots).
a.一个人向烤面包机添加了一个功能。我希望它有六个插槽。
b. The person to their left will say, “What I like about that is ...” and finish this sentence based on something in their partner’s offer (e.g. What I like about that is my husband, my son, and I can all have toast at the same time). Then they add another feature to the same toaster, “And I would like the toaster to be blue.”
b.他们左边的人会说：“我喜欢的是……”并根据他们伴侣的提议来结束这句话。我喜欢的是我的丈夫，我的儿子，我都可以同时祝酒)。然后他们给同一台烤面包机添加了另一个功能，“我希望烤面包机是蓝色的。”
c. The person to their left will say, “What I like about that is ...”
c.左边的人会说：“我喜欢的是……”
3. Demonstrate with one of the teams.
3.与其中一个团队一起演示。
4. Instruct them that there are two additional variables: They have infinite resources and the laws of physics do not apply.
4.告诉他们还有两个变量：它们有无限的资源，物理定律不适用。
5. Ask them to all design a sofa, and continue until everyone has had two or three chances to contribute.
5.让他们都设计一个沙发，一直持续到每个人都有两次或三次机会贡献
Debrief
• What was easy/difficult about having to say, “What I like about that ...”?
• What surprised you?
• What is the difference between accepting and agreement?
• What did your group have to do to be successful?
• How does this process compare to how you communicate at work?
• What would be different if you spent one day responding to everything you hear with “What I like about that is ...”?
Suggestions
Demonstrate at least three What I Like about That exchanges before they play—participants tend to skip the “what I like about that” step and move straight to adding their own feature to the item. Visit each group and observe how well they are supporting each other, or not, and who is paying more attention to their own ideas than focusing on their teammates. In the debrief, when some individuals struggle with building on their partner’s idea, make sure that that behavior is not characterized as bad or wrong—for some people, learning to listen like this is a challenge. Finally, you can ask the group to suggest the item to be designed—ideally, keep the item mundane so that the suggestions start simple then become more fanciful.
在游戏之前至少展示三个我喜欢的交流——参与者倾向于跳过“我喜欢的”步骤，直接向项目中添加自己的功能。访问每个小组，观察他们之间的支持有多好，以及他们更关注自己的想法，而不是关注他们的队友。在简报中，当一些人努力建立伴侣的想法时，确保这种行为不是坏的或错误的——对一些人来说，学习这样倾听是一个挑战。最后，您可以要求小组建议设计项目-理想情况下，保持项目平凡，以便建议开始简单，然后变得更加幻想。
Connections: The author learned this exercise at BATS Improv. Several variations exist, for example, for generating ideas on specific projects, try using the prompt “YES, what I like about that idea is ... AND we could ...”
联系：作者在BATS即兴表演中学习了这个练习。例如，存在一些变体，为了生成特定项目的想法，尝试使用提示“是的，我喜欢这个想法的是……我们可以……”
7.3 Trust Walk
This exercise is great for building trust between participants and illustrating the importance of building and communicating trust as leaders. There are many variations of this exercise—this version, using only a person’s name, also makes it easy to explore nonverbal communications techniques, such as tone of voice.
这个练习有利于建立参与者之间的信任，并说明作为领导者建立和沟通信任的重要性。这个练习有许多变种形式——这个版本，只使用一个人的名字，也使探索非语言交流技术变得很容易，比如语音语气。
By the end of this exercise, participants will have ...
• reflected on their own ease or discomfort with adjusting their communication style to meet their partner’s needs,
反映了他们自己的轻松或不适，调整沟通方式以满足伴侣的需要
• experienced fundamental ways to give and sense trust, and
经验丰富的给予和感觉信任的基本方法
• reflected on their actions as leaders and the extent to which those actions build or undermine trust.
反映了他们作为领导人的行为，以及这些行动建立或破坏信任的程度。
Running the Activity
1. Ask the participants to form pairs and remind each other of their names.
1.要求参与者成对，互相提醒他们的名字。
2. Explain that, in a moment, one person will close their eyes while their partner will lead them around the space, using only their names.
2.解释一下，一个人会闭上眼睛，而他们的伴侣会带他们绕空间，只使用他们的名字。
3. Make clear this is not the Run Your Partner into the Wall exercise. The intention is to make your partner look good, take care of them, and give them a good experience.
3.明确，这不是运行你的合作伙伴进入墙练习。目的是让你的伴侣看起来很好，照顾他们，给他们一个好的体验。
4. Ask a participant to help you demonstrate—they lead you, with eyes shut, around the room for thirty seconds, calling only your name.
4.请参与者帮助你演示——他们闭上眼睛在房间里转30秒钟，只叫你的名字。
5. Thank the volunteer and ask the group, what did my partner do to successfully lead me around?
5.感谢志愿者，问大家，我的伴侣做了什么来成功地带领我走动？
6. Instruct them to build on the strategies they just named and invite them to discover their own. Remind the people with their eyes open that they will probably be walking backward and should be alert for others walking backward. The number one rule is to take care of their partners.
6.指导他们建立在他们刚刚命名的策略之上，并邀请他们发现自己的策略。睁开眼睛提醒人们，他们可能会向后走，应该提醒其他人向后走。首要的规则是照顾他们的合作伙伴。
7. Ask the first person to lead their partner. After two minutes, ring a bell signaling they can switch roles and continue for another two minutes.
7.请第一个人领导他们的伴侣。两分钟后，按铃信号，他们可以切换角色，再继续两分钟。
Debrief
• Who preferred having their eyes closed/open and why?
谁更喜欢闭上眼睛，为什么呢？
• What did you and your partner have to do to be successful?
你和你的伴侣必须做些什么才能取得成功？
• What did you discover about yourself as a leader?
作为一个领导者，你发现了什么？
Suggestions
Prepare the room beforehand by clearing obstacles on the floor and, if possible, opening doors so participants can move in or out of the room. If you are timid when you demonstrate, the participants will be timid when they play, so demonstrate boldly. The debrief can include connections to neuroscience, such as describing amygdala hijacks and the idea that psychological risks trigger the same physiological reactions as physical risks.
提前准备房间，清除地板上的障碍物，并尽可能打开门，以便参与者可以进入或走出房间。如果你在表演时很胆小，参与者在表演时就会很胆怯，所以要大胆地表演。简报可以包括与神经科学的联系，比如描述杏仁核劫持事件，以及心理风险会触发与物理风险相同的生理反应。
Connections: For another fun exercise that builds trust through positive reinforcement, try Dolphin Training. This is an exercise that Keith Johnstone often plays with his students. It is similar to the traditional game Hot and Cold, but in this version, only positive reinforcement is allowed, that is, the group offstage side-coaches the player onstage by repeating the word “ding” louder and more frequently as the player gets closer (i.e. “hotter”) to the task the group has secretly decided they want the improviser to fulfill (e.g. to put on a hat, do a cartwheel, sit in someone’s lap, etc.). No one is to say “No” or give any negative feedback whatsoever. All side-coaching must be in the form of positive “dings!” Can be played in pairs, too.
联系：对于另一个通过积极的强化来建立信任的有趣的锻炼，请尝试海豚训练。这是基思·约翰斯通经常和他的学生一起玩的练习。它类似于传统的游戏冷热游戏，但在这个版本中，只允许积极的强化，也就是说，在舞台外，通过重复“ding”这个词，更频繁地指导玩家。团队秘密决定他们想要即兴演员来完成的任务。戴上帽子，做一个方向盘，坐在某人的腿上，等等)。没有人会说“不”或给出任何负面反馈。所有的边教练都必须是积极的“消息”！也可以成对进行。
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