Experiential Training

We develop and run experiential training courses through the power of rhythm and sound; carefully accompanying the client throughout all the following phases of planning and development of the event:

Analysis of the training needs

Research and sharing of the skills that are to be developed in partnership with the company, analysis of the corporate culture in order to clearly define any metaphors to be used within the training.

Analysis of purposes

Knowledge, responsibility, capacity, attitudes, issues, expectations and fears.

Planning

Identifying the metaphor that will provide the main theme for the training.

Organization of the most suitable course structure and content; identification of the venue and duration of the course.

Briefing

Presentation of the experiential techniques, training objectives and of the metaphor that will be used.

Warm Up

Ice-breaker allowing the participants to better get to know each other, enabling them to feel open and free to fully express themselves throughout the rest of the core activities, overcoming any embarrassment or fear they may feel towards a new experience. Also enabling the trainer to get to know each of the participants and the group better.

Playing

Musical activities and experience.

Debriefing

exchange of feedback, comparison and discussion regarding the overall experience.

Carry over

Identification of the mental strategies and principles learned that could be transferred into the professional role.

Follow up

A follow up after some time discussing the success of the event and a potential development plan with group or individual coaching.

Amongst our musical activities, Drum Circle is the new method which is the most requested for an experiential training thanks to its structure which allows the team to stand in the way of reaching their maximum potential.

Normally a facilitated Drum Circle shows a trend that goes from a first part in which each participant is conscious mostly of himself (individual) and committed to take confidence with the instrument (technology) he is playing, up to a final part in which he is relaxed and conscious of the ongoing rhythmic dialogue with the others (orchestra), while expressing the “presence” through a natural desire towards a musicality coming from the sharing of rhythm, diversity, emotions, listening, sensitivity, chorality, in that whole that is greater than the single parts that compose it (spirit).

In the alternation of these parts we can also recognize the stages identified by Tuckman in his team development model, as a necessary path for a group of people to move from the first moment they meet to be a highly efficient and creative team, that is “Forming, Storming, Norming, Performing”.

In addition, thanks to the creative power of Drum Circle, we can observe the rise of a further phase called “Transforming“.

In fact the group, thanks to the high level of efficiency that manifests itself in a facilitated Drum Circle, inspired by the rhythm and now capable of welcoming the unknown and the dimension of expanded consciousness given by collective intelligence, goes beyond the dimension of ” Performing “and enters the further one of the” Transforming “.

Fully aware of the continuous ‘coming out’ of its potential and confident that infinite possibilities arise from the unknown, it projects itself in search of ever higher musicality, collaboration and effectiveness, to manifest qualities and results that are far beyond what it was “required” by the facilitator, asking him to offer new challenges to reach higher levels of excellence.

A team that recognizes the coming out of a collective intuition is able to generate much more energy and creativity than is required by the initial project, giving rise to a sense of enthusiasm, motivation and collaboration that influence at a higher level of relationship.

STRUCTURE OF THE COURSE

ICE-BREAKER

The facilitator leads the participants towards the awareness to belong to a unitary group, giving them the basic language and tools of the facilitation, with “full group” games at 360° such as stop cuts, call and response, volume up and down.

It is the moment in which participants are into an “individual awareness”, with a learning of basic technical skills, purpose, education, information and listening to themselves according to the new experience.

TEAM BUILDING

The facilitator leads the members of the circle towards the awareness of being creating an “ensemble” of different elements which form a song, through revealing “ongoing” interaction between the different musical tones and through games such as “sculpting” half of the circle in order to develop mutual listening.

Participants begin to realize that they are not just part of a group, but they are also forming a creative dialogue with each other.

It is the moment in which participants are in the “group awareness”, with a learning of the team organization chart, roles, responsibilities, relational skills and self-listening according to the group.

ORCHESTRATION

The facilitator leads the members towards the awareness of the uniqueness of each person’s contribution to the current song and the “special” relationship between the various elements and sounds they produce.

This helps them to reveal complex rhythmic relationships that can come out from the ‘ensemble’ in order to discover even more the beauty and quality that they are spontaneously showing from the void, that depends on the agreement of mutual dialogue.

It is the moment in which participants experience the know-how of the performance: dialogue, cooperation, enhancement of individual talents, vision of the scenario as a group and final qualitative result.

CREATIVITY & INNOVATION

Called “orchestra conductor”: the group is normally able to “self-facilitate” and to sustain itself during the various transition points: the members now know that music shows itself moment by moment in a way which continues to change and to evolve according to their availability.

They are open to discover with curiosity what the next moment will bring as an opportunity for interaction and they are open to the fact that the contribution of the other will bring them to a new creation.

Participants can be invited to listen from the center or lead the group by revealing leadership dynamics.

The facilitator plays with them and makes games just to emphasize what they play or spontaneously offer in a relationship of overall trust, to then facilitate a “choral” final.

It is the moment in which participants experience the ongoing listening of the scenario to bring new creative ideas and it is often the moment of best musical expression.

TUCKMAN MODEL

High dependence on leader for guidance and direction.

Little agreement on team aims other than received from leader.

Individual roles and responsibilities are unclear.

Leader must be prepared to answer lots of questions about the team’s purpose, objectives and external relationships.

Processes are often ignored.

Members test tolerance of system and leader.

Leader directs.

Decisions don’t come easily within group.

Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members.

Clarity of purpose increases but plenty of uncertainties persist.

Cliques and factions form and there may be power struggles.

The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues.

Compromises may be required to enable progress.

Leader coaches.

Agreement and consensus largely form among the team, who respond well to facilitation by leader.

Roles and responsibilities are clear and accepted.

Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group.

Commitment and unity are strong. The team may engage in fun and social activities.

The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team.

Leader facilitates and enables.

The team is more strategically aware; the team knows clearly why it is doing what it is doing.

The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader.

The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively, and necessary changes to processes and structure are made by the team.

The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. Team members look after each other.

The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted.

Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees.