Something fun for Friday! We have written earlier posts about different types of bricks that Lego has produced, but I bet not many of you have used in your Lego Serious Play sessions something so substantial as LEGO Education SOFT Bricks Set (art no.6033778) containing 84 Bricks.
Those bricks are huge, 8.9 x 18.8 x 5.75cm (3.5×7.4×2.25 inches) with studs excluded and weigh 132.5 grams for the standard 2 x 4 stud brick. The bricks are flexible and can be bent like on the picture. The set contains standard and curved LEGO® Soft elements that make it easy for preschool children to develop physical skills and spatial awareness as they build life-sized figures, walls, towers, and obstacle courses. However, a set or a two of them can also be just great fun part of your home or office decoration or activity when you facilitate with Lego Serious Play.
The book is a great resource for the use of a long list of essential techniques and more advanced facilitation techniques (including Gamestorming, Visual facilitation, use of metaphors). It also includes a prominent section on Lego Serious Play with some particular roadmaps that you can use in your facilitation practice. The roadmaps are hands on, specifying particular time segments that you can use in your client intervention assignments.
We use Lego in the prototyping sessions of social solutions, under design thinking methods.
We support social leaders, teachers and entrepreneurs for social change to generate innovation through design thinking consultancy and training, so we call it social design. There is already plenty of evidence that social design is an effective method to solve social problems, specially those wicked ones as most social problems fall under this category (poverty, unschooling, urban violence, …). Social design includes the phases of understanding the context and the public (inspiration), ideation (including prototyping) and finally implementation.
Now, most people working in the social sector in Portugal are qualified in sociology, education, social service or humanities, so they are very good working with concepts and in analytical or reasearch work. However it very difficult to ask them to think in terms of graphic or physical representation of their solutions, which involves synthesis, required in the prototyping stage. Here we have introduced Lego to assist us in this phase!
Lego is seen as playful, easy and cool activity. Compared with drawing, which was considered uncomfortable for a big number of our participants, Lego bricks are much more easy to rely on. There is a bigger engagement and motivation in the methods after the introduction of LEGO.
Still, we are fighting that participants look for “the little lego people” to represent social concepts, as these involve people. Therefore our groups are always in the search of more legomen :). See some pictures of our work in our Facebook here: https://www.facebook.com/FutureBalloons/photos_stream
As a follow up to some of the earlier posts about what kinds of “Lego-related gifts to present” and on “How to Lego your Keys?” we have identified some more fun stuff that could be consider as Lego-related gifts to your friends or to your very Lego-addicted self. Amazon proves to be a rich resource for those types of merchandize. A couple of funny examples:
Across the river in Cambridge, there is evidence that Legos are also a hit with researchers. It turns out, the brainiest of the brainiacs at MIT are also Legomaniacs.
Ira Winder is a researcher and project manager of CityScience at the MIT Media Lab. He’s using Legos to study the “walkability” of a city.
“The Legos help me express the ideas I’m really passionate about,” he said. He builds Lego models of cities, then projects computer data onto the Legos so researchers can test how changes to infrastructure will affect real life.
Winder is currently helping city planners in Australia increase the walkability score of a proposed new city.
“We took that goal and we simplified it into a math model and we actually programmed Legos so they could pretend to build their city, prototype it in an environment before they even build it and that informed model would then tell them how their city scores, is it walkable or not,” he said.
It’s not just in Ira’s office. Legos litter the landscape here.
MIT and Lego have had a partnership since the 1980’s and Winder says the school has about one million Legos to be used for real-life problem solving.
MIT’s motto is “mind and hand.” What’s in Ira Winder’s mind might make cities run better. What’s in his hand might just make it all a little more fun.
“We like to think we have these great ideas, but if they’re not approachable,” he said, “then what’s the use of ideas?”
Lego has grown by more than 40 per cent every year for the past five years. After a near-collapse in 2003, and with the rise of Minecraft, we ask how. There are over 400 billion pieces of Lego in existence. That’s more than 80 interlocking Lego toy parts for every person on the planet. Lego now exists on our iPhones and game consoles; and when the trailer went up for The Lego Movie, released early next year, starring Will Ferrell and Morgan Freeman, six million people saw it in the first week.
However, just 10 years ago the Danish company behind this massive global phenomenon was on the verge of going bust. “In 2003, Lego was universally acclaimed as the greatest toy of the 20th century,” says David Robertson, the author of Brick by Brick, a book on the business behind Lego, “yet the toymaker was months away from insolvency.”
How, exactly, did the Billund-based company go from near-collapse to last year becoming the world’s most valuable toy company, with a value of US$14.6 billion (NOK87 billion), after profit increases of more than 40 per cent every year for the past five years?
The Lego story begins at the height of the Great Depression in 1932, when Danish carpenter Ole Kirk Christiansen began making simple timber playthings to supplement dwindling orders. Two years later, toys – in particular a timber duck on wheels – were the focus of a growing business. Christiansen called the company Lego, a contraction of leg godt (Danish for “play well”), and, in 1946, bought Denmark’s first injection-moulding machine, making the jump from wood to plastic. When he began work on a modified version of American toy designer Hilary Page’s Kiddicraft Self Locking Bricks, the foundations were laid for one of the world’s most successful brands.
What had been simple bricks grew to encompass tiny human-like characters: Minifigures. Collections of parts were packaged together in the factory in Billund so children could create specific worlds: knights in medieval castles or astronauts in space. Between 1978 and 1993, the company doubled in size every five years. By the early 1990s, sales were well over US$1 billion (NOK6 billion) – and then things started to go wrong.
Lego began to think too big, branching out into entertainment, clothes and watches, while trying to appeal to girls as much as their core market of boys aged five to nine. “Innovation was one of Lego’s greatest strengths during its early years,” says Robertson. “But in the late 1990s this innovation became a scourge. Amid all the blue-sky thinking, they lost sight of what they’re really about.”
The most spectacular of these failed product lines, according to Robertson, was Galidor, a Power Rangers-like line of action figures introduced in 2002 that spawned McDonald’s Happy Meals, video games, DVDs and a live action TV show that apparently left top executives “gobsmacked with disgust” when they first saw it.
By 2003, after six years of falling sales, Lego made an operating loss of DKK1.6 billion (NOK1.73 billion) and was sitting on DKK5 billion (NOK5.4 billion) in debts. As US rivals Mattel circled for a takeover, the company was in danger of going under. Christiansen’s heirs decided to stand by the family business, and took swift action. They injected DKK800 million of their own money into Lego and appointed Jorgen Vig Knudstorp, a former management consultant at McKinsey, to get the company back on track. The new CEO decreed that the company had “become arrogant” and had stopped listening to its customers. So he set about masterminding a recovery.
In March 2004, 3,500 of Lego’s 8,000 employees were laid off and, over the following three years, close to half the 2,400 Lego employees in Billund lost their jobs; production moved from Switzerland and America to Eastern Europe and Mexico (although many of the components are still manufactured in the Billund factory); and a simplified management structure was introduced. The rest of the solution was relatively simple: Lego looked back to the original values on which it was founded.
“We were getting off track and realised that having a strong brand wasn’t enough,” says Jørn Lykke Strange, Vice President Nordic/Benelux at Lego. “Even if you are good at developing and offering play sets based on construction toys, that doesn’t necessarily make you the best movie producer. We learnt that through the difficult years.
“Our traditional values are still very important,” Strange continues. “Our success after the problems has come from being true to the core of the company.” That core is the “system of play” – a notion conceived by Christiansen’s son, Godtfred, who took over the company in 1958 – by which every Lego element is compatible with any other. Innovation now is focused on brick-building and play – Strange says that every Lego meeting room has bricks in it, and that the company aims to “nurture the child in each of us”.
As part of the re-focus, Lego also shed any aspect of the business outside that core. They sold off the Legoland parks and stopped producing video games, television programmes and other products, and instead began working with partners who are experts in their specific fields.
If anything, the Lego “extras” have only proliferated, from video games to a consultancy called Lego Serious Play, which helps businesses to think creatively. But Lego has only given its name to the best – its six theme parks, including the new Legoland Florida, are run by Merlin, the world’s second biggest amusement park operator; its illustrated books are made by respected publisher Dorling Kindersley; and the new stop-motion movie – in which an unlikely (Lego) hero has to save the world – is being produced by Warner Brothers.
Crucially, Lego has also learned to embrace rather than shy away from the rise of digital play. Take Swedish gaming phenomenon Minecraft, which could be described as digital Lego – instead of seeing it as a threat, Lego has produced various Minecraft-themed play sets. “What we see with children,” says Strange, “is that they play across platforms, and for them to fully engage with something they expect to be able to play with it on different platforms. We see the digital world as an extension to the physical play we are offering.”
For example, Legends of Chima, the new “adventure” launched this year by Lego, comprises play sets and mini-figures alongside a video game, an iPhone app, an interactive website, and a television series – all produced by companies outside Lego, leaving Lego to focus on what it does best.
“The core of Lego will remain our core in the future,” says Strange. “We realise that reality changes fast, so one of the things we are focused on is to be adaptable. Even if the world becomes more digital and children play in new ways, we believe in the value of Lego play. There’s something fundamental about taking two bricks and putting them together with your own hands – you can go to a kindergarten anywhere, give the kids some Lego and they’ll start building.” With crisis averted, the future looks bright – and brick-like.
Below a Lego Serious Play practitioner from Chile – Claudia Gwynn of Llava Creativa elaborates a facilitation methodology. The full text of the White Paper, which was published in Spanish language on Neuronilla website can be downloaded here. Any comments welcome!
Every time we decide to build a project in any area – personal, professional or vocational, which requires us to step out of the usual path to undertake an uncertain journey, we go through a series of stages, obstacles, challenges that sometimes hinder the achievement of our dream and invite us to give up.
Should I take this job opportunity? My future depends on the career I choose and I am not clear, what will I do? I don’t know how to begin my undertaking, how I face this challenge? These are important questions that can paralyse us because they attack directly our goal and sometimes that is threatening.
How to overcome the rational barriers we place on ourselves when we have a problem considered very difficult to address? Using lateral thinking, that is, taking an even friendly alternative path which will help us to find creative solutions to complement rational analysis. In this design the tool that will lead us on this journey will be creating stories. Let us begin:
Imagine a history of which we are protagonists and is set in a house inhabited by a character named “My Challenge/Problem”. This character is almost three times bigger than us and most of the time is awful. Our goal is to transform Mr. My Challenge/ Problem into an opportunity, and we must meet and conquer it to be our ally.
What should we do to achieve that? Enter the home. But the thought of getting in and face it frightens us to the point of paralysing because we know that Mr. My Challenge/Problem knows us too well. Isn’t the first time we face this battle and it “can smell our fear of miles away”, so Mr. is ready to receive us? What to do? Clearly follow the usual path will produce more of the same and our sense of failure increase. We are trapped by and into our Challenge/Problem. But what if, contrary to what he expected we walked quietly through the kitchen, through a small window located behind the house, through the keyhole of a door?
The most likely thing is that Mr. My Challenge/Problem doesn’t see us because it’ll be very worried monitoring the front door. This would give us the chance to see it from another place, analyse the opportunities presented to us and plan an appropriate strategy. Maybe we could even visit more than once without being detected. Did you imagine?
This is the story I tell every time I introduce this methodology. Rather than talking about lateral thinking, techniques, hemispheres, etc, I tell the story of the house of Mr. My Challenge/My Problem and everyone -regardless of context, culture or age- understand what it is. Continue reading →