Horizontal Science: How to build inclusive, participatory practices into research and teaching

North of Montreal, nestled amidst the rocky, forested outcroppings of the Canadian Shield, a group of ecosystem scientists are conducting a series of non-traditional pilot studies. This time, their experiments focus on improving workplace ecology, practicing how to work together in more fulfilling, inclusive, productive ways.

The Laurentians Biology Research Station, a leading-edge field research facility affiliated with the Université de Montréal, conducts teaching and research in ecology, ecosystem science, sustainability, climate change, and conservation. Long recognizing the urgency of applying high-quality research to environmental problems, Roxane Maranger, station director and professor of aquatic ecosystem science, saw the need for a more inclusive, generative work culture among her team members. 

To address this challenge, Maranger and Nicolas Fortin St-Gelais, a postdoctoral researcher at the University Montreal participated in a training by Samantha Slade, founder of Percolab and author of Going Horizontal. The training posed the following questions: How do we accelerate the transition to more participatory leadership? How can we invite in more humanity without losing productivity?  What if we really got at the root of the issue of engagement? 

Roxane Maranger, PhD and Nicolas Fortin St- Gelais, PhD of Université de Montréal’s Laurentians Biology Research Station Photo credit: Samantha Slade

Participants had the chance to practice new ways of working together across seven distinct areas of practice found in any organization: autonomy, purpose, meetings, transparency, decision making, learning & development, and relationships.

What shifted?

For Maranger, the training offered new perspectives on what was possible in science and scientific stakeholder engagement. Lab meetings offered a place to try out meetings that are co-managed in a lower-risk environment, where an agile agenda emerged on the spot and brief initial check-ins could help diversify participation at meetings. “As the meeting started, we checked in by inviting people to talk about how they read scientific papers,” she said. “By starting with a shared practice everyone does a bit differently, everyone could then contribute. It immediately increased participation in the meeting.”

The team then moved on to check in around something more controversial, and increase comfort in discussing such issues. “We discussed our own gender biases when it comes to science,” Maranger said. “And people had already learned to contribute in this way, so we are seeing group norms begin to shift.”

From there, Maranger says they practiced depersonalizing feedback into their efforts to improve the quality of draft articles for scientific publication. Through the Going Horizontal workshops, they learned the importance of letting purpose be the leader over ego. “We focused on the idea feedback serves to improve the quality of the scientific article,” she said. “You may have put heart and soul into producing it, but you are not your article. We could see how our deeply rooted fear of ‘hurt feelings’ gets in the way of surfacing our collective wisdom.” By naming this as a core principle, Maranger said the group could then practice new feedback skills: “It is helping us shift toward more effectively communicating our best ideas.”

Tips from Maranger and Fortin St- Gelais for going horizontal in your workplace

Introducing new practices? Start in a low-risk environment.

Remind yourself that meaningful changes take practice and time. It may not be “just right” the first time, and that is normal.

Take on one new practice at a time. Make your lessons explicit, and share credit.

Think about “everyday” routines that might exclude people from participating. How could small shifts improve the quality of interactions and relationships in your workplace?

Come back to purpose. By making clear, explicit connections to the “Why” of how things are done, it becomes easier for teams to commit to changing “How.”

It is not easy for a group to get beyond “politeness” as a collective culture. “Feedback can and should be actionable, specific, and kind,” says Slade. Over the past decade, Slade has co-designed and tested the practices with clients, building on participatory methods shared through the International Art of Hosting community. “So many of the interactions and beliefs we take for granted get in the way,” says Slade. “It turns out these are learnable skills. We must be far more specific about how to change interactions to build more generative working relationships. Then we change culture.”

In the longer term, the lab plans to bring in more participatory, generative methods of decision making. They recognize that shifting to a more horizontal culture can take time and will create feelings of discomfort. “Culture shift can get sticky,” Maranger said. “But given the degree of impact we have seen for our team, our students, and our communities, it is worth the effort. Together, we stand to gain a lot.”


Segments: education-en |
Methodologies and tools:

Going Horizontal: How do you really want to work?

Curiosity and excitement about horizontal organizations coexist with concerns and cynicism. Most of today’s work force is disengaged and the current ways of working won’t be able to take us into our future. Even if we know all this, we still struggle to figure out what to do come Monday morning.

What if we stepped back to reexamine how we really want to be working?

For over 10 years I have been using our company, Percolab, as a lab of  how an organization can function. With clients, colleagues and international friends, we try things out and sense make, in a never ending learning process. In 2016 I began offering workshops on the topic: Demystifying Self-Management. They helped people connect with the notion and explore some basic elements. In 2017, at SXSW in the USA, with Edwin Jansen, we gave a panel on Growing a Company without Bosses. It was a provocation and we were stunned by the response.

Weeks later I signed a book contract with my favorite publisher, Berrett-Koehler: Going Horizontal: Creating a Non-hierarchical Organization, One Practice at a Time. It is a practical book. It builds on the fabulous work in the field of new ways of working, such as Frederic Laloux’s Reinventing Organizations. Going Horizontal is all about the practice. It offers seven domains of practice to help anchor new habits and mindset as they develop. But Going Horizontal is more than a book, it is also a community and a series of practical trainings.

A conversation on the Future of Organizations with Frederic Laloux at the annual conference of the Quebec society of HR professionals

Who shows up at a Going Horizontal training?

In Antwerp, Belgium, six countries were in the room. Some people had specific questions while others wanted to make sense of their own experimentations. In Quebec City, Canada, workers from a pulp and paper factory joined Lawyers without Borders, an IT professional (recovering from a less than satisfactory foray into self-management), and consultants and students. Going Horizontal connects across domains and job titles.

A deep dive in Spain

The next stop is in Spain the 11-14th October, 2018 for a four day residential training in a castle in the middle of a 200 hectare forest outside of Barcelona. Beyond the enchanting venue, will be a unique learning experience. This training is offered by a powerful international team:

  • Dr. Salvador García, professor in Personal Development, Entrepreneurship and Social Innovation at the University of Barcelona,  Founder of Imagine Lab, Author of “Management by Values” and “Values Intelligence” and one of the top business speakers in Spain.
  • Carolina Escobar Mejía, Agile coach and Founder of the horizontal organization Somos Mas
  • Phoebe Tickell, Learning innovator and Social entrepreneur with Enspiral NZ & Schumacher College UK.
  • Nil Roda-Naccari Noguera from Percolab Spain and yours truly from Percolab Quebec

The day to day challenges of participants will be the basis of the program. The seven domains of practice of the Going Horizontal framework will help to grow our strengths and overcome our blind spots. Together we are exploring the new rich and yet unexplored territory of all that Going Horizontal can be.  Via each training the community grows as participants can become champions of horizontal practices in their local context.

If this speaks to you, please join us in Spain! If you know someone who should be there, please let them know.

Either way you can pre-order the book Going Horizontal now via Amazon.

If you would like to collaborate to offer a Going Horizontal training or virtual book club in your area, please contact info@percolab.com


Segments: education-en |
| | | | | | | | | | | | |
Methodologies and tools:
| | | | | |

Principles and processes for co-designing self-organizing events

It’s easier than it sounds. If you organize events, this is for you.

The international Art of Hosting community has developed a different way to design gatherings. There is an underlying pattern that has been fine-tuned and experimented around the world for over 20 years. No matter what the convening topic, from collaboration methods to water management, to financial matters, it is possible to design, organize and meet with the flavour and feel of life, because they are the result of an underlying pattern.

Participants and conveners do not necessarily get to see this backstage, (how the hosting team works together through the design/preparation day and onwards) though everyone is sensing its existence. Over and over, it has laid the conditions for groups to experience a functional self-organizing operating system, live an enlivening experience, access deep co-learning, and do good work. A friend with decades of event organisation explains it as an update of the system software we have been working with for a long time; a 2.0 version, if you will. This is my attempt to share the pattern in a practical and helpful way, without reducing it to a simple recipe to follow. The pattern holds deep consciousness and wisdom, and I hope I am honouring it well. It begins with three principles.

It is wise that a facilitation team spends some time together just prior to a convening. The length of time will depend on elements such as the duration of the convening, the familiarity between the team members, the challenges and risks. Typically, for a three-day event, the hosting team will spend one or two days together prior to the event. For a very short meeting, the hosts will spend a shorter time.

Principle 1: Responsive design — Wait until as close to the gathering/training as possible to design the program

Certain aspects related to organizing a gathering/training can and should be done well in advance of the event, such as the venue, food, decorations, lodging, budget, registration, communication. What the team also does upfront is getting to know the context more, and getting to know each other a better, so they become a real team. As for the design of the actual program, if we want it to be acutely responsive to the context and needs that connect to the convening, to the tiny changes, local and beyond, that are forever taking place right up to the first day of the convening, then it makes sense to leave the programming to just prior to the event.

Friendly warning: We have become so accustomed to developing our event programs months in advance of an event, that waiting until just prior to the event may generate a certain level of anxiety.

Principle 2: A strong container — Give importance to the invisible field that holds a meeting

If we want power, depth and flow in our gatherings then we will need to accord time and space to build what we call, for lack of a better word, “a relationship field” or a “strong container”. This is the invisible field that holds the potential of a group. It is the collective presence and the quality of the relationships between the team members that make up the quality of this field. If this is strong and healthy, it can facilitate generative conversations, paradigm shifts and deep connections. With it, the event team will stay in healthy collaboration even if the event brings stormy weather. This can mean taking time to be together, play, sing, cook, share silence, whatever flows. This is how friendship and familiarity grows. Being in good relationship with yourself and with others helps to enjoy and benefit from the diversity of others.

Friendly warning: We have become so accustomed to time management for performance that giving time and spaciousness to being together may cause some anxiety.

Principle 3: — Learning edges, self-organisation and community of practice — Practice our own medicine

Every work session in the preparation is a micro-example of what is being created. How you are imagining the event should be showing up during this preparation time. If you want participants to harvest online, the team should start during the design days. Be in this practice with the team before the event and you will be practicing well at the event. The practice contributes to the container. If we want the event participants to experience deep learning, then the team should share their learning edges with each other. If the team is trusting and trying something new during the convening, beyond our fears, with the support of each other, then we are modelling that for the whole event. There is life in the trembling and this is being in a community of practice.

Friendly warning: We have become so accustomed to showing up with our expertise that it can be uncomfortable to reveal our learning edges.

How do we design together?

When we finally get to design the actual event our reflex is to jump in directly. Go slow and begin with the following. By doing these steps, the design that is needed will reveal itself. Embody the principles described above in the actual design time.

Need, purpose and participants

Take time to strengthen the connection to the need underlying the event and then to the purpose. Since the purpose is the invisible leader it needs to be held clearly by the whole team. The original call for the event began with this and so should the design. It is the centre of the work.

Team learnings

What is the intention or learning edges of each person in the team? If we want to facilitate learning we need to be in learning ourselves. If we embody the work we strengthen it.

Sensing in

Take time to understand the context, the people who will be coming, what is going on around to be more in tune and responsive to what is needed. Listen with all your senses, on all kind of levels.

Outputs — Acting more wisely for the world

Good work should always yields real results. The Hopi Indians say: “Will it grown corn for the people?”. What is the convening going to create that will be useful for the world?

The venue

The venue can support the quality of the convening. When it is possible spend some time at the venue? Connect and feel the flow in the space. How can the event make use of it? Are there any outdoor possibilities? Imagine the space and beauty unfolding. Embrace the constraints that come with it.

Friendly reminder: It is not either or, you need the analytical and planning capacities together with many soft skills.

How do we design for self-organization?

When the time comes to actual designing the event, the same principles apply.

  1. Clarify responsibilities/teams

If the event goes over a few days, create sub-teams. One way to approach this is a team for each day, a team for space and beauty and a team for documenting (harvesting). It can be helpful to identify how many spots there are in each team; then it is clear if people are in a single team or multiple teams. When it is time to decide who is in which team, in a self-organizing framework it is important that each person choses for herself. It can be useful to invite people to think about their offering and their learning edges before and then place pens on the table and in silence everyone writes their name where they are feeling they should be. It is important to note that the sub-team have a role of stewarding the tasks, not of executing all the activities and work of the day.

2) Clarify the flow and structure

Each team spends time designing a flow of activities for their area of responsibility. It is NOT yet time to dig into the design, only identifying the flow of activities (ex. team hosts, team coaches, participants) and the number of each. Then, to ensure that all the parts work together, the teams share their flow and activities and receive comments. Friction points and blind spots will be revealed. The teams then have a bit of time to produce a second version of their flow and activities if necessary. The group then comes back together to agree on the design. In this way everyone is aware and in support of the total design.

3) Activity designing

Only now each person identifies the activities/roles they will be responsible for, individually or in teams. Now each activity can be designed in detail. Those for day one will take priority. Some will be done prior to the event and some will be designed during the event with (some of) the participants (during breaks or evening).

4) Inviting in

During the first morning of the event, participants are invited to step in with their own activities or proposals within the scaffolding structure set up by the team. This structure holds the space so that the facilitation/hosting and documenting/harvesting can be done with the ample participation of all, in an open and flexible way. When the preparation work has been done – attending to all the details with care — the principles described above allow the loose structure to be held with quality and rigour. It can appear chaotic but the freedom is held by a container that supports coherence, alignment and freedom. It allows us to open up to what is possible and alive. This is how we organise amongst ourselves.

The Art of Hosting way creates a self-organizing operating system, an edginess of possibility, a depth of learning and a quality in human connection that often eludes us in other types of gatherings and meetings. Events all over the world are organized in this manner with great success, from the European Institutions, to local neighbourhoods, from businesses to professional networks.

Learn more about Art of Hosting and upcoming trainings.

Thank you to Ria Baeck for contribution and support in writing this article.


Segments: education-en |
| | | | | | | | | | | | |
| | | | | | | | | | |
Methodologies and tools:
| | | | | |

Art of Asking for Help

How comfortable are you at asking for help? How clear are your requests for help?

Have you ever thought that we can improve our asking for help skills and even approach asking for help as a practice? Our awareness of the specific type of help we are asking for and the words we use to ask for help can be fine-tuned. Indeed, the more our request for help is precise the higher our chances of obtaining the help we actually want and avoid frustrations on both sides (feelings of not being heard or not being appreciated).

At percolab we have developed a simple tool to support the development of our asking for help culture. We have seen how it can open up space and deconstruct preset minds. We have noticed that it can work with everyone.

Before you dive into the typology, think of a moment when you offered help recently and think of a moment when you asked for help recently.

Jot down your examples and then read through the typology and see where they fit. If your examples are not in the typology, let me know so the typology can evolve and strengthen with our collective intelligence.

1. Ask me questions (coaching)

2. Show me how to . . . (demonstrate)

3. Tell me information or perspective (local knowledge/experience based)

4. Give me expert advice (expertise based)

5. Think creatively with me (idea generation)

6. Give me feedback on my idea, model etc. (enriching)

7. Be my audience/participant (practice)

8. Provide me moral support (emotion)

9. Give me a hand… (physical, action help)

10. Loan/give me something (material support)

11. Protect and care for me (abuse support)

12. Make sense with me (intellectual/intuitive)

13. Motivate me (kick in the butt)

14. Step in with/for me (solidarity)

15. Can you listen to me (attention)

Now, write down two requests for help using the typology. Go and ask someone for help. If the person can’t answer the first request, try the second one. How was that? Did you notice a difference?

As collaboration and participatory leadership are on the rise, our capacity to excel at asking for help is becoming all the more important. The time of the hero leader who could figure everything out on his or her own is over.

It is kind to ask for help. Do not trust someone who cannot ask for help”.

Note: Feel free to adapt and adjust this typology. Think of it as a commons. I invite you share how you are using it and how it is evolving with your usage. here or email sam@percolab.com


Segments: education-en |
| | | | | | | | | | | | |
| | | | | | | | | | |
| | | | | | | | | |
Methodologies and tools:
| | | | | |


Storytelling au Collège

“Qu’est-ce que vous faites ?” cette question nous aura été posée à chacune de nos présences dans la salle d’étude vitrée qui donne sur la cour de récréation. Au-delà de notre présence, ce qui intrigue de l’extérieur, c’est la disposition de l’espace – sans table avec des chaises en cercle – les mots, images et post-its de couleurs qui tapissent les murs au fur et à mesure que la journée avance, suscitent la curiosité et le questionnement. Il y a aussi le grand bonhomme qui a pris forme au sol, à coup de morceaux de scotch de peintre, une œuvre éphémère collective, baptisé Justin/Justine. Il aura prêté sa longue silhouette au repérage des émotions dans le corps.

Nous sommes dans un collège de Montpellier, dont le projet pédagogique pour l’année 2015-2016 porte sur la démocratie. 16 élèves entre 11-14 ans – ont embarqué pour une formation à la médiation par les “pairs” – devenir eux-mêmes des élèves médiateurs pour les conflits entre élèves dans l’établissement. Une initiative originale, même si ce n’est pas une première, la médiation par les pairs ayant déjà bénéficié de plusieurs dispositifs de mise en œuvre en France.

Je suis accompagnée de Martine, ancienne avocate, médiatrice depuis 20 ans, qui assure la coordination pédagogique du certificat de médiation depuis une dizaine d’années. Pour une entrée en matière sur un sujet peu familier et complexe, nous choisissons de proposer un partage d’histoire ou “storytelling”. L’occasion d’offrir aux élèves le témoignage précieux de la médiatrice passionnée et aguerrie qu’est Martine. L’occasion pour elle de se replonger dans son histoire personnelle: son rapport à l’autorité, elle enfant avec sa mère, puis elle, devenue mère, avec sa fille. Jusqu’à sa rencontre avec le livre de Thomas Gordon “Parents Efficaces” qui est un véritable détonateur, transforme son rapport au monde et change le cours de sa vie. Elle se forme à l’écoute active: reformuler les propos pour s’assurer de la compréhension, refléter les émotions pour aller au-delà de la surface des mots et explorer l’univers, toujours singulier, qui se cache derrière les signifiants.

Les élèves sont séparés en 3 groupes, autant d’axes d’écoute:
• la communication (écoute et parole)
• le rôle du médiateur
• la médiation et l’autorité

La mise en route demande du temps, l’activité est inhabituelle, autant que le sujet. Il faut expliquer plusieurs fois les consignes, s’assurer que chaque élève a bien compris ce qui lui est demandé. Les groupes constitués ont chacun des paquets de post-its de couleurs différentes sur lesquels prendre des notes.

Quelqu’un lance “nous sommes la force verte”, l’image est saisie au vol pour mobiliser les enfants et jouer sur la mission attribuée à chaque couleur. La force verte sera en charge de repérer ce qui se réfère à la communication dans le récit, pour la force jaune ce sera le rôle du médiateur, la force orange devra mettre à jour l’articulation et les différences entre ce qui relève de la médiation et ce qui est du ressort de l’autorité.

Les enfants écoutent avec une attention soutenue l’histoire qui se déploie pour eux. Car c’est vraiment pour eux que Martine parle maintenant, avec force et authenticité. La qualité de leur écoute et le silence plein qui règne porte Martine dans son récit, la protège et l’encourage à en dire plus. Les enfants prennent des notes en silence. Elle est émue et surprise de l’être : c’est la première fois qu’elle revisite de cette manière le fil de son parcours de médiatrice.
Au bout de 15 minutes, les mains et le dessus des jeans sont couverts de petits feuillets de couleurs et les têtes bouillonnent de questions. Accompagnés d’adultes, les enfants passent ensuite à l’étape de la catégorisation sur des grandes feuilles.

Toutes les thématiques vues durant cette première rencontre seront développées au cours du module. Cette séance d’introduction aura offert en l’espace de 15 minutes une expérience forte en contenu.

La médiation par les pairs entraîne une posture d’écoute et de non-jugement, face à des situations problématiques où le réflexe culturel est de prendre parti ; un effort parfois immense, car à contre-courant de ce qui est pratiqué de manière générale au sein de l’institution éducative et qui questionne l’autorité telle qu’elle y est pensée et mise en œuvre.

C’est une joie d’avoir créé en si peu de temps les conditions et l’espace pour que les enfants s’écoutent mutuellement, qu’ils se familiarisent avec le silence et ne s’en effrayent pas. Et que des histoires qui tissent du lien et du sens puissent circuler entre générations avec un apprentissage rendu concret par ce dispositif si puissant qu’est la technique du storytelling !





Segments: education-en |
| | | | | | | | | | | | |
| | | | | | | | | | |
| | | | | | | | | |

Methodologies and tools:
| | | | | |


How does an organisation shift to self-management?

Thinking about shifting to self-management or wondering if your way of self-governing can be fine tuned? In my previous article What is self-management, really? I explore what is and what isn’t self-management via percolab’s story. This article goes into the details of how percolab went about setting up a role-based self-management system. As a word of context, percolab is a non-conventional company and we had realized that we required a bit more structure in how we self-organise our company.

There is a different way to structure our organisations based on “roles“. A role based structure means:

  1. Thinking about an organisation based on its purpose and all the roles and responsabilities that allow the organisation to meet its purpose;
  2. Leaving behind job profiles and job titles. Different people can take on different roles at different times – there is a flow and adaptability with roles; and
  3. Distributing the authority (decision making power) throughout the organisation via the roles.

Percolab recently shifted to such a role-based structure. As a team of process designers we were very deliberate in how we went about setting up our roles structure. We are sharing it now in the hope it will help others on their paths towards self-management.

Identifying our company roles 

Roles are already within our organisations and companies, we just need to listen in and make them explicit. To identify ours, I put on my role identifying hat for a few months. I resisted  the temptation to look outside the company because that would lead to thinking about what roles we “should have”. Over 9 years our company has grown into its own way of functioning and this is the organic base we wanted to work with.

Honing on the daily life of the company helped to come up with a preliminary list of roles. What is the company up to? What are people talking about? Where are the questions and tensions?  In all, 32 roles revealed themselves. I gave them some placeholder titles: Banker, Legal protector, Keeper of our workshop offer, Video producer.  The work was done as an open and transparent process, as per self-management principles. Now we were ready to begin the collective process.

Writing our roles together

Writing the roles as the team allowed us to benefit from the team’s collective intelligence. Also, it was an active way for us to process the shift to roles.

At a team meeting we reminded ourselves of the reasons we were shifting to roles. We drew on the wall the basic structure every role should have (inspired by Holacracy):

  • Role title: clear and aligned to our culture;
  • Role purpose: a short statement;
  • Role accountabilities: tasks and decision making authority;
  • Role metrics: specific indicators that help the team see if the role is being well stewarded.

We shared a draft role to exemplify these elements.

Title: Banker

Purpose: Reduce financial stress of all members of the collective, collaborators and organisations with whom we have transactions.


  • Based on laws and obligations, foresee financial provisions and make all necessary payments to the government and documenting them.
  • Act as contact for percolab with the government, documenting key information, exchanges or situations.
  • Emit checks, once documentation duly completed and if appropriate, approved.
  • Inform members if a difficult financial situation arises and work through it openly and collectively.


  • Financial stress of members is low – collective average of no more than 2/10 each month.
  • Payments are made within 30 days.
  • No penalties or interest to the government

We agreed that each team member would be responsible for writing 4 or 5 roles. The 32 titles and notes were laid out on the table.  Each team member chose the roles that he or she wanted to write.

Then we agreed on the process as follows:

  • We would set up a wiki (mediawiki) and each person would insert his/her first drafts of roles over a few weeks.
  • For each role, we would each invite two team members to iterate it forward using their wisdom and experience.

Through this writing process, each of us was now familiar with more than one third of the 32 roles. We all committed to reading ALL the roles prior to the next workshop to have a system view of the roles.

Adopting and attributing our roles

We held a 2.5 hour workshop to attribute the roles. The workshop process went as follows:

  1. We began with a short reminder of the purpose of roles. They are NOT job titles. We will all be stewarding multiple roles and we will be rotating our roles over time. Roles are aligned to the company’s purpose.  (5 min)
  2. We checked in by answering the question  “What color are we feeling?”.  This gave space to our apprehensions. (5 min)
  3. We took 30 minutes in small groups to discuss and review the roles that were speaking to us.  We brought back to the team 3 proposals for improvements.  If anyone had any significant issues with any content,  it was being heeded.  We quickly fielded the proposals following the integrated decision making process (Holacracy). (50 min)
  4. We discussed and agreed on the implementation date for the new role system.  This was the official day when authority (decision making power) would no longer lie with the co-founders. and when team members would take on their expanded responsibilities. (30 min)
  5. We attributed each of the roles via a multi-step process. We wrote the names of roles on index cards and laid them before us. We each wrote on the cards who we thought was best situated for stewarding that role and we could not put our own name. We took a moment to take in the collective perspective that had been revealed. Then, each person identified two roles she had energy to steward and  named it as a proposal. The group let the person know if there were any objections. If none then the roles were considered attributed. The next round, each person proposed one more role and again we verified for objections. A final round whereby anyone could propose anyone for the remaining roles. Again quick checks to see if there was any opposition until all roles were attributed. (55 minutes)
  6. We closed by each responding to the question What colour are we feeling now? (5 min) 

This image sums up the workshop. The inner circle represents our check-in colours and the outer circle our colours after roles had been adopted, attributed and an implementation date agreed upon.

roles (2)

By our in-house artist, Roch!

We updated the wiki with all the information. In the end, we landed 30 roles and a shared role that clarified what each of us in the circle was accountable for (project management and project work).


1. Process design is key. Self-managing principles should be embodied in the way the shift to self-management takes place.

2. Self-management is a never-ending process of learning – about the broader functions of an organisation, our own capacity and confidence to step into roles and collaboration and trust.

3. It’s about the roles, not the people.

Next up, an article on the implementation process.

*It should be noted that in percolab’s case everyone within the company  has the role “0” Project work – the intention is to work, learn, have fun and advance the company and our domain. The role involves generating, leading and contributing to projects.


Segments: education-en |
| | | | | | | | | | | | |
| | | | | | | | | | |
| | | | | | | | | |

| | | | | | | | | | | | |
Methodologies and tools:
| | | | | |