Q. Where does the name Project In-vizible come from?

A. I took the word “invisible” – hidden, concealed from sight, ignored or not considered – and turned it on its head to create a new word and meaning. In-vizible is drawing out and bringing fully into view different experiences, perspectives, and ideas represented among a group or community of people.

Q. What is process design?

A. It is identifying and documenting actionable steps that support an individual, team or group in its thinking and decision-making relative to desired and tangible outcomes. Often incorporated are facilitation techniques, methods, and tools to generate, organize, and manage information, as well as to navigate difficult group decision-making dynamics.

Q. How long or extensive can a process be?

A. That varies, depending on the time commitment and the desired and tangible outcomes. The actionable steps that comprise a process can be for a single meeting or series of meetings, or other participatory decision-making formats, that can span days, weeks, or months.

Q. What are examples of tangible outcomes?

A. A tangible outcome could be in the form of a decision reached, relative to a particular problem or need, at the conclusion of a facilitated process. Other examples include a revised business process, a set of measurable goals, or a draft document.

Q. What is an example of a tangible outcome that was the result of a process that you designed and facilitated?

A. A seven-month, facilitated process with a team of environmental outreach coordinators resulted in the creation of a strategy development, planning, and implementation toolkit for public outreach and engagement initiatives led by the Dallas Environmental Quality and Sustainability unit.

Q. What has been one of your most rewarding bodies of work to date?

A. I led a group of Oakland public-school science teachers and bay area engineers and scientists in turning around a program that was declining due to a fall in participant confidence. It was my first test with how active listening and effectively engaging the diverse thinking of others could and ultimately resulted in stronger rapport, renewed confidence, and a recommitment to creating experiential learning opportunities for middle school students.