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Collaborative Agility for Students Workbook


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21st Century school environments are powered by collaboration. Collaboration can deepen the learning, enrich relationships, and broaden their future. Yet, when students are placed in teams without the proper readiness, collaboration can turn into disruptive conflict, frustration, and apathy. The Collaborative Agility for Students (CAS) is an in-depth one to two day immersion into the developing social and emotional intelligence. Collaborative Agility is the combination of positive psychology, Nonviolent Communication, facilitation techniques, and Agile approaches to get meaningful learning and work accomplished together. Unlike other student team workshops, CAS is experiential, with each section using a collaborative game or activity that students can directly apply in their classroom, club, program, work, and life.

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Collaborative Agility for Students Workbook

  1. 1. Staff Edition Collaboration Agility Agile Classrooms
  2. 2. i ©2015 Agile Classrooms All Rights Reserved Developed in partnership with Blueprint Education Copyright Stuff
  3. 3. About John Miller As the Chief Empowerment Officer of Agile Classrooms, John is pioneering Agile in schools to empower teachers and students to thrive in 21st-century learning, life, and work. Agile Classrooms started in a 4th Grade classroom in 2009-2010 school year, co-designed with teachers and students. It was the first application of Agile to classrooms. Today, Agile Classrooms is being used by many others around the world. Realizing every school is in a different path in their evolution, Agile Classrooms provides a scaffolded pathway to grow Agility so that educators can differentiate it for the unique needs of their classroom. He also trains and coaches organizations in their Agile Transformation at the Rightshift Learning Institute . John is a Certified Enterprise Coach®, Certified Professional Co-Active Coach, Associate Certified Coach, Spiral Dynamics Integral Level 2, and a Project Management Professional. When not focused on work, John loves to surf (well, wiping out more than actually surfing), make silly faces with his seven-year-old daughter, volunteer as a life coach for students, co-lead a Nonviolent Communication Group, and make insanely delicious drinking chocolates. Twitter:@agileschools | Email: |Website: | Blog:
  4. 4. Day 1 1. Setup 2. Connect 3. Collaboration Superpowers 4. Form Student Teams 5. Day 1 Reflection Day 2 1. Designing the Alliance 2. Collaborative Agility at Work 3. Day 2 Reflection 3 Overview 21st Century school environments are powered by collabora- tion. Collaboration can deepen the learning, enrich relation- ships, and broaden their future. Yet, when students are placed in teams without the proper readiness, collaboration can turn into disruptive conflict, frustration, and apathy. The Collabora- tive Agility for Students (CAS) is an in-depth one to two day im- mersion into the developing social and emotional intelligence. Collaborative Agility is the combination of positive psychology, Nonviolent Communication, facilitation techniques, and Agile ap- proaches to get meaningful learning and work accomplished to- gether. Unlike other student team workshops, CAS is experien- tial, with each section using a collaborative game or activity that students can directly apply in their classroom, club, program, work, and life. Essential Question How might we cultivate our ability to work collaboratively to- wards better learning and life outcomes? Workshop Objectives Section 1
  5. 5. Foundations Hope High School Day 1 Collaborative Agility 1. Workshop Connection Orient to the learning and each other 2. Collaboration Agility Skills Learn the superpowers for collaboration 3. Form Teams Get into small cross-strength teams 4. Day 1 Reflection Deepen the Learning and Forward the Action
  6. 6. 5 With rapidly clarify for individuals and a group what is essen- tially important in their work. When a group discovers an unam- biguous shared purpose, more freedom and more responsibility are unleashed. You have laid the foundation for connecting deeply to what matters to the group. Steps and Schedule (20 minutes) 1. Pair Up: One person will be the asker (asks questions, lis- tens, and records) and the other the responder. 2. Ask you partner “What do you want the Student Leadership Team to achieve together?”. 1 minute 3. Ask 5 Why’s until you get to the core purpose. 5 minutes 4. Switch Roles and repeat steps 1-3. 5 minutes 5. Form a group of 4-6. Share your partner’s answers. Discuss similarities and differences in the answers. 5 minutes 6. In the whole group, share exciting discoveries. is there a shared group purpose that materializes? 4 minutes Some Ways to ask Why •“Why?” •“Why does that matter?” •“If you could wave a magic wand, what would you change about the Leadership Team?” •“What is important about that?” •“If you had that, who would benefit and how?” 5 Why’s 1. Connection “He who has a ‘why’ can endure any ‘how’. ” -Friedrich Nietzsche Source: Adapted from Liberating Structures
  7. 7. Ask 5 Whys to reach the Core PurposeAsk 5 Whys to reach the Core Purpose WHAT DO YOU WANT YOUR TEAM TO ACHIEVE TOGETHER? The Core Purpose Is... 6 5 Why’s Interview
  8. 8. Collaboration Super Powers Outcomes: Skills to build positive relationships Activities Social/Emotional Agility Image Source: 1. Team Toxins 2. The Ridiculist 3. Keepin’ It Real 4. Feelings Race 5. Self-Empathy 6. Empathetic Listening 7. Kudos
  9. 9. 8 There certain kinds of negativity in the team relationship, that when left unchecked, it will cause serious damage to a team. These are called the Four Team Toxins. . In this section, we will understand these toxins, their effects, and where they might show up in your life and your team Steps and Schedule (45 minutes) 1. Overview of the 4 Team Toxins. 10 minutes 2. Individually, fill out theToxins Reflection sheet. 10 Minutes 3. Join the entire group for the Toxins Gallery Walk Exercise 24 minutes a. Self-organize into groups by going to the Toxin that most resonates with you. 1 Minute b. Make a list of all you can do to make sure that you infect your team with this toxin. 5 Minutes c. Go down this list item by item and ask yourselves, ‘Is there anything that we are currently doing that in any way, shape, or form resembles this item?’. *Do this without blaming each other. 5 Minutes d. “Go through the items on your doing list and decide how you could stop doing these things?”. 5 Minutes e. Each group shares out. 2 minutes/group Team Toxins 2. Collaboration Superpowers “Stop letting people who do so little for you control so much of your mind, feelings and emotions” – Will Smith
  10. 10. Toxins Overview
  11. 11. Toxins Reflection
  12. 12. 11 Purpose: 2% Truth is a way to value Connection over Correc- tion. 2% truth is about valuing your connection with the person more than being right. In anything, we can find at least 2% truth in what the person is saying. Once you build connection, you can can then begin to share your perspective, while honoring theirs. 2% Truth is An antidote to Defensiveness. On Your Mark: •5 Index Cards •Pens/Pencils Steps and Schedule! ! 1. Each person writes a list of 3 ridiculously untrue state- ments on an index card. For example, “Lil Wayne is one of the best country artists out today”. 2. In your table group, have someone begin by reading one of their Ridiculist statements. 3. The whole table group chimes in, finding the 2% truth. For example, I might respond to the Lil Wayne statement by saying “He is one of my favorite artists” or “Are you a fan of country?” 4. Then move to the next person for them to read one of their Ridiculist Statements and repeat until time is up.! 
 Reflection Journal 1.How does it feel to be corrected right away by someone? __________________________________________________ __________________________________________________ __________________________________________________ 2.What might it do for your relationships to find connection be- fore correction?
 __________________________________________________ __________________________________________________ __________________________________________________ 3.What is hard about finding 2% truth? __________________________________________________ __________________________________________________ __________________________________________________ The Ridiculist 2% Truth and Connection Over Correction 2. Collaboration Superpowers
  13. 13. 12 Purpose: To transform toxins into observations. Difference Between Judging and Reality Keeping iI Real is observing what actually happens. We often add our own thoughts about it, making and judgements. In- stead, be like a video camera, recording and repeating back what we actually observed. Can you keep it real? Judging (In my head) Observing (What is real) She is weird. She has pink hair. You are stupid (Contempt). You made me late to class (Blaming) When you arrived 10 minutes late to pick me up, I was late to class. I am stupid (Contempt). I do not understand this problem You are a nerd. When you suggested we play laster tag, I did not think others would be interested. On Your Mark: •Groups of 3 or 4 •10 Index Cards / Group Steps and Schedule (30 Minutes) 1. Think about an example of a judgement that shows up in your team or life and write a description of what happened on the an index card. One description per card. 2. When your group has a total of 10 judgement statements, work in the group to turn the Judgements into Observation. 3. One person volunteers to write the translated Observation on the back of the card of the Judgement. 4. Share 1 or 2 translations with the class. Reflection: 1. How does it feel to hear a judgement about you? 2. How do you think others feel when you judge them? 3. How would replacing judgements with observations improve your relationships? Keeping It Real 2. Collaboration Superpowers
  14. 14. 13 Purpose: To practice guessing feelings. On Your Mark: •Meet with group outside. •Set out start/finish and turnaround markers (about 25 feet away from start/finish marker). •Divide group in two lines. •Set the pile of feelings cards down, between and at the head of the two lines. 
 Steps and Schedule (25 Minutes): 1.Each player at the head of lines A and B chooses a feeling card; facilitator shouts, "GO!" 2.A and B players run to the turnaround marker and stop; and each demonstrates with face and body the emotion written on their card, exaggerating their demonstration so their team can see. 3.The A line shouts out guesses to A player, and B line shouts out guesses to B player. Players run back to their line when the line guesses correctly. 4.The next player in each line quickly chooses a feeling card and repeats steps 2 and 3. 5.When one team has had all players take a turn, they then join the other team to guess the feelings of the remaining players. "Everyone wins!" Source: GrockIt Guide, Everyone wins!" Feelings Race 2. Collaboration Superpowers
  15. 15. 14 Purpose: To learn to develop self-empathy. Once you can deeply listen to yourself, you can be open to others. An antidote to all the relationship toxins. On Your Mark: •Groups of 3 - 4 •Needs Cards •Index Cards •Empathy Map •Feeling Cards Steps and Schedule (25 minutes) 1. Think of something someone says (this could be something you say to yourself) that 'pushes your buttons,' that has you reacting, defending, stonewalling, or shutting down. 2. Write the statement down in an index card and place it in the Observations box on your Empathy Map (7 minutes) 3. Take a moment. Close your eyes. Breath deeply. Relax your body. Notice the feelings that arise in you. (1 minute) 4. Look at your Feelings Cards. What feelings come up for you. Place the feeling (s) in the Feeling box of the Empathy Map. (4 minutes) 5. What Needs or Values are not being met for you? Place the Need Card(s) in the Needs Box of the Empathy Map. (7 minutes) Reflection (5 minutes) 1. What did you notice about yourself in this exercise?
 ________________________________________________ ________________________________________________ ________________________________________________ 
 2.!What happened when you got in touch with your needs? ________________________________________________ ________________________________________________ ________________________________________________ 3.!Did you notice a shift when you gave empathy to yourself? ________________________________________________ ________________________________________________ ________________________________________________ Source: Inspired by Hearts and Buttons Activity in the GrokIT Guide WWW.COMMUNICATEFORLlFE.COMI Self-Empathy 2. Collaboration Superpowers
  16. 16. 15 Purpose: To listen deeply to someone else, connecting to what is alive in them. On Your Mark: Steps and Schedule 1. One person is the Storyteller and the other(s) are Listeners. The Storyteller holds the Feelings cards and the Listeners split up the Needs cards. 2. The Storyteller tells the story of any incident in his/her life which has stirred up feelings (positive or negative). After tell- ing the story, s/he selects several feelings cards which seem alive for them. 3. Then the listener(s) take turns guessing Needs which may relate to the Feelings cards shown, laying down one Need card at a time next to the Feeling card, and speaking in a question format, such as. "Are/were your feeling …(name the feeling on the card) because of your need for…?" Con- tinue giving the listeners turns until they have no more guesses. 4. The Storyteller (who has listened without comment) then chooses one or more Needs cards that particularly resonate for them and speaks briefly about that and how s/he feels about it. 5. The Storyteller position then rotates to the next person and so on until all have had turns. Reflection 1.!What was it like to for the StoryTeller to have someone be empathetic? 
 ________________________________________________ ________________________________________________ _______________________________________________ 2.!What was it like for the Listener to give empathy? ________________________________________________ ________________________________________________ _______________________________________________ Empathetic Listening 2. Collaboration Superpowers •Groups of 3 - 4 •Needs Cards •Index Cards •Empathy Map •Feeling Cards
  17. 17. Empathy Map Inspired by NonViolent Communications Images via © 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Empathy Protocol 1. OBSERVATIONS Agile Classrooms© 3. NEEDS 4. REQUESTS 2. FEELINGS
  18. 18. Empathy Example
  19. 19. 18Inspired by NonViolent Communications Images via © 2015 Agile Classrooms This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Empathy Protocol 1. OBSERVATIONS Agile Classrooms© 3. NEEDS 4. REQUESTS 2. FEELINGS Emapthy Process
  20. 20. 19 Feeling-Needs List
  21. 21. 20 Purpose: To demonstrate and practice the skills of ex- pressing appreciation. Appreciation is like a vitamin that helps your relationships defending agains the 4 Toxins. On Your Mark •Form Pairs •Management 3.0 Kudo Cards •Kudo Board Steps and Schedule (20 minutes) 1. Pair up with a partner. [1 minute] 2. Write something you appreciate about your partner on a Kudo Card. You can do more than one. [5 minutes] 3. Take turns reading the Kudo Card to your partner. The Re- ceiver just listens. [3 minutes] 4. Reflect on the experience silently [5 minutes] 5. Share out of Reflections whole group [5 minutes] 6. If you choose to share, post your card on Kudo board. [1 min- ute] 7. Now, write a Kudos to anyone on the room for something new that you have realized about them today. Something that pleasantly surprised you about who they are. Reflection 1. How did you feel as the appreciator? __________________________________________________ __________________________________________________ __________________________________________________ 2. How did you feel as the receiver of appreciation? __________________________________________________ __________________________________________________ __________________________________________________ 3.I s this any different that how you now share appreciations? __________________________________________________ __________________________________________________ __________________________________________________ 4. What keeps you from sharing appreciations to others? __________________________________________________ __________________________________________________ __________________________________________________ ________________________________________________ Kudos! 2. Collaboration Skills
  22. 22. Kudo Cards 1 well done! great job! totally awesome! kudo cards The cards in this document are part of the Management 3.0 course. You can use them to reward good work of colleagues or other people with a token of appreciation. You can find a description of their use at Cards Kudo
  23. 23. Kudo Cards 2 Congratulations! thank you! very happy! many thanks! Kudo Cards Source
  24. 24. Forming Strong Teams Outcome: Form Small Cross-Strength Teams Activities Start Strong. Finish Strong 1. Team Structure Overview 2. Team of Stars 3. My Strengths 4. Circle of Strengths 5. Class Strengths 6. Team Blind Auditions 7. Team Roster
  25. 25. 24 On Your Mark: •Individual •Strengths Profile Sheet •Via Strengths Report •Writing Instrument Steps and Schedule (15 minutes) 1. Read your Via Strengths Report. 2. On the Strengths Profile Sheet, under the Individual Strengths column, mark (underline, circle, highlight) your top 10 strengths from your Via Strengths Report. 3. Add up the number of strengths you have in each row, and write the total under the My Ranking column. 4. The row with the highest number is your top strength profile! Reflection What surprised you about your strengths? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Remember a time when you are at your best. How were you us- ing your strengths in that situation? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Who is someone famous that you admire that you think has the same strength profile you do? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ What might the results be if you used your top strengths profile more than you do now? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ My Strengths Forming Teams
  26. 26. 25Strength Profiles Source: VIA Character Strengths - Strength Profile Example
  27. 27. 26 Strength Profiles Source: VIA Character Strengths - Strengths Profile Sheet STRENGTH PROFILE DESCRIPTOR INDIVIDUAL STRENGTHS IN PROFILE MY RANKING Wisdom Cognitive strengths creativity, curiosity, judgment, love of learning, and perspective Courage Emotional strengths bravery, perseverance, honesty, and zest. Humanity Interpersonal strengths love, kindness, and social intelligence Justice Civic strengths teamwork, fairness, and leadership Temperance Protective strengths forgiveness, modesty/humility, prudence, and self-regulation. Transcendence Spiritual strengths appreciation of beauty/excellence, gratitude, hope, humor, and religiousness/spirituality
  28. 28. 27 Purpose: To have a holistic awareness of your overall strengths. On Your Mark •Strengths Report •Completed Strengths Profile •Circle of Strengths Template •Pen/ Marker/Crayons Steps and Schedule (10 minutes) 1. The Circle of Strengths represents the 6 Strength Profiles from Via Strengths. Each profile is made up of a group of in- dividual strengths. 2. Taking the center of the circle as 0 and the outer edge as 10, draw a dot on the number to represent how many of your top 10 strengths you have in each Strength Profile (ref- erence your Completed Strengths Profile sheet). 3. Connect the dot by drawing a new perimeter in the circle (see example). 4. This is a holistic representation of your overall strengths. In the example, you can see Wisdom and Courage are the big- gest strengths, and that this person may need support from the others who are strong in Humanity, Justice, Temper- ance, and Transcendence. Example Circle of Strengths Forming Teams
  29. 29. 28 Circle of Strengths Strength Profiles Source: VIA Character Strengths - Image Source -
  30. 30. 29 Purpose To reveal the overall strength pattern of a large group or whole classroom. Setup to form cross-strength teams. On Your Mark •Strengths Report •Writing instrument: pen, pencil, crayon (no markers/sharpies) •Sticky Notes Steps and Schedule (10 minutes) 1. Write your top strength on the front of a sticky note. If you have a tie in your top strength, choose the one you feel you are strongest in. 2. One the back of the sticky note, write your name. Make sure your name is not visible when looking from the the front of the sticky note. 3. Post your sticky note onto the Class Strengths map in the appropriate strength area. If your strength is Wisdom, place that onto the Wisdom area of Class Strengths Map. Reflection 1. What strengths are most dominant for the group? __________________________________________________ __________________________________________________ __________________________________________________ 2. What strengths are rare for the group? __________________________________________________ __________________________________________________ __________________________________________________ 3. What other patterns do you see? __________________________________________________ __________________________________________________ __________________________________________________ Example Class Strengths Forming Teams
  31. 31. 30 Purpose To form cross-strength teams while minimizing personal bias. On Your Mark •Completed Class Strengths Map •3-5 Cross-Strength Team Maps Steps and Schedule 1. Teams size is best around 4-5 members. Divide the class by 4, to know how many teams you will create. This is how many Cross-Team Maps you will need. 2. [Round 1] Ask for volunteers (# of volunteers equals the number of teams). a. Volunteers will create their own cross-strength teams, without knowing the names of the team members. b. Each volunteer will take a Team Map. c. Pull 4 different strengths from the Class Strengths Map on to their Team Map. d. Try not to have more than one strength on a team. If there sticky notes left over, survey the team maps and move those stickies to the team where that strength is needed. Do not look at the names on the back of the sticky notes. See example. e. Once they are done, ask them to take a seat. 3. [Round 2] Ask for another group of volunteers (same num- ber as before). Students reorganize the strengths, moving sticky notes between the different Team Maps, based on what they think would be the best cross-strength team. En- sure there are 4 stickies per Team Map when they are done. 4. [Round 3] Ask for another group of volunteers (same num- ber as before). Repeat same steps in Round 2. 5. [Round 4+] Ensure all students get a change to influence the team design. Add another round if needed.You can in- crease the amount of students performing the activity at once forming pairs. 6. Ask the whole group if these are valid cross-strength teams and if there any last changes that should be made? 10. Flip over the sticky notes to reveal the team member names. These are the teams based on the influence of the whole classroom/group. See example. Team Blind Auditions Forming Teams
  32. 32. 31 [Round 1] Blind Audition Revealing the Team Members Blind Audition Example MoveStickies Class Strengths Map Team Strengths Map #1 FlipStickies Team Strengths Map #1 Team Strengths Map #1
  33. 33. 32 Strong Team Map
  34. 34. 33 On Your Mark •Via Strengths Report •Completed Strengths Profile •Completed Strengths Profile •Blank Team Roster Sheet Steps and Schedule (10 minutes) 1. Using the Team Roster form, record the information for your team. 2. Everyone records the information for each of their team mem- bers in their own Team Roster: a. How to Reach Me: If you need to contact a team member outside of school, how do they want to be reached? For ex- ample: i. Text - 623-555-5555 ii. Call - 623-555-5555 iii. Skype - myskype b. Top 5 Strengths: Record their top 5 strengths from the Via Strengths Report. For example: Bravery, Creativity, Curios- ity, Honesty, Love of Learning c. Strength Profile: Write in their Strength Profile. For exam- ple: Wisdom 3. Keep the Team Roster for your reference. 4. Reflection What are the differences you all have in your strengths? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ How will the diversity of strengths help your team succeed? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Team Roster Forming Teams Source: Adapted from Liberating Structures
  35. 35. 34 Team Roster Team Member Name How to Reach Me My Top 5 Strengths My Strength Profile 2 5 1 4 3
  36. 36. Reflection Canvas #1 © ThisworkislicensedunderaCreativeCommons Attribution-NonCommercial4.0InternationalLicense. Agile Classrooms© Where to GROW?What GLOWED? Now I KNOW!What to THROW! Day 1 Reflection
  37. 37. Collaboration Agility at Work Hope High School Day 2 Collaborative Agility 1. Designing the Alliance Forming strong teams. 2. Collaboration Agility Launch Kickoff Your Project
  38. 38. Designing the Alliance Outcomes: Define Your Team Identity Activities Source: 1. Our World 2. Our Values 3. Our Agreements 4. Team Vision T-Shirts
  39. 39. 38 Purpose Emotionally intelligent teams are very aware of each other’s world. Teammates that understand each other, as a whole person, are more resilient and appreciate each others similari- ties and differences. On Your Mark •My World Mind Map •My World Interviewer Prompt Sheet •Flip chart paper or poster board Steps and Schedule (20 minutes) 1. Within their new teams, students form pairs (or triads if needed). 1. One person will be the interviewer (asks questions, listens, and completes the My World Mind Map) and the other is the storyteller. 2. The interviewer, takes a copy of the My World Mind Map as prompts, and asks questions about the storyteller’s world. 3. The interviewer reflects back what you heard the storyteller say, to ensure you hear her correctly. For example: “I heard you you felt at your best when you won the art contest, that you felt creative and achieved something you thought you could not do.”. 4. The interviewer fills out the mind map, striving to get 2-3 con- nections per topic. 5. Post each team member’s My World Mind Map on a group flip chart/poster board as reminder of who they are and to up- date it as they learn more about one another. Example My World Designing the Alliance
  40. 40. 39 Name: My World Mind Map
  41. 41. 40 My World - Interviewer Prompts When was a time when you... ★felt you were at your best? ★were the happiest? ★felt most alive? ★felt proudest? ★What areas are you weak in where you can get help from others? Hint: Use the bottom strengths from their Via Strengths Report. ★What do you value most in your life? ★Who do you look up to? What traits do you admire about them? ★What are you passionate about? ★What do you love to do? ★What do you do for fun? ★If you were to teach people how to have fun, what would you say? ★What do you want in life? ★What is your best possible self in (1 / 5 / 10) years from now? What are you doing? Who are you with? Who are you becoming? ★If you had your choice, what would you do? ★What is “the dream? ★What are your top 3 strengths, in your own words? ★Where is there greatness inside you, waiting to come out? ★What do people say they admire about you?
  42. 42. 41 Purpose To uncover the shared values of a team in order to create a team culture that represents the best of everyone. By the end of the activity, the will agree to 3-5 shared values. On Your Mark •Agile Classrooms Value Cards Deck •My World Mind Map (optional) 1. Lay out the header cards (Value Candidates, Very Important, Important, and Less Important) from the Agile Classrooms Value Cards Deck in a row. These will be used to sort the val- ues. Each header card has a limit of the number of cards that can be under it. If the number of value exceeds the limit, you must move cards somewhere else. 2. Lay out all the value cards on the table so each is visible. Steps and Schedule 3. Silent Sorting: as a team, sort the cards under the different header cards. This part will be done in complete silence. a. [Round 1] My Top 5 Values: At the same time, each team member looks through the value cards. Each places up to 5 cards he/she thinks is very important to you underValue Candidates. (if someone takes one of your cards already, just count that as one of your 5). Hint: If you have trouble identifying your values, take a look at the My World Mind Map to see if some of your values are there. b. [Round 2] Our Top 5 Values: The Very Important category can not have more than 5 cards under it. This is still done silently. Move any card, even if another team member placed it there, to Important or Less Important. Anyone can move a card back to Very Important as well. Keep do- ing this until things “settle”, and you have 5 cards under Very Important. 4. Consensus: Ask if the team can commit to these top 5 values as a whole team. Use Roman Voting to test for consensus. If there are any Maybe’s or No’s, have a discussion on why and try to reach an agreement. You may have to do another round of sorting. When there is a consensus of Thumbs Up (Yes) with everyone, you have discovered your team values! Team Values Designing the Alliance Yes! Maybe! No Roman Vote ROMAN VOTE
  43. 43. 42 Purpose To make values come to life by creating agreements on how team members will work together. On Your Mark •Team Values •Agreement Cards •Tape •Team Agreement Canvas •Agreement Sheet (optional) Steps and Schedule (27-30 minutes) 1. Each Team Member takes a set of Team Agreement Cards. 2. Each team member writes a Team Value under the “We Be- lieve In” section on the Team Agreement Card (one value per card) . Repeat for each team value. (1 min) 3. Each team member then writes his or her idea to make each value real through positive action by writing in the “So We Will” part of the Team Agreement Card . Do this for each card until time is up. (5 min) 4. Team members then deal their completed cards evenly as possible to each of their team members. 5. Individually rate each Team Agreement Card with a score of 1 to 5 (1 for low and 5 for high) and write it on the back of the card. (3 min) 6. Repeat the score and exchange process for three more times 3-minute exchange-and-scoring rounds. (9 min) 7. At the end of the last round, participants add the five scores on the back of the last card they are holding. (2 min) 8. Finally, take the top 5-10 highest ranking cards (depends on how many were written). This is your team agreement; mean- ing, you are committing to behaving in ways that demon- strate and honor these agreements. (3 min) 9. Tape your Team Agreements on your Team Agreement Can- vas. (1 min) 10.(optional) Record your Team Agreements in your workbook on the Team Agreement Sheet (3 minutes Example 11. Agreements Designing the Alliance Adapted from Liberating Structures 4 3 4 4 Total = 15 Team Agreement Card Front Team Agreement Card Back
  44. 44. 43 Agreement Cards Learning Agreement CARD DECK Learning Agreement We Believe In So We Will Support we will ask for each other for help when we need it.EXAMPLE Learning Agreement We Believe In So We Will some value commit to some behavior Learning Agreement We Believe In So We Will some value commit to some behavior Learning Agreement We Believe In So We Will some value commit to some behavior Learning Agreement We Believe In So We Will some value commit to some behavior Learning Agreement We Believe In So We Will some value commit to some behavior Learning Agreement We Believe In So We Will some value commit to some behavior Learning Agreement We Believe In So We Will some value commit to some behavior
  45. 45. 44
  46. 46. 45 Agreement Sheet