leadership, organizing, and actioncommunitylearningpartnership.org/wp-content/... · 3 agenda &...
TRANSCRIPT
1
LEADERSHIP,ORGANIZING,ANDACTION
OpenSocietyFoundationYouthExchange
OrganizingWorkshopParticipantGuide
December12-14,2016 M A R R A K E S H , M O R O C C O
OriginallyadaptedfromtheworksofMarshallGanzofHarvardUniversityhttp://www.hks.harvard.edu/about/faculty-staff-directory/marshall-ganzModifiedforthistrainingbyAbelR.Cano
OriginallyadaptedfromtheworksofMarshallGanzofHarvardUniversityhttp://www.hks.harvard.edu/about/faculty-staff-directory/marshall-ganz
ModifiedbytheNewOrganizingInstitute
http://www.neworganizing.com
DesignedbyZacWillette
2
A C K N OW L E D G E M E N T S
Wewelcomeyoursuggestionsforimprovingthisguidefurtherforfuturetrainings.Wealsowelcomeyoutouseitandadaptitforyourowntrainings,subjecttotherestrictionsbelow.ThisworkshopguidehasbeendevelopedoverthecourseofmanytrainingsbyLizPallatto,JoyCushman,JakeWaxman,DevonAnderson,RachelAnderson,AdamYalowitz,KateHilton,LenorePalladino,NewOrganizingInstitutestaff,MoveOnOrganizers,CenterforCommunityChangestaff,JoseLuisMorantes,CarlosSaavedra,SeanThomas-Breitfeld,ShuyaOhno,PetraFalcon,MicheleRudy,HopeWood,JoshDaneshforooz,MelanieVant,UyenDoan,AbelR.Cano,VoopdeVulpillieresandmanyothers.
R E S T R I C T I O N S O F U S E
Thefollowingwork[thisworkshopguide]isprovidedtoyoupursuanttothefollowingtermsandconditions.Youracceptanceoftheworkconstitutesyouracceptanceoftheseterms:
• Youmayreproduceanddistributetheworktoothersforfree,butyoumaynotselltheworktoothers.
• Youmaynotremovethelegendsfromtheworkthatprovideattributionastosource(i.e.,“originallyadaptedfromtheworksofMarshallGanzofHarvardUniversity”).
• Youmaymodifythework,providedthattheattributionlegendsremainonthework,andprovidedfurtherthatyousendanysignificantmodificationsorupdatestomarshall_ganz@harvard.eduorMarshallGanz,HauserCenter,HarvardKennedySchool,79JFKStreet,Cambridge,MA02138
• Youherebygrantanirrevocable,royalty-freelicensetoMarshallGanzandNewOrganizingInstitute,andtheirsuccessors,heirs,licenseesandassigns,toreproduce,distributeandmodifytheworkasmodifiedbyyou.
• Youshallincludeacopyoftheserestrictionswithallcopiesoftheworkthatyoudistributeandyoushallinformeveryonetowhomyoudistributetheworkthattheyaresubjecttotherestrictionsandobligationssetforthherein.
Ifyouhaveanyquestionsabouttheseterms,[email protected],HauserCenter,HarvardKennedySchool,79JFKStreet,Cambridge,MA02138.
3
A G E N D A & T A B L E O F C O N T E N T S Monday,December12,2016:
LEADERSHIP—ORGANIZING:PEOPLE,POWER,ANDCHANGE
3.00PM Welcome&Overview5min.
3.05PM IntrotoOrganizing:People,Power,andChange75min. p.8-16
4.20PM BREAK10min.
COACHINGASALEADERSHIPPRACTICE
4.30PM IntrotoCoaching40min. p.17-225.10PM Teamwork60min. p.23-256.10PM DebriefCoaching25min.
CLOSING:WHATDIDWELEARN?6.35PM Pluses,DeltasandTakeaways25min. 7.00PM CloseDayI
Tuesday,December13,2016:
WECOME
9.00AM Welcomeback&agendareview5min. MOBILIZINGSHAREDVALUES:WHYIHAVEBEENCALLED—STORYOFSELF
9.05AM IntroductiontoPublicNarrativeandStoryofSelf70min. p.26-3210.15AM Teamwork45min. p.34-3811.00AM DebriefStoriesofSelf25min. 11.25AM BREAK10min.
MOBILIZINGSHAREDCOMMITMENT:BUILDINGRELATIONSHIPS11.35AM IntroductiontoRelationshipBuilding45min. p.39-4312.20PM Teamwork50min. p.44-461.10PM DebriefandTakeaways20min. 1.30PM LUNCH—50min.
MOBILIZINGSHAREDSTRUCTURE:BUILDINGLEADERSHIPTEAMS2.20PM IntroductiontoBuildingLeadershipTeams55min. p.47-503.15PM Teamwork70min. p.51-564.25PM Debrief25min. 4.50PM BREAK15min. 5.05PM Energizer5min.
4
MOBILIZINGSHAREDVALUES:STORYOFUS5.10PM IntroductiontoStoryofUs30min. p.57-605.40PM Teamwork45min. p.61-656.25PM DebriefStoriesofUs25min.
CLOSING:WHATDIDWELEARN?6.50PM Pluses,DeltasandTakeaways15min. 7.05PM CloseDayII
Wednesday,December14,2016:
WELCOME
9.00AM Welcomeback&agendareview5min.
STRATEGYI:TURNINGRESOURCESINTOPOWER—PEOPLE,POWER&CHANGE
9.05AM IntroductiontoStrategyI60min. p.66-7410.05AM Teamwork:Actors,PowerandGoal105min. p.75-8011.50AM Peer-to-PeerDebrief30min. 12.20PM LUNCH—50min.
STRATEGYII:TURNINGRESOURCESINTOPOWER—TACTICSANDTIMELINE
1.10PM IntroductiontoStrategyII30min. 1.40PM Teamwork:TacticsandTimeline60min. p.81-832.40PM DebriefTimelines25min. 3.05PM Break10min.
MOBILIZINGSHAREDCOMMITMENT:ACTION
3.15PM IntroductiontoAction40min. p.84-903.55PM Teamwork50min. p.91-944.45PM DebriefandTakeaways25min. 5.10PM BREAK15min.
MOBILIZINGSHAREDVALUESANDCOMMITMENT:STORYOFNOWANDLINKING
5.25PM IntroductiontoStoryofNowandLinkingSelf/Us/Now30min. p.95-1005.55PM Teamwork45min. p.101-1066.40PM DebriefPublicNarratives20min.
CLOSING7.00PM Summary,KeyLearning’sandEvaluation15min. 7.15PM CloseDayIII
5
WHYWE’REHERE&WORKSHOPGOALS
Whatisthepurposeofthistraining?
6
WhyWe’reHere&WorkshopGoalsThegoalofthisworkshopistointroduceyoutoanorganizer’sperspectiveonleadership.Organizingcanbelearnedasaleadershippracticebasedonacceptingresponsibilityforenablingotherstoachievepurposeunderconditionsofuncertainty:identifying,recruitinganddevelopingleadership,buildingaconstituencyaroundthatleadership,andtransformingtheresourcesofthatconstituencyintothepowertheyneedtoachievetheirpurposes.Wehopeitwillbeuseful.
---
Eachparticipantwillbeintroducedtofivebasicorganizingleadershippractices.1. Howtotranslatevaluesintothemotivationforactionbylearningtotellastoryofwhy
theywerecalledtolead,astoryoftheirconstituency,andastoryofanurgentchallengethatrequiresaction:self,us,andnow.
2. Howtobuildintentionalrelationshipsasthefoundationofpurposefulcollectiveaction.3. Howtostructureacollaborativeleadershipteamwithsharedpurpose,groundrulesand
clearroles.4. Howtostrategizeturningtheresourcesofone’sconstituencyintothepowerneededto
achievecleargoals.5. Howtosecurecommitmentsrequiredtogeneratemeasurable,motivational,and
effectiveaction. Youwillseethatmostsessionsfollowapattern:weexplain,wemodel,youpractice,andwedebrief.Thiswayyoucanbegintoworkputtingyourskillstoworkrightnow,gettingfeedback,learningfromyourexperience.Pleasebringa“beginnersmind”(shoshin)tothisworkshop–trynewthings,takesomerisks,asknewquestions.
7
PERSONALGOALS Whatareyourhopesforthisworkshop?Whatkindsofskillsareyouinterestedinlearning?Whatcontributionsdoyouseeyourselfmaking?
8
PEOPLE,POWER,ANDCHANGE
Whatarethecoreleadershippracticesfororganizing?
9
PEOPLE,POWER,ANDCHANGE
WhatisLeadership?LeadershipinorganizingisrootedinthreequestionsarticulatedbythefirstcenturyJerusalemsage,RabbiHillel:
“IfIamnotformyself,whoamI?WhenIamonlyformyself,whatamI?Andifnotnow,when?1
Thesethreequestionsfocusontheinterdependenceofself,other,andaction:whatamIcalledtodo,whatareotherswithwhomIaminrelationshipcalledtodo,andwhatactiondoestheworldinwhichwelivedemandofusnow?The fact these are framed as questions, not answers, is important: to act is to enter a world ofuncertainty, theunpredictable,andthecontingent.Dowereally thinkwecancontrol it?Ordowehave to learn to embrace it? Uncertainty poses challenges to the hands, the head and the heart.Whatnewskillsmustmy“hands”learn?Howcanmy“head”devisenewwaystousemyresourcestoachievemygoals?Howcanmy“heart”equipmewiththecourage,hopefulness,andforbearancetoact?Leadershiprequires“acceptingresponsibilityforenablingotherstoachievepurposeunderconditionsof uncertainty”.2 Conditions of uncertainty require the “adaptive” dimension of leadership: not somuchperformingknowntaskswell,but,ratherlearningwhattasksareneededandperformingthemwell. It is leadership from the perspective of a “learner” – one who has learned to ask the rightquestions–ratherthanthatofa“knower”–onwhothinksheorsheknowsalltheanswers.Thiskindof leadership is a formofpractice -notapositionoraperson–and it canbeexercised fromanylocationwithinorwithoutastructureofauthority.
1PirkeAvot(WisdomoftheFathers)2MarshallGanz,“LeadingChange:Leadership,OrganizationandSocialMovements”,Chapter19,
Goalsforthissession:• Tointroduceourapproachtoleadership,organizingandlearning.
• Tointroduce5keyorganizingpracticesonwhichwewillfocus.
•Tofocusontherelationshipamongpeople,power,andchange.
10
Leadershipistakingresponsibilityforenablingotherstoachievesharedpurposeunderconditionsofuncertainty.
WhatisOrganizing?Organizingisaformofleadershipthatenablesaconstituencytoturnitsresourcesintothepowertoachieveitsgoalsthroughrecruitment,training,anddevelopmentofleadership.Organizingisaboutequippingpeople(constituency)withthepower(storyandstrategy)tomakechange(realoutcomes).
PEOPLE:OrganizingaconstituencyThefirstquestionanorganizerasksisnot“whatismyissue”but“whoaremypeople”–whoismyconstituency.Aconstituencyisagroupofpeoplewholearnto“standtogether”todecide,assert,andactupontheirowngoals.Organizingisnotonlyaboutsolvingproblems.Itisaboutenablingthepeoplewiththeproblemtomobilizetheirownresourcestosolveit...andkeepitsolved.
POWER:Whatisit,wheredoesitcomefrom,howdoesitwork?Rev.MartinLutherKingdescribedpowerasthe“abilitytoachievepurpose.”Weallrequireresourcesto achieve our purposes. Few if any of us control all the resources we need to achieve all ourpurposes.Butyourinterestinmyresourcesandmyinterestinyourresourcesmaygiveusacommoninterest incombiningourresourcestoachieveacommonpurpose(powerwith).But if Ineedyourresourcesmorethanyouneedmyresources,youmaybeabletogetwhatyouneedatmyexpense(powerover).Sopowerisnotathing,quality,ortrait–itistheinfluencecreatedbytherelationshipbetweeninterestsandresources.Youcan“trackdownthepower”asking—andgettingtheanswersto—fourquestions:
1. Whataretheinterestsofyourconstituency?2. Whoholdstheresourcesneededtoaddresstheseinterests?3. Whataretheinterestsoftheindividualsororganizationswhoholdtheseresources?4. Whatresourcesdoesyourconstituencyholdwhichtheotherindividualsororganizations
needtoaddresstheirinterests?Our power comes from people. Because powerlessness is the source of somany of the problemspeople face, organizing not only enables people to solve those problems, but also, by workingtogether,tobecomemorepowerfulpeople.Soorganizingisnotonlyacommitmenttoidentifymoreleaders,butalsoacommitmenttoengagethose leaders in building thepower to create the changeweneed in our lives. Organizingpowerbeginswith a decision by the first personwhowants tomake it happen to commit.Without this
11
commitment,therearenoresourceswithwhichtobegin. Commitment isasobservableasaction.Theworkoforganizersbeginswithadecisiontoacceptresponsibilitytochallengeotherstodothesame.CHANGE:Whatkindofchangecanorganizingmake?
Whaturgentproblemsdoyourpeopleface?Howmighttheworldlookdifferentifthoseproblemsweresolved?Whatfirststepscantheytaketobeginsolvingthoseproblems?Changeisspecific,concrete,andsignificant.Itrequiresfocusonagoalthatwillmakearealdifferencethatwecansee.Itisnotabout“creatingawareness”,havingameaningfulconversation,orgivingagreatspeech.Itisaboutspecifyingaclearlyvisiblegoal,explainingwhyachievingthatgoalcanmakearealdifferenceinmeetingthechallengethatyourconstituencyhastoface,andmakingithappen.
FiveOrganizingPracticesLearninghowtoorganizepeopletobuildthepowertheyneedtomakechangebeginswithlearningfivekeyleadershippractices.
DISORGANIZATION LEADERSHIP ORGANIZATION
Passive SharedStory Active
Divided RelationalCommitment United
Drift ClearStructure Purpose
Reactive CreativeStrategy Initiative
Demobilized EffectiveAction Mobilized
12
1.CreatingSharedStory:Organizingismotivatedbysharedvaluesexpressedthroughpublicnarrative.Bylearningthecraftofpublicnarrativewecanaccessoursharedvaluesfortheemotionalresourcesweneedtorespondtochallengeswithcourageratherthanreactingtothemwithfear.Bylearningtotellstoriesofsourcesofourownvalues,a“storyofself”,weenablepeopleto“getus”.Bytellingstoriesofthesourcesofvaluesweshare,a“storyofus”,weenablepeopleto“get”eachother.Byrecognizingthecurrentmomentasoneofurgentchoiceandproposingahopefulwayforward,a“storyofnow”,wemotivateaction.Values-basedorganizing—incontrasttoissue-basedorganizing—invitespeopletoescapetheir“issuesilos”andcometogethersothattheirdiversitybecomesanasset,ratherthananobstacle.Bylearninghowtotellapublicnarrativethatbridgestheself,us,andnow,organizersenhancetheirownefficacyandcreatetrustandsolidaritywithintheircampaign,equippingthemtoengageothersfarmoreeffectively.2.CreatingSharedRelationalCommitment:Organizingisbasedonrelationshipsandcreatingmutualcommitmentstoworktogether.Itistheprocessofassociation—notsimplyaggregation—thatmakesawholegreaterthanthesumofitsparts.Throughassociationwecanlearntorecastourindividualinterestsascommoninterests,identifyvaluesweshare,andenvisionobjectivesthatwecanuseourcombinedresourcestoachieve.Andbecauseitmakesusmorelikelytoacttoassertthoseinterests,relationshipbuildinggoesfarbeyonddeliveringamessage,extractingacontribution,orsolicitingavote.Relationshipsbuiltasaresultofone-on-onemeetingscreatethefoundationoflocalcampaignteams,andtheyarerootedincommitmentspeoplemaketoeachother,notsimplycommitmenttoanidea,task,orissue.3.CreatingSharedStructureAteamleadershipstructurecanenableorganizingthatgrowsstrongerthroughcollaborativeandcascadingleadershipdevelopment.Volunteereffortsoftenflounderduetoafailuretodevelopreliable,consistent,andcreativeindividualleaders.Structuredleadershipteamsencouragestability,motivation,creativity,andaccountability—andusevolunteertime,skills,andefforteffectively.Theycreateastructurewithinwhichenergizedvolunteerscanaccomplishchallengingwork.Realteamscanachievethegoalstheysetforthemselves,growmoreeffectiveasateamovertime,andenablethegrowth,developmentandlearningoftheirindividualmembers.Effectiveleadershipteamsmustbebounded,stable,anddiverse.Theymustagreeonasharedpurpose,clearnorms,andspecificroles.
13
4.CreatingSharedStrategyAlthoughbasedonbroadvalues,effectiveorganizingcampaignsfocusonaclearstrategicobjective,awaytoturnthosevaluesintoaction;e.g.,desegregatebusesinMontgomery,Alabama;gettingto100%cleanelectricity;etc.Trans-localcampaignslocateresponsibilityforstrategyatthetop(oratthecenter),butareableto“chunkout”strategicobjectivesintime(deadlines)andspace(localareas)asacampaign,allowingsignificantlocalresponsibilityforfiguringouthowtoachievethoseobjectives.Responsibilityforstrategizinglocalobjectivesempowers,motivatesandinvestslocalteams.5.CreatingSharedMeasurableActionOrganizingoutcomesmustbeclear,measurable,andspecificifprogressistobeevaluated,accountabilitypracticed,andstrategyadaptedbasedonexperience.Measuresmayincludevolunteersrecruited,moneyraised,peopleatameeting,voterscontacted,pledgecardssigned,lawspassed,etc.Althoughelectoralcampaignsenjoytheadvantageofveryclearoutcomemeasures,anyeffectiveorganizingdrivemustcomeupwiththeequivalent.Regularreportingofprogresstogoalcreatesopportunityforfeedback,learning,andadaptation.Trainingmustbeprovidedforallskills(e.g.,holdinghousemeetings,phonebanking,etc.)tocarryouttheprogram.Socialmediamayhelpenablereporting,feedback,coordination.Transparencymustexistastohowindividuals,groups,andthecampaignasawholearedoingwithregardtotheirprogresstowardtheirgoal.
---
OrganizingYourConstituencyThisworkshopfocusesonthedesignofanorganizingcampaign,buttherealworkoforganizingisdonewithone’sconstituency.Asthechartbelowshows,organizingisaboutenablingaconstituencytodevelopthepoweritneedstoassertitsinterestseffectively,notonlyinthismoment,butalsointhefuture.Organizersbeginbybuildingafoundationwithintheirconstituency.Thisusuallyrequiresone-on-onemeetingstolearnofpeople’srealconcerns,discernrealsourcesoftheirproblems,figureoutpowerdynamics,andidentify,recruitanddevelopleadership.Acampaignisaprocessthroughwhichaconstituencycanorganizeitselftocreatethepoweritneedstoachieveitsgoals.Andbyturningtheircampaigneffortsintoanorganization,theywillhavethecapacitytobuildontheirsuccessesintothefuture.
14
!!
CONSTITUENCY!
ORGANIZATION!
CAMPAIGN!!
!!!!!!!!!!!!!!!FOUNDATION!
Ourworkshopisalsoorganizedasacampaign:awayofmobilizingtime,resources,andenergytoachieveanoutcomeandtreattimeasan“arrow,”ratherthana“cycle.”Thinkingoftimeasa“cycle”helpstomaintainroutines,normalprocedures,ourannualbudgets,etc.Thinkingoftimeasan“arrow”focusesonmakingchange,onachievingspecificoutcomes,onfocusingourefforts.Acampaignistimeasan“arrow".Itisanintensestreamofactivitythatbeginswithafoundationalperiod,buildstoakick-off,buildstoperiodicpeaks,andculminatesinafinalpeak,followedbyaresolution.Ourworkshopwillfollowthesamepattern,eachpractice,buildingonwhatwentbefore,andcreatingafoundationforwhatcomesnext.
15
Wealsotakeaparticularapproachtostructuringleadership,astructurethatenablesustodeveloptheleadershipofothers,evenasweexerciseourown.Sometimeswethinkleadershipisaboutbeingthepersonthateveryonegoesto:
Howdoesitfeeltobethedotinthemiddleofallthosearrows?Howdoesitfeeltobeoneofthearrowsthatcan’tevengetthrough?Andwhathappensifthe“dot”inthemiddleshoulddisappear?
Sometimeswethinkwedon’tneedleadershipatallbecause“we’reallleaders”,butthatlookslikethis:
Who’sresponsibleforcoordinatingeveryone?Andwho’sresponsibleforfocusingonthegoodofthewhole,notjustoneparticularpart?Withwhomdoesthe“buckstop”?
Anotherwaytopracticeleadershipislikethis“snowflake”:leadershippracticesbydevelopingotherleaderswho,inturn,developotherleaders,alltheway“down”.Althoughyoumaybethe“dot”inthemiddle,yoursuccessdependsondevelopingtheleadershipofothers.
16
LearningOrganizingOrganizingisapractice—awayofdoingthings.It’slikelearningtorideabike.Nomatterhowmanybooksyoureadaboutbikeriding,theyareoflittleusewhenitcomestogettingonthebike.
Andwhenyougetonthefirstthingthatwillhappenisthatyouwillfall.Andthat’swherethe“heart”comesin.Eitheryougiveupandgohomeoryoufindthecouragetogetbackon,knowingyouwillfall,becausethat’stheonlywaytolearntokeepyourbalance.Eachofoursessionswillfollowthesamepattern:explanation,modeling,practice,anddebriefing.
17
COACHINGASALEADERSHIPPRACTICE
HowcanIenableotherstoachievepurposeinthefaceofuncertainty?
18
CoachingasaLeadershipPractice
Whyiscoachinganimportantorganizingpractice?Leadershipinorganizingisaboutenablingotherstoachievepurposeinthefaceofuncertainty.Coachingenablesothers.
Organizingcampaignsarerichwithchallengesandlearningopportunities,butsometimeswearefishinourownwaterandwecannotseethechallengesweareswimmingin.Coachinginorganizinghelpstoalleviatethisproblem.Coachinghelpsindividualstoovercomemotivational,strategic,andinformationalchallengesthatmightotherwisehindertheprogressoftheindividual,and/ortheteam,andthusthecampaignortraining.
Whatiscoachinginorganizing?
Coachingisadirectinterventioninanindividualorteam’sworkprocesstohelpthemimprovetheireffectiveness.
Coachingisaleadershippracticethatisusefulinavarietyofcontextsinorganizingcampaignsandtrainings.Someexamplesofwhencoachingskillsarenecessary:
• Helpinganorganizerovercomemotivationalchallengeswiththeirvolunteers.
• Assistingaleadershipteamincreatingstrategyfortheirorganizingcampaign.
Coachingisusefulwheneverweareworkingtoenableotherstobuildtheirowncapacitytoact,andthoughthecontextsvary,theprocessisverysimilarthroughout.
Goalsforthissession:
• Tolearnasimplediagnosticframeworkanda5-stepprocessforcoachingothersinorganizingefforts.
• Topracticethecoachingprocessthroughrole-playsandreflectivediscussion.
19
ElementsofCoaching
Coachingrequireslearningtoidentifyaperson’sorteam’sstrengthsandweaknessestohelpthemdrawupontheirstrengthstoovercometheirweaknesses.Peopleoftenknowwhatthey“should”do.Butfresheyescanhelpdiagnosespecificchallengestheyfacewhileidentifyingwaystodealwiththem.
• Motivational(heart)coachingisintendedtoenhanceeffort.• Educational(hands)coachingisintendedtohelpacquireinformationorskills• Strategic(head)coachingisintendedtohelpevaluatehowtouseresourcestoachieve
outcomes.
CoachingApproachesCorrectiveSomecoachingisaimedathelpingimprovepoorperformance(i.e.,thecoacheeisoverallnotdoingtheleadershippracticewellandneedshelpgettinguptoabasiclevel).DevelopmentalSomecoachingisaimedathelpingtheindividualachievemastery(i.e.,thecoacheedoestheleadershippracticewellandisreadytobecomeexpert).
WHYHOW
ACTION
MotivationalCoaching
StrategicCoaching
EducationalCoaching
20
Basicelementsofcoachingarethesame(i.e.,motivational,strategic,andinformational),butcoachingstrategiesmaydiffer(e.g.,consultbyaskingreflectivequestionstodevelopmasteryvs.consultbyprovidingexpertfeedbacktoillustrateerrorsinhowtheyarethinkingaboutthetask).
HowCoachingWorks–the5StepProcessCoachingrequireslearninghowtousefourmethodstoimplement5steps.Thefourmethodsare:askingquestions,listening(headandheart),supporting,andchallenging.Thesearethe5steps.
1.Observe:WhatdoIseeandhear?
Listenverycarefully,observebodylanguage,andaskveryfocusedprobingquestionstosatisfyyourselfthatyou“get”theproblem.Itmaytaketimetogetthefactsstraight.Butifyoudon’tgettheproblem,youcan’thelpsolveit.Don’tbeshyaboutaskingspecific“stubborn”questions.Thisprocesscanhelpthecoacheearticulatejustwhattheproblemisinawaytheymaynothavebefore.Soit’snotonly“gettinginformation.”
2.Diagnose:Whyistheproblemaproblem?
Gettingthediagnosisrightreallymatters.Forexample,ifanorganizerisstrugglingwithstrategyandyoufocusongettingthemtotryhardertheresultwillonlybefrustration.
Isthechallengemotivational(effort/heart)?
Istheindividualstrugglingbecauses/heisnotputtingforthenougheffort?Isshenottryinghardenoughbecauseshe’sembarrassed?Ishequittingtoosoonbecauseoffrustrationorfear?Iss/hegettinginterferencefromotherhabits(e.g.,someonewell-versedinmarketingspeakmaynotknowhowtotellanauthenticstory)?
Isthechallengeeducational(information/skills/hands)?
5-Step Coaching Process
21
Istheindividualstrugglingbecausehelackstheskilltoexecuteeffectively?Doeshenotknowhowtodoit?Isshegettinginterferencefromolderhabitsorbehaviors(likesomeonewhoissousedtosellingthingsconfusingthiswithtellingastoryofself)?Isitsomethingyoucouldmodelorrole-playwiththem?Isthechallengestrategic(strategy/head)?Istheindividualstrugglingbecauses/hedoesn’tknowhowtousetheinformationorskillsthatshedoeshave.Doesheunderstandtheconceptsorunderlyingprinciplesclearly?Hashenotthoughtitthroughcarefully?Arethegoalsnotachievable?Doesthestrategymakesense?
3.Intervene–WhatdoIdo?
Onceyouthinkyou’vefiguredoutwhattheproblemisdon’tjusttellthecoacheewhatyouthinkheshoulddo!Findoutwhatshethinkssheshoulddo?Askquestionsthatenablethecoacheetoseetheproblem,andforyoutoseehowthecoacheeseestheproblem,anddiscernawaytosolveit.Getthecoachee’sviewsoutonthetable.Theappropriateinterventiondependsonthediagnosis.Ifthechallengeismotivational,youcan:•Encourageandexhort—youcandoit!•Offerakickinthepants(withlove)•Helpthepersonconfronthisorherfear,embarrassment,orotheremotionthatmaygetin
thewayoftheirabilitytoriskacting,persevering,tryingnewthings.Communicatewithempathy,hope,andaffirmationofthecoachee’sself-worth.Rewardandpraisecourage
•Modelcourageandemotionalmaturityinyourownbehaviorconfessfearandexplainhowyoumovetowarditratherthanawayfromit.
Ifthechallengeiseducational,youcan:
§ Modelthebehaviorandinvitethecoacheetoimitateyoutogetthe“feel”oftheactivity§ Breakitdownintosmallpartsandinvitetheindividualtotryoneatatime§ Offerthreeorfourdifferentpracticeexercisesandobservewhichones“take”forthatperson.
§ Suggestotherswithwhomthepersoncanpractice.§ Suggestwaystofigureoutwheretofindthemissinginformation.
Ifthechallengeisstrategic,youcan
§ Workthroughaspecificexamplewiththeperson,askingquestionstoguidethestrategicprocess.Thenreflectontheprocessitself,askingthemtodescribehowitworked?
§ Askquestionsabouthowtheindividualisthinkingaboutthepractice(“Whydidyouchoosethattactic?”)
§ Offeryourobservations,askinghowthepersonmightthinkaboutitdifferently(“Atthatpoint,werethereotheroptions?Whatmighttheyhavebeen?Whydidyouchoosetheoneyoudid?)
22
§ Offerfeedbackonwhatyouarehearing,askingifthatdescribesthesituation,atthesametime,offeringpossiblereframingofit.
§ Usesilentreflectionandself-diagnosis(“Whydon’tyoutakeamomenttothinkthroughwhatyoubelieveisworkingandnotworkingandlet’stalkaboutthat?).
4.Debrief:Whatdidthe“coachee”learn?
Askyourcoacheetosummarizehisorher“takeaway”fromthesession,committonextsteps,anddecidewhenyouwillcheckbackin.Whatwentwell?Whatareyouchallengedby?Whataresomepossiblesolutions?Whatareyourgoals/nextsteps?
5.Monitor:HowcanIcontinuetosupportthecoachee?
• Scheduleperiodiccheck-instosupportyourcoacheeinintegratingthisneworrevisedsolutionintotheirregularpractice.
• Findoutfromthecoacheehowthesituationhaschanged.• Assesswhetherthediagnosisandinterventionwassuccessful.Celebratesuccess!
Effectivecoachingis Effectivecoachingisnot
Showingupandbeingpresenttoanotherperson’sexperienceandlistening,withbothyourheadandheart
Beingsopreparedthatyouworkoutalltheanswersforthecoacheebeforeyouevenhearorobservetheirchallenges
Helpingthecoacheeexploreandmakesenseoftheirchallengesandsuccesses,andwhattheylearnedfromitall
Falsepraisingofthecoacheeoronlyfocusingontheirstrengthsbecauseyoudonotwanttohurttheirfeelings
Helpingthecoacheetofindsolutionstochallenges
Solelycriticizingthecoachee
Askingquestionsthatbothsupportandchallengethepersonyouarecoaching
Tellingthecoacheewhattodo
23
TEAMBREAKOUTSESSION:LAUNCH YOUR TEAMS & COACHING PRACTICE
GOALS
• Practicethecoachingprocessbyrole-playingcommonchallengesthatoccurincampaigns.• Reflectontheprocessandframeworkforcoachinginorganizingandleadership.
AGENDATOTALTIME:60min.
1. Gatherwithyourgroupinyourbreakoutspaceandlaunchlearningteams:
• Reviewtheagendabelow.• Facilitatorandteammembersdoaroundofintroductions.• Establishlearningteamnormsandnormcorrection.• Establishroles:timekeeper,scribe,etc.
10min.
2. Practicecoaching:
Getintogroupsof3withpeopleandpracticecoaching(15minperround)
• Decidewhowillbecoach,coachee,andobserverforthefirstround.• Thecoacheedescribestheleadershipchallengehe/sheisfacingand
receivescoachingfromthecoach.Thecoachasksquestionsandparaphrasesonly.Theobserverusestheworksheetonthenextpageasaguide(10min.)
• Stillinyourgroupsof3,debriefthefirst-round(5min):-Coachandcoachee:Howwasthiscoachingprocessdifferentfromgivingadviceorprovidingsomeonealltheanswers?-Observer:Whatdidthecoachdowell;whatcouldbeimproved?
Switchroles,andrepeattwicemoreuntileachpersonhashadthechancetoplaytheroleofcoach(15minperround).
45min.
3. Rejointhelargergroup.
5min.
24
COACHINGWORKSHEET:
Usethisworksheettorecordyourobservations,diagnosisandthetypeofinterventionyouwoulduseasacoachduringtherole-plays.
Observations(symptoms)
Diagnosis Intervention
Motivational(Heart)
Strategic(Head)
Skill-based(Hands)
25
COACHINGWORKSHEET 2:DebriefingCoachingandFacilitation
(2minperround)
Usethesequestionstohelpyoureflectonyourownskillsandtohelpprovidefeedbacktoothersontheircoachingskills.
Howdidyoumanagetheconversation?Whatworked?
Whatcouldyoudodifferentlytoelicitmoredetails?
Howdidyoufacilitatetheorganizer’slearning?
Whatareyourkeytakeaways?
Whatdidyoufindmostusefulforyourownlearning?Why?
Whathelpedyougetmorespecificorclearonyourproject?
Whatwouldhavebeenuseful? Why?
Whatareyourkeytakeaways?
WHENYOUARETHECOACH:
WHENYOUARETHECOACHEE:
9
CREATINGSHAREDSTORY:STORYOFSELF
WhyamIcalledtoleadership?
9
INTRODUCTIONTOPUBLICNARRATIVE&STORYOFSELF
IfIamnotformyself,whowillbeforme?WhenIamonlyformyself,whatamI?Ifnotnow,when?-Hillel,1stcenturyJerusalemsageCrafting a complete public narrative is a way toconnect threecoreelementsof leadershippractice:story (whywemust act now, heart), strategy (howwecanactnow,head),andaction(whatwemustdotoactnow,hands).AsRabbiHillel’spowerfulwordssuggest,tostandforyourselfisafirstbutinsufficientstep. Youmust also construct the community withwhomyou stand, andmove that community to acttogether now. To combine stories of self, us andnow,findcommonthreadsinvaluesthatcallyoutoyourmission,valuessharedbyyourcommunity,andchallengestothosevaluesthatdemandactionnow.YoumaywanttobeginwithaStoryofNow,workingbackwardthroughtheStoryoftheUswithwhomyouareworkingtotheStoryofSelfinwhichyourcallingisgrounded.PublicnarrativeasaleadershippracticeLeadershipisaboutacceptingresponsibilityforenablingotherstoachievesharedpurposeinthefaceofuncertainty.Narrativeishowwelearntoaccessthemoralresources–thecourage–tomakethechoicesthatshapeouridentities–asindividuals,ascommunities,asnations.EachofushasacompellingstorytotellEachofuscanlearntotellastorythatcanmoveotherstoaction.Weeachhavestoriesofchallenge,orwewouldn’tthinktheworldneededchanging.Andweeachhavestoriesofhope,orwewouldn’tthinkwecouldchangeit.Asyoulearnthisskill,youwilllearntotellastoryaboutyourself
Goalsforthissession:
• LearnWHYPublicNarrativeisanessentialleadershipskill• LearnHOWPublicNarrativeworks:values,emotion&storystructure• LearnHOWtotellyourpublicnarrative
strategy & actioncall to leadership
shared values &
shared experience
story of
selfstory of
now
story of
us
PURPOSE
COM
MUN
ITY UR
GEN
CY
Public Narrative
28
(storyofself),thecommunitywhomyouareorganizing(storyofus),andtheactionrequiredtocreatechange(storyofnow).Youwilllearntotell,tolisten,andtocoachothers.LearningPublicNarrative Weareallnaturalstorytellers.Weare“hardwired”forit.Althoughyoumaynothavelearnedhowtotellstories“explicitly”(theirstructure,thetechniques),youhaveleaned“implicitly”(imitatingothers,respondingtothewayothersreacttoyou,etc.).Inthisworkshopyouwilllearnthetoolstomaketheimplicitexplicit.Wewilluseafour-stagepedagogy:explain,model,practiceanddebrief.Wewillexplainhowstoryworks,youwillobserveamodelofstorytelling,youwillthenpracticeyouownstory,andyouwillthendebriefyourpracticewithothers.Youwilllearnthispracticethewaywelearnanypractice:thesamewaywelearntorideabike.Whateverweread,watch,oraretoldaboutbikeriding,soonerorlaterwehavetogeton.Andthefirstthingthatusuallyhappensisthatyoufalloff.Then,andthisisthekeymoment,youeithergiveuporfindthecouragetogetbackuponthebike,knowingyouwillcontinuetofall,until,eventuallyyoulearntokeepyourbalance.Inthisworkshopyou’llhavethesupportofyourwrittenmaterials,peersandcoaches.Youwillalsolearntocoachothersintellingtheirstories.Weareall“fish”sotospeakinthe“water”ofourownstories.Wehavelivedinthemallourlivesandsoweoftenneedotherstoaskusprobingquestions,challengeustoexplainwhy,andmakeconnectionswemayhaveforgottenaboutsowecantellourstoriesinwaysotherscanlearnfromthem.Weallliverich,complexliveswithmanychallenges,choices,andoutcomesofbothfailureandsuccess.Wecannevertellourwholelifestoryintwominutes.Wearelearningtotellatwo-minutestoryasthefirststepinmasteringthecraftofpublicnarrative.Thetimelimitfocusesongettingtothepoint,offeringimagesratherthanlotsofwords,andchoosingchoicepointsstrategically.HowPublicNarrativeWorksWhyusepublicnarrative?Twowaysofknowing(andwhyweneedboth!) Leadershiprequiresengagingthe“head”andthe“heart”toengagethe“hands”—mobilizingotherstoacttogetherpurposefully.Leadersengagepeopleininterpretingwhytheyshouldchangetheirworld—their
g
head
strategy
Two Kinds of Knowin
heart
narrative
hands
action
shared understanding
leads to
critical reflection
on experience
HOW
COGNITIVE
LOGOS
ANALYSIS
story telling of experience
WHY
AFFECTIVE
PATHOSMOTIVATION
29
motivation—andhowtheycanacttochangeit—theirstrategy.Publicnarrativeisthe“why”—theartoftranslatingvaluesintoactionthroughstories.
Thekeytomotivationisunderstandingthatvaluesinspireactionthroughemotion.Emotionsinformusofwhatwevalueinourselves,inothers,andintheworld,andenableustoexpressthemotivationalcontentofourvaluestoothers.Storiesdrawonouremotionsandshowourvaluesinaction,helpingusfeelwhatmatters,ratherthanjustthinkingaboutortellingotherswhatmatters.Becausestoriesallowustoexpressourvaluesnotasabstractprinciples,butaslivedexperience,theyhavethepowertomoveothers.
Someemotionsinhibitaction,butotheremotionsfacilitateaction.Thelanguageofemotionisthelanguageofmovement,sharingthesamerootword.Mindfulactionisinhibitedbyinertiaandapathy,ontheonehand,andfear,isolationandself-doubtontheother.Itcanbefacilitatedbyurgencyandanger,ononehand,andhope,solidarity,andYCMAD(youcanmakeadifference)ontheother.Storiescanmobilizeemotionsenablingmindfulactiontoovercomeemotionsthatinhibitit.
OVERC
OM
ESinertia
solidarity
urgency
apathy anger
fear hope
self-doubt Y.C.M.A.D.
isolation
ACTION
INHIBITORS
ACTION
MOTIVATORS
30
TheThreeKeyElementsofPublicNarrativeStructure:Challenge–Choice–Outcome
Aplotbeginswithanunexpectedchallengethatconfrontsacharacterwithanurgentneedtopayattention,tomakeachoice,achoiceforwhichs/heisunprepared.Thechoiceyieldsanoutcome—andtheoutcometeachesamoral.Becausewecanempatheticallyidentifywiththecharacter,wecan“feel”themoral.Wenotonlyhear“about”someone’scourage;wecanalsobeinspiredbyit.
Thestoryofthecharacterandtheirefforttomakechoicesencourageslistenerstothinkabouttheirownvalues,andchallenges,andinspiresthemwithnewwaysofthinkingabouthowtomakechoicesintheirownlives.
31
IncorporatingChallenge,Choice,andOutcomeinYourOwnStoryTherearesomekeyquestionsyouneedtoanswerasyouconsiderthechoicesyouhavemadeinyourlifeandthepathyouhavetakenthatbroughtyoutothispointintimeasaleader.Onceyouidentifythespecificrelevantchoicepoint—perhapsyourfirsttrueexperienceofcommunityinthefaceofchallenge,oryourchoicetodosomethingaboutinjusticeforthefirsttime—digdeeperbyansweringthefollowingquestions.
Challenge:Whydidyoufeelitwasachallenge?Whatwassochallengingaboutit?Whywasityourchallenge?Choice:Whydidyoumakethechoiceyoudid?Wheredidyougetthecourage(ornot)?Wheredidyougetthehope(ornot)?Didyourparentsorgrandparents’lifestoriesteachyouinanywayhowtoactinthatmoment?Howdiditfeel?Outcome:Howdidtheoutcomefeel?Whydiditfeelthatway?Whatdiditteachyou?Whatdoyouwanttoteachus?Howdoyouwantustofeel?
Awordaboutchallenge.Sometimespeopleseethewordchallengeandthinkthattheyneedtodescribethemisfortunesoftheirlives.Keepinmindthatastrugglemightbeoneofyourownchoosing–ahighmountainyoudecidedtoclimbasmuchasavalleyyoumanagedtoclimboutof.Anynumberofthingsmayhavebeenachallengetoyouandbethesourceofagoodstorytoinspireothers.
Publicnarrativecombinesastoryofself,astoryofus,andastoryofnow.
A“storyofnow”communicatesanurgentchallengeyouarecallingonyourcommunitytojoinyouinactingonnow.
Astoryofnowrequirestellingstoriesthatbringtheurgencyofthechallengeyoufacealive–urgentbecauseofaneedforchangethatcannotbedenied,urgentbecauseofamomentofopportunitytomakechangethatmaynotreturn.Attheintersectionoftheurgencyofchallengeandthepromiseofhopeisachoicethatmustbemade–toact,ornottoact;toactinthisway,orinthat.Thehoperesidesnotsomewhereinadistantfuturebutinthesenseofpossibilityinapathwaytoaction.Tellingagoodstoryofnowrequiresthecourageofimagination,orasWalterBrueggemannnamedit,apropheticimagination,inwhichyoucallattentionbothtothepainoftheworldandalsotothepossibilityforabetterfuture.
A“storyofus”communicatessharedvaluesthatanchoryourcommunity,valuesthatmaybeatrisk,andmayalsobesourcesofhope.
32
Wetellmore“storiesofus”inourdailylivesthananyotherkindofstory:“doyourememberwhen”momentsatafamilydinner,“whataboutthetimethat”momentsafteranexcitingathleticevent,orsimplyexchangingstorieswithfriends.Justlikeanygoodstory,storiesofusrecountmomentswhenindividuals,agroup,acommunity,anorganization,anationexperiencedachallenge,choice,andoutcome,expressiveofsharedvalues.Themaybefoundingmoments,momentsofcrisis,oftriumph,disaster,ofresilience,ofhumor.Thekeyistofocusontellingspecificstoriesaboutspecificpeopleatspecifictimesthatcanremindeveryoneof–orcalleveryone’sattentionto–thevaluesthatyoushareagainstwhichchallengesintheworldcanbemeasured.A“storyofus”,however,is“experiential”inthatitcreatesanexperienceofsharedvalues,ratherthan“categorical”,describedbycertaintraits,characteristics,oridentitymarkers.Tellingagoodstoryofusrequiresthecourageofempathy–toconsidertheexperienceofothersdeeplyenoughtotakeachanceofarticulatingthatexperience.
A“storyofself”communicatesthevaluesthatcalledyoutoleadinthisway,inthisplace,atthistime.
Eachofushascompellingstoriestotell.Insomecases,ourvalueshavebeenshapedbychoicesothers–parents,friends,andteachers–havemade.Andwehavechosenhowtodealloss,evenaswehavefoundaccesstohope.Ourchoiceshaveshapedourownlifepath:wedealtwithchallengesaschildren,foundourwaytoacalling,respondedtoneeds,demands,andgiftsofothers;confrontedleadershipchallengesinplacesofworship,schools,communities,work.
33
VIDEOREVIEW:JamesCroft
We'llbewatchingfiveminutesofJamesCroft’sLinkedPublicNarrative.Asyouwatchit,focusontheelementsofSELF–US–NOWthatyouhearinhisstory.
SELF
US NOW
Whatexperiencesshapedhisvalues?Whosechoiceswerethey?Whyaretheystories?
Whoisthe“us”towhomheappeals?Whatmomentsofchoicedoesherecall?Whatarethevalues?
Whatchallengestothosevaluesdoeshedescribe?What’sthesourceofhope?Inwhatactiondoesheaskustojoin?
1. WhydoesJamesCroftbeginashedoes?
2. Whatchallenge,choice,andoutcomeareatthecoreofeachstoryhetells?
3. Whatdetails,images,momentsdothesestoriesbringalive?4. Whatvaluesdothesestoriescommunicate?
34
TEAMBREAKOUTSESSION:STORYOFSELFPRACTICEWORK
GOALS
• PracticetellingyourStoryofSelfandgetconstructivefeedback• Learntodrawoutandcoachthestoriesofothers
AGENDATOTALTIME:45min.(40-minutesteamwork+5min.transitiontime)
1. Gatherinyourteam.Chooseatimekeeperandreviewtheagendaandworkshops.Yourfacilitatorwillsharehis/her2-minutestoryofselfasanexample.
5min.2min.
2. Takesometimeasindividualstosilentlydevelopyour“StoryofSelf.”Usetheworksheetthatfollows.
5min.
3. Asateamgoaroundthegroupandtellyourstoryonebyone.Foreachperson:-2minutestotelltheirstory-3minutestoofferfeedbackfromthegroup(usetheworksheetthatfollowstowritedownyourfeedback)NOTE:Youhavejust2minutestotellyourstory.Sticktothislimit.Makesureyourtimekeepercutsyouoff.Thisencouragesfocusandmakessureeveryonehasachancetotelltheirstory.
25min.
4. Facilitatorinvitessomeonetotelltheirstoryofselftothelargergroup.Rejointhelargergroup.
3min.
35
WORKSHEET: DEVELOPING YOUR STORY OF SELF
Beforeyoudecidewhatpartofyourstorytotell,thinkaboutthesequestions:
1. WhyamIcalledtoeducationleadership?WhyamIcalledtotheSEEDprogram?2. Whatvaluesmovemetoact?Howmighttheyinspireotherstosimilaraction?3. WhatstoriescanItellfrommyownlifeaboutspecificpeopleoreventsthatwouldshow
(ratherthantell)howIlearnedoractedonthosevalues?Whataretheexperiencesinyourlifethathaveshapedthevaluesthatcallyoutoleadership?
FAMILY&CHILDHOOD Parents/Family GrowingUpExperiences YourCommunity RoleModels School
LIFECHOICES School Career Partner/Family Hobbies/Interests/Talents ExperiencesFindingPassionExperiencesOvercoming Challenge
ORGANIZINGEXPERIENCE
FirstExperienceoforganizingConnectiontokeybooksorpeopleRoleModels
Thinkaboutthechallenge,choiceandoutcomeinyourstory.Theoutcomemightbewhatyoulearned,inadditiontowhathappened.Trydrawingpictureshereinsteadofwords.Powerfulstoriesleaveyourlistenerswithimagesintheirmindsthatshapetheirunderstandingofyouandyourcalling.Remember,articulatingthedecisionsyoumakeinthefaceofchallengesultimatelycommunicatesyourvalues.C H A L L E N G E : C H O I C E : OU T C OM E :
36
ForFurtherReflectionWeallliveveryrichandcomplexliveswithmanychallenges,manychoices,andmanyoutcomesofbothfailureandsuccess.Thatmeanswecannevertellourwholelifestoryin2minutes.Thechallengeistolearntointerpretourlifestoriesasapractice,sothatwecanteachothersbasedonreflectionandinterpretationofourownexperiences,andchoosestoriestotellfromourownlivesbasedonwhat’sappropriateineachuniquesituation.Taketimetoreflectonyourownpublicstory,beginningwithyourstoryofself.Youmaygobackasfarasyourparentsorgrandparents,oryoumaystartwithyourmostrecentorganizingandkeepaskingyourselfwhyinparticularyougotinvolvedwhenyoudid.Focusonchallengesyouhadtoface,thechoicesyoumadeabouthowtodealwiththosechallenges,andthesatisfactions–orfrustrations—youexperienced.Whydidyoumakethosechoices?Whydidyoudothisandnotthat?Keepaskingyourselfwhy.Whatdidyoulearnfromreflectingonthesemomentsofchallenge,choice,andoutcome?Howdotheyfeel?Dotheyteachyouanythingaboutyourself,aboutyourfamily,aboutyourpeers,yourcommunity,yournation,yourworldaroundyou—aboutwhatreallymatterstoyou?Whataboutthesestorieswassointriguing?Whichelementsofferedrealperspectiveintoyourownlife?Whatbringsyoutothiscampaign?Whendidyoudecidetoworkonimprovingeducation,forinstance?Why?Whendidyoudecidetovolunteer?Why?Whendidyoudecidetogiveupaweektocometothisworkshop?Why?Manyofusactiveinpublicleadershiphavestoriesofbothlossandhope.Ifwedidnothavestoriesofloss,wewouldnotunderstandthatlossisapartoftheworld;wewouldhavenoreasontotrytofixit.Butwealsohavestoriesofhope.Otherwisewewouldn’tbetryingtofixit.Agoodpublicstoryisdrawnfromtheseriesofchoicepointsthatstructurethe“plot”ofyourlife–thechallengesyoufaced,choicesyoumade,andoutcomesyouexperienced.Challenge:Whydidyoufeelitwasachallenge?Whatwassochallengingaboutit?Whywasityourchallenge?Choice:Whydidyoumakethechoiceyoudid?Wheredidyougetthecourage–ornot?Wheredidyougetthehope–ornot?Howdiditfeel?Outcome:Howdidtheoutcomefeel?Whydiditfeelthatway?Whatdiditteachyou?Whatdoyouwanttoteachus?Howdoyouwantustofeel?
37
COACHINGTIPS:STORYOFSELF
Remembertobalancebothpositiveandconstructivecriticalfeedback.Thepurposeofcoachingistolistentothewaystoriesaretoldandthinkofwaysthatthestorytellingcouldbeimproved.DON’Tsimplyoffervague“feelgood”comments.(“Thatwasareallygreatstory!”)DOcoacheachotheronthefollowingpoints:
þ THECHALLENGE:Whatwerethespecificchallengesthestorytellerfaced?Didthestorytellerpaintavividpictureofthosechallenges?
“Whenyoudescribed________,Igotaclearpictureofthechallenge.”
“Iunderstoodthechallengetobe________.Isthatwhatyouintended?”
“Thechallengewasn’tclear.Howwouldyoudescribe________?”
þ THECHOICE:Wasthereaclearchoicethatwasmadeinresponsetoeachchallenge?Howdidthechoicemakeyoufeel?(Hopeful?Angry?)
“Tome,thechoiceyoumadewas_______,anditmademefeel_______.”
“Itwouldbehelpfulifyoufocusedonthemomentyoumadeachoice.”
þ THEOUTCOME:Whatwasthespecificoutcomethatresultedfromeachchoice?Whatdoesthatoutcometeachus?
“Iunderstoodtheoutcometobe_______,anditteachesme_______.Buthowdoesitrelatetoyourworknow?”
þ THEVALUES:Couldyouidentifywhatthisperson’svaluesareandwheretheycamefrom?How?Howdidthestorymakeyoufeel?
“Yourstorymademefeel________because_________.”
“It’sclearfromyourstorythatyouvalue_______;butitcouldbeevenclearerifyoutoldastoryaboutwherethatvaluecomesfrom.”
þ DETAILS:Weretheresectionsofthestorythathadespeciallygooddetailsorimages(e.g.sights,sounds,smells,oremotionsofthemoment)?
“Theimageof________reallyhelpedmeidentifywithwhatyouwerefeeling.”
“Trytellingmoredetailsabout_______sowecanimaginewhatyouwereexperiencing.”
38
RecordFeedback/CommentsfromYourTeamMembersHere:
CoachingYourTeam's“StoryofSelf’:Asyouheareachother'sstories,keepingtrackofthedetailsofeachperson’sstorywillhelpyoutoprovidefeedbackandrememberdetailsaboutpeopleonyourteamlater.Usethegridbelowtotrackyourteam'sstoriesinwordsorimages.
N AM E V A L U E S C H A L L E N G E C H O I C E O U T C OM E
39
CREATINGSHAREDCOMMITMENT:BUILDINGPOWERTHROUGHRELATIONSHIPS
TowhomamIcommitted?
40
BUILDINGPOWERTHROUGHRELATIONSHIPS
WhyBuildRelationships?Organizingvs.Mobilizing
Leadershipbeginswithunderstandingyourself:yourvalues,yourmotivation,yourstory.Butleadershipisaboutenablingotherstoachievepurpose.Thefoundationofthiskindofleadershipistherelationshipsbuiltwithothers,mostespecially,otherswithwhomwecanshareleadership.Leadershipinorganizingisbasedonrelationships.Thisisakeydifferencebetweenmobilizingandorganizing.Whenwemobilizeweaccessanddeployaperson’sresources,forexample,theirtimetoshowupatarally,theirabilityto“click”tosignapetition(ortheirsignature),oftheirmoney.Butwhenweorganizeweareactuallybuildingnewrelationshipswhich,inturn,canbecomeasourcenotonlyofaparticularresource,butofleadership,commitment,imagination,and,ofcourse,morerelationships.Inmobilizing,the“momentoftruth”iswhenweask,canIcountonyoutobethere,giveme$5.00,andsignthepetition.Inorganizingthe“momentoftruth”iswhentwopeoplehavelearnedenoughabouteachother’sinterests,resources,andvaluesnotonlytomakean“exchange”butalsotocommittoworkingtogetheronbehalfofacommonpurpose.Thosecommitments,inturn,cangeneratenewteams,newnetworks,andneworganizationsthat,inturn,canmobilizeresourcesoverandoverandoveragain.
1) Identifying,Recruiting,andDevelopingLeadership:Webuildrelationshipswithpotentialcollaboratorstoexplorevalues,learnaboutresources,discerncommonpurpose,andfindotherswithwhomleadershipresponsibilitycanbeshared.
2) BuildingCommunity:Leaders,inturn,continuallyreachouttoothers,formrelationshipswiththem,expandthecircleofsupport,growmoreresourcesthattheycanaccess,andrecruitpeoplewho,inturn,canbecomeleadersthemselves.
3) TurningResourcesintoPower:Relationshipbuildingdoesn’tendwhenactionstarts.Commitmentishowtoaccessresourcesfororganizing–especiallywhenyoucomeupagainstcompetition,internalconflict,orexternalobstacles.Commitmentisbasedonrelationships,
Goalsforthissession:
Tolearnhowtobuildrelationshipstodevelopleadership,communityandpower
Topracticebuildingintentionalrelationshipsthroughtheskillofone-to-oneorganizingconversations
Toidentifycommonvalues,interests,andresourcesamongsttheteam
41
whichmustbeconstantly,intentionallynurtured.Themoreothersfindpurposeinjoiningwithyouthemoretheywillcommitresourcesthatyoumayneverhaveknowntheyhad.
CoercionorCommitment?Leadersmustdecidehowtoleadtheirorganizationorcampaign.Willthegluethatholdsthingstogetherbeacommandandcontrolmodelbasedoncoercion?Orwillthegluebevolunteeredcommitment?Ifourlong-termpowerandpotentialforgrowthcomesmorefromvoluntarycommitment,thenweneedtoinvestsignificanttimeandintentionalityinbuildingtherelationshipsthatgeneratethatcommitment—toeachotherandtothegoalsthatbringustogether.Thatrequirestransparent,openandmindfulinteraction,notclosed,reactiveormanipulatingmaneuvers. WhatAreRelationships? þ Relationshipsarerootedinsharedvalues.Wecanidentifyvaluesthatwesharebylearningeach
other’sstories,especially‘choicepoints’inourlifejourneys.Thekeyisasking“why.”
þ Relationshipsgrowoutofexchangesofinterestsandresources.Yourresourcescanaddressmyinterests;myresourcescanaddressyourinterests.Thekeyisidentifyinginterestsandresources.Thismeansthatrelationshipsaredrivenasmuchbydifferenceasbycommonality.Ourcommoninterestmaybeasnarrowassupportingeachotherinpursuitofourindividualinterest,providedtheyarenotinconflict.Organizingrelationshipsarenotsimplytransactional.We’renotsimplylookingforsomeonetomeetour“ask”attheendofaone-to-onemeetingorhousemeeting.We’relookingforpeopletojoinwithusinlong-termlearning,growthandaction.
þ Relationshipsarecreatedbycommitment.Anexchangebecomesarelationshiponlywheneachpartycommitsaportionoftheirmostvaluableresourcetoit:time.Acommitmentoftimetothe
42
relationshipgivesitafutureand,therefore,apast.Andbecausewecanalllearn,grow,andchange,thepurposesthatledustoformtherelationshipmaychangeaswell,offeringpossibilitiesforenrichedexchange.Infacttherelationshipitselfmaybecomeavaluedresource–whatRobertPutnamcalls“socialcapital.”
þ Relationshipsinvolveconstantattentionandwork.Whennurturedovertime,relationshipsbecomeanimportantsourceofcontinuallearninganddevelopmentfortheindividualsandcommunitiesthatmakeupyourcampaign.Theyarealsoagreatsourceforsustainingmotivationandinspiration.
BuildingIntentionalRelationships:TheOne-on-OneMeeting.
Onewaytoinitiateintentionalrelationshipsistheone-on-onemeeting,atechniquedevelopedbyorganizersovermanyyears.Aone-on-onemeetingconsistsoffive“acts”:
Attention–Wehavetogetanotherperson’sattentiontoconductaone-on-onemeeting.Don’tbe“coy”.Beasupfrontasyoucanbeaboutwhatyourinterestisinthemeeting,butthatfirst,you’dlikeittakeafewmomentstogetacquainted.
Interest–Theremustbeapurposeoragoalinsettingupaone-on-onemeeting.Itcouldrangefrom,“I’mstartinganewnetworkandthoughtyoumightbeinterested”to“I’mstrugglingwithaproblemandIthinkyoucouldhelp”or“IknowyouhaveaninterestinXsoI’dliketodiscussthatwithyou.”
Exploration–Mostoftheone-on-oneisdevotedtoexplorationbyaskingprobingquestionstolearntheotherperson’svalues,interests,andresourcesandbysharingenoughofyourownvalues,interests,andresourcesthatitcanbeatwo-waystreet.
Exchange–Weexchangeresourcesinthemeetingsuchasinformation,support,andinsight.Thiscreatesthefoundationforfutureexchanges.
Commitment–Asuccessfuloneononemeetingendswithacommitment,mostlikelytomeetagain.Byschedulingaspecifictimeforthismeeting,youmakeitarealcommitment.Thegoaloftheone-on-oneisnottogetsomeonetomakeapledge,togivemoney,tocommithisorhervoteasitistocommittocontinuingtherelationship.
43
D O D O N ’ T Scheduleatimetohavethisconversation(usually30to60minutes)
Beunclearaboutpurposeandlengthofconversation
Plantolistenandaskquestions Trytopersuaderatherthanlistenandaskquestions
Followthestepsoftheconversationabove Chitchataboutprivateinterests
Shareexperiencesanddeepmotivations Skipstoriesto“gettothepoint”
Shareavisionthatarticulatesasharedsetofinterestsforchange
Misstheopportunitytoshareideasabouthowthingscanchange
Beclearaboutthe‘whenandwhat’ofyournextsteptogether.
Endtheconversationwithoutaclearplanforthenextsteps.
44
TEAMBREAKOUTSESSION:ONE-ON-ONESPRACTICE BUILDING RELATIONSHIPSGoals
• Practicetheartofthe1-on-1conversationbyusingprobingquestionstodiscernsharedvaluesbasedonlearningeachother’sstories,toidentifyeachother’sinterests,andtodiscoverresourcesthatcouldaddressthoseinterests.
• Discernvaluesyourteamshares,interestsithasincommon,andresourcesatitsdisposal.
AGENDATOTALTIME:50min.(45-minutesteamwork+5min.transitiontime)
1. Gatherinyourteam.Chooseatimekeeperandnote-taker.Reviewtheagendabelow. 5min.
2. Breakintopairs.Practiceaone-on-one:8min.Theorganizerbuildsarelationshipwiththeconstituent.Askquestionsbutdon’tmakeitaninterview!Shareyourlifetoo.Don’textractinformation;buildarelationshipwhilefocusingondrawingoutcommonvalues,sharedinterestsandpotentialresourcesthatcansupportyourteam’scampaign.Makeaclearaskthatisrelatedtoyourteam’scampaign.
2min.Theconstituentprovidesfeedbackfortheorganizer.Howdidyoufeel?Didyoufeel“networked”ormanipulated?Ordidyoufeelthattheorganizerwasactuallybuildingarelationshipwithyou?Whatdidtheorganizerdowell?Howcantheorganizerimprove?After10minutesswitchrolesListencarefullyandwritethesedownforlater:
• Yourcommonvalues• Yoursharedinterests• Yourskillsandresources
Makeaspecificcommitmenttoeachother.
20min.
3. Gettoknowyourteam. 20min.
Eachpairreportsbackonthefollowingthreequestions(5min.foreachpairforagroupof6):
• Whatdidyoulearnaboutvaluesthatyoushare?• Whatdidyoulearnaboutcommonmotivatinginterestsyoumayhave?• Whatdidyoulearnabouttheresourcesofyourpartnerthatcansupportyourproject?
Askyournote-takertorecordtheseonflipchartpaperforyourwholeteamlikethis:OurCommon
Values
OurSharedInterests
OurUniqueResources
4. Selectsomeonetoreporttothelargergroup.Rejointhelargergroup. 5min.
45
WORKSHEET:PRACTICE RELATIONSHIP BUILDING
ONE-ON-ONEPRACTICE(20min)Chooseapartneryoudon’tknowwell.Learnaboutwhyshe/hehasbeencalledtodothiswork.Probewith“why?”questionstogettochoicepointsandspecificexperiencesthatshapedher/hislife.Shareyourstory.Listentoyourpartner’sstoryforthemotivationsandtheresourcesshebringstothecampaign(leadershipskills,afollowing,actionskills,etc.).Bespecific.
Avoidtalkingaboutissueslikejusticeinanabstractanddetachedway—gettothelivedexperienceofwhyyoucareaboutthespecificsthatyouwanttodosomethingabout.Whatvalueswereyoutaughtthatmakeyoucareaboutthis?Howdidyoulearnthesevalues?Fromwhom?
Whatvaluesdoweshare?Whatinterestscanweactontogether?
Whatskillsandresourcesdoweeachbringtothiswork?Whenwillwemeetagaintotakeactionandtokeepbuildingthisrelationship?
LeadershipResources:Whatskillsdoyouhave?Howdoyouleadothersalreadyinyourlife?Whatwouldyoubewillingtobringtothismovement? _________________ _________________
Hope:Whatmotivatesyoutoacttoorganizeothers?What’syourvisionofhowthingscouldbedifferentifweworktogether? _________________ _________________
Story:What’syourfamilystory?Whatinyourlifebroughtyouheretoday? _________________ _________________
Challenges:Whatkeepsyoufromaction?Whatdoyoufear?Whatwouldyouwanttolearn? _________________ _________________
9
REFLECTION:Howdoesthiswayofdoingone-to-onescomparewithothertypesofconversationsyouhave?Howisitdifferentfromaninterview?Howisitdifferentfromasalespitch?Whatwasmostchallengingaboutthatexercise?Howcouldthistypeofrelationship-building(eitherthroughone-on-onesorathousemeetingsormeetings)beusedinorganizinginyourcommunityandcause?
4 7
CREATINGSHAREDSTRUCTURE:BUILDINGLEADERSHIPTEAMS
Whatisourpurposeandwhatareournormsandroles?
4 8
BUILDINGLEADERSHIPTEAMS
Whydoleadershipteamsmatter?Mosteffectiveleaderscreateteamstoworkwiththemandtoleadwiththem.TakeforexampleMoses,AaronandMiriaminthestoryofExodus,orJesusandthetwelvedisciplesintheNewTestament,orMartinLutherKing,RalphAbernathy,RosaParks,JoAnnRobinsonandEDNixonduringtheMontgomeryBusBoycott.Aleadershipteamoffersastructuredwaytoworktogetherinterdependently,eachpersontakingleadershiponduringpartoftheteam’sactivity.Attheirbestleadershipteamsrecognizeandputtoproductiveusetheuniquetalentsoftheindividualswhomakeuptheteam.Teamstructuresalsohelpcreatestrategiccapacity—theabilitytostrategizecreativelytogetherinwaysthatproducemorevibrant,engagingstrategythananyindividualcouldcreatealone.IntheObamacampaign,thefieldstructurecreatedmultiplelayersofleadershipteamstoengagepeoplecreativelyandstrategicallyatalllevelsofthecampaign.Eachstatehadastateleadershipteamthatcoordinatedregionalleadershipteams(ofRegionalDirectorsandOrganizers),whichcoordinatedlocalneighborhoodleadershipteamsofvolunteerleaders.Ateverylevelthepeopleonleadershipteamshadaclearmissionwithcleargoalsandtheabilitytostrategizecreativelytogetherabouthowtocarryouttheirmissionandmeettheirgoals.Thisstructurecreatedmultiplepointsofentryforvolunteers,andmultipleopportunitiestolearnandtoexerciseleadership.Leadershipteamsprovideafoundationfromwhichanorganizationcanexpanditsreach.Onceateamisformed,systemscanbecreatedtoestablisharhythmofregularmeetings,cleardecisionsandvisibleaccountability,increasingtheorganization’seffectiveness.Onepersonalonecannotorganize500people.Itisbuiltbyfindingpeoplewillingandabletocommittohelpingbuildit,andcreatingrelationshipsandasolidstructurefromwhichitcanbebuilt.
Goalsforthissession:
Todevelopanunderstandingofthecorepracticesofsuccessfulleadershipteams
Topracticethoseskillsbydevelopingasharedpurpose,clarifyingteamrolesandresponsibilities,andcreatingnormsandpracticesofcoordination
4 9
Sowhydon’tpeoplealwaysworkinteams?Wehaveallbeenpartofvolunteerteamsthathavenotworkedwell.Theyfallintofactions,theyalienateeachother,oralltheworkfallsononeperson.Someaimtokeepthepondsmallsotheycanfeellikebigfish.Somanyofuscometotheconclusion:I’lljustdoitonmyown;Ihatemeetings,justtellmewhattodo;Idon’twantanyresponsibility;justgivemestampstolick.There’sjustoneproblem:wecan’tbecomepowerfulenoughtodowhatweneedtodoifwecan’tevenworktogethertobuildcampaignswecantakeactionon.Thechallengeistocreateconditionsforourleadershipteamsthataremorelikelytogeneratesuccessfulcollaborationandstrategicaction.Whengroupsofpeoplecometogether,conflictisalwayspresent.Effectiveteamsarestructuredinawaytochannelthatconflictinproductiveways,allowingtheteamtoachievethegoalsitneedstowin.Threemeasuresofaneffectiveteam:
1. OUTPUT(WORLD):Thesuccessofyourteamintakingtheactionrequiredtoachieveitsvaluedgoals–winningthegame,winningthecampaign,puttingontheplay,etc.
2. CAPACITY(TEAM):Overtimeyourteamislearninghowtoworkmoreeffectivelyasateam,anddevelopingmoreleadership.
3. LEADERSHIPDEVELOPMENT(INDIVIDUAL):Individualswhoparticipateonyourteamlearnandgrowasaresultoftheirparticipation.
Threeconditionsthatmakefora“real”team.Yourteamisbounded.Youcannamethepeopleonit;theydon’tcomeandgo,whoevershowsupdoesn’thavetheautomaticrighttoparticipateintheteam.Mosthighlyeffectiveteamshavenomorethan4-8members.Yourteamisstable.Itmeetsregularly.It’snotadifferent,randomgroupofpeopleeverytime.Membershipoftheteamremainsconstantlongenoughthattheteamlearnstoworktogetherbetterandbetter;eachmemberisfullycommittedtobeontheteamandcommitsconsistenttimeandefforttoit.Yourteamisinterdependent.Asonanathleticteam,astringquartet,oranairplanecabincrew,thecontributionthateachpersonmakesiscriticaltothesuccessofthewhole.Teammembershaveavitalinterestineachother’ssuccess,lookingforwaystooffersupport.
5 0
Threestepstolaunchinganeffectiveteam:purpose,groundrules,androles.Youhaveashared–andengaging–purpose.Youareclearonwhatyouhavecreatedyourteamtodo(purpose),whoyouwillbedoingitwith(constituency),andwhatkindsofactivitiesyourteamwillparticipatein.Theworkyouhavetodoisreadilyunderstood,it’schallenging,itmattersandyouknowwhyitmatters.Teammembersneedtobeabletoarticulateforthemselvesandothersthis"purpose".Youhavecreatedclearinterdependentroles.Eachteammembermusthavetheirownresponsibility,theirown“chunk”ofthework,onwhichthesuccessofthewholedepends.Nooneiscarryingoutactivityinasilothat’ssecretivetoothers.Agoodteamwillhaveadiversityofidentities,experiencesandopinions,ensuringthateveryoneisbringingthemostpossibletothetable.Yourteamhasexplicitgroundrules.Yourteamsetsclearexpectationsforhowtogovernitselfinyourworktogether.Howwillyoumanagemeetings,regularcommunication,decisions,andcommitments?And,mostimportantly,howwillyoucorrectground-ruleviolationssotheyremainrealgroundrules?Teamswithexplicitoperatingrulesaremorelikelytoachievetheirgoals.Someteamnormsareoperational,suchashowoftenwillwemeet?Howwillweshareandstoredocuments?Communicatewithothersoutsidetheteam?etc.Othersaddressexpectationsformemberinteractionwitheachother.Initialnormsguideyourteaminitsearlystagesasmemberslearnhowtoworktogether.Normscanberefinedthroughregulargroupreviewofhowwelltheteamisdoing.
5 1
TEAMBREAKOUTSESSION:BUILDINGYOURTEAM
Goals
• Developyourteampurpose.• Identifythenormsyouwillpracticeasateam.• Defineyourleadershiproles.Thendiscusstherolesrelativetothetalentsofthoseinyourteam.• Decideonadecision-makingprocess.
AGENDATOTALTIME:70min.(65minutesofgroupwork+5minutestransitiontime)
1. Gatherandreviewagenda.Chooseatimekeeperforthissession. 2min.
2. Reviewyoursharedvalues,interestsandresourceschartfromtheprevioussession.
3min.
3. Developyoursharedpurposeusingtheworksheetthatfollows.Reviewyoursharedinterestsfromthelastsession,andfocusonhowyouasateamwillworktogetheronyourcampaign.
30min.
4. Decideoncollaborativenormsthatwillenableyoutofunctionwithsharedcommitment.Usetheworksheetthatfollows.
10min.
5. Determineteamroles.Brainstormpossibleresponsibilitiesasyouworktogetherbeyondthisworkshop.Forexample,whowillcoordinatethemeetings?Talkabouthowtheserolesmightmatchupwiththetalentsofthoseonyourteam.Seeanexampleofteamrolesbelow.
15min.
6. Createateamnameandchant. 5min.
**Bepreparedtopresentyourteampurpose,nameandchantin2min.tothelargergroup.Rejointhelargergroup.
5 2
WORKSHEET: DEVELOPING SHARED PURPOSESHAREDPURPOSE(30minutes)
Therearefourpartstothisexercise.Inthefirstpart,asindividuals,youwilltake5minutestoclarifyyourownthinkingaboutwhatthepurposeofyourteamcouldbeasyouworkonacampaigntogether.Inthesecondpart,asateam,youwilltake10minutestoshareyourideas,lookforthecommonfocus,anddiscernapurposeyoucanallsupport.Youthenhave5moreminutestowriteanewsentencethatyouthinkcapturesthesenseofyourteam.Andfinally,asateam,youwillhave5moreminutestoconsiderthesecondroundofsentencesanddecideononethatbestarticulatesyourteam’sperspective.PartI:IndividualWork(5minutes)
þ Inthefirstcolumn,basedontheworkyoudidoncommoninterestsandvaluesintherelationshipsession,writedowntheuniquegoalorgoalsofyourteam.
þ Inthesecondcolumn,writedownwhomyourteamserves:Whatarethepeoplelikeand
whataretheirinterests?þ Inthethirdcolumn,writedownthekindsofactivitiesthatyourteamcouldengageintofulfill
itspurposebyservingthiscommunity?Whatistheuniqueworkthatyourteamcoulddo?
Ourteam’ssharedpurposeisto(brieflydescribeyourteam’suniquereasonforcomingtogether)
Theconstituencyweserveis(brieflydescribeyourconstituency’scharacteristics)
Wewillachieveoursharedpurposeby(listthespecificactivitiesthatyourteamwouldundertake.)
5 3
Afterbrainstorminganswerstoallthreequestions,takeafewmomentstowriteasentencethatyouthinkbestdescribesyourteam’spurpose,it’sconstituency,anditsactivities.Drawonallthreecolumnsabove.Examplesofasharedpurposesentence:
WesharethepurposeofeducationalequitybyorganizingBostonstudentstocreatetheirownadvocacyorganizationbyprovidingthemwithcoaching,training,andmentoring
Ourteam’ssharedpurposeisto
Part2:TeamWork(10minutes)
Aseachpersonreadshisorhersentencethefacilitatornotesthekeywordsonthewallposterunderpurpose,constituency,orwork.Notespecificwordstowhichyourespond,thatsparkyourcuriosity,orthatgiveyouenergy.Whenyouaredone,yourfacilitatorcirclesthewordsthatseemtoresonatemoststronglywithyourteam.
Part3:IndividualWork(5minutes)
Inlightofwhatyoulearnedfromthelastsession,writeanewsentencethatyouthinkcanarticulateasharedpurpose,usingsomeofthekeywordsandthemes.
Ourteam’ssharedpurposeisto
Part4:TeamWork(10minutes)Wewillreadoursentencesagainandchoose–orcombine–onethatcanbestarticulatethesharedsenseofyourteam.
5 4
WORKSHEET:DEVELOPING TEAM NORMS
TEAMNORMS/EXPECTATIONS(10minutes)Reviewthesampleteamnormsbelow.Add,subtractormodifytocreatenormsforyourteam.Besuretoincludegroupnormsoneachthemebelowandhowyouwillselfcorrectifthenormisbroken.(Ifyoudon’tselfcorrect,thenewnormwillbebreakingthenorms.)Decision-making:Whatistheprocessbywhichwewillmakedecisions?
-Majorityrules:Whatevergetsthemostvoteswins.-Consensus:Everyonemustagree.-Delegation:Nominateoneortwopeopleonyourteamtobetheultimatedecision-makers.-Coinflip:Leavethedecisiontofate!-Other:DiscussionandDecision-making:Howwewilldiscussoptionsandreachdecisionsasateamtoensurevigorousinputanddebate?AlwaysDoEngageinopen,honestdebateAskopen-endedquestionsBalanceadvocacywithinquiry
NeverDoEngageinpersonalattacksFailtolistentowhatotherssayJumptoconclusions
MeetingManagement:Howwillwemanagemeetingstorespecteachother’stime?AlwaysDoStartontime;stayontimeBefullypresentthroughoutthemeeting
NeverDoCometomeetingsunpreparedAnswercellphonesordoemail
Accountability:Howwewilldelegateresponsibilitiesforactionsandactivities?Howwillwefollowthroughoncommitments?
AlwaysDoClarifyunderstandingProvidefollow-uponactionitemsAskfor/offersupportwhenthereisaneedWeeklycheck-in
NeverDoAssumeyouhaveagreementAssumetasksaregettingdoneCommittoataskthatyouknowyouwon’tdo
Howwillyou"selfcorrect"ifnormsarenotfollowed?**Teamsworkbestwhenyouhavearegular,reliabletimetocoordinatetogether.Whatwillyourteam’sregularmeetingtimeandplacebe?
5 5
WORKSHEET: DEVELOPING TEAM ROLES
UnderstandingTeamRoles(15min.):ReviewtheTeamCoordinatorrolebelowasanexampleofwhatrolesmightlooklikeinyourindividualcampaigns.Thinkingabouthowyoushouldorganizethenextevent/meeting,discusshowyourroleswouldfittogethertocreateaninterdependentleadershipteamthatsupportsoneanotherinyourindividualprojects.Whatwouldeachrolehavetobegoodat?Basedonthediscussionabouttheroles,goaroundthecircleandaskeachpersontotellothers:1)whatexperienceandtalentstheyhavethatmightcontributetotheleadershipteamand2)whatspecificallytheywanttolearninmoredetail(30secondseach).Howmightthesetalentsmatchuptoparticularroles?Arethereanyclear“fits”?
Note:Theseteamrolesshouldnotbeseenaspermanent.Fortheteamtobestrong,allleadersshouldhavetoearnleadershipbycarryingoutresponsibilitiesrelevanttotheroletheyseek.
Role Responsibilities Youwouldbegoodforthisroleifyou...
InterestedTeammembers&RelatedSkills/Talents
TeamCoordinator
Coordinatetheworkoftheleadershipteam.Prepareformeetings,givesupportandcoachingtotheteam
5 6
TEAMNAMEandCHANT(5minutes)TEAMROSTER
NAMEPHONE EMAILADDRESS
5 7
CREATINGSHAREDSTORY:STORYOFUS
Whoisthiscommunityandwhatarewecalledtodo?
5 8
INTRODUCTIONTOSTORYOFUS
WhatisaStoryofUs?Youtellastoryofselftoenableothersto“getyou”–toexperiencethevaluesthatcallyoutopubliclife.Youtella“storyofus”toenablethemto“geteachother”-toexperiencethevaluestheysharethatcaninspirethemtoacttogether,findcourageineachother,andfindhopeintheirsolidarity.Inotherwords,the“us”thatthestorytellerbringsaliveisbasedlessonwhat“category”describesthem(race,gender,language,etc.),a“categoricalus”,thanvaluesthesharerootedincommonexperience,an“experientialus.”Bylearningtotellastoryofusyoucanbringthosevaluesaliveasasourceofsolidarity,hope,andthemotivationtoact.CraftingaStoryofUs.Onewaypeopledeveloptheirsenseof“usness”isbysharingstoriesthatcelebratevaluestheyshare.Theymaysharestoriesoffamily,community,faithtradition,schoollife,profession,movements,organizationalhappenings,nationalexperience,generationalmoments,culturalevents,orevenglobaloccurrences.But,asstories,they’reaboutourexperienceofthesemoments,challengeswefaced,obstaclesweovercame,ordidn’t,valueswetested,orthattestedus,andlessonswelearnedthatmadeuswhoweare.Thecharacterinthestoryofusisthepeopleyouaremotivatingtoact.Ourstoryofselfisinterwovenwithstorieswesharewithothersthroughcommunitiesweareapartof,whichhavestoriesoftheirown.Theseincludestoriesofourfamily,community,faithtradition,school,profession,movements,organizations,nationsand,perhapsworld.Itisthroughsharedstoriesthatweestablishtheidentitiesandexpressthevaluesofthecommunitiesinwhichweparticipate(family,faith,nation)andofnewcommunitiesweareforming(newsocialmovements,neworganizations,newneighborhoods).
Goalsforthissession:
Tolearnhowtotellthestoryofourcommunityinawaythatreflectsoursharedvalues,hopes,andexperiences
EachparticipantpracticestellingaStoryofUsandgetsfeedbackontheirstory
5 9
Tellinga"storyofus"requireslearninghowtoputintonarrativeformexperiencesthe“us”intheroomshare,that“liftup”thevaluesonwhichyouwillbechallengingthemtoact.Thisstoryofusmaywellreachbeyondthepeopleintheroom,drawinginawiderrangeofexperience,andlargerstoriesofus,buttobeeffectiveitmustberootedintheexperienceofthepeopleintheroom.TheStoryofUsintheRoomAlthoughthereachofastoryofusmayextendfarbeyond“peopleintheroom”itbecomesrealonlyintheexperienceofthe“peopleintheroom”–ornot.Thetestissimple.Asweheardthisstorydidwebegintofeellikeanus?Theexperienceofsharedvaluesmaygrowoutofstoriesofhistoricmomentsweremember,orhaveheardof;theymightbestoriesoflifeeventslikehavingchildren,storiesoffindingoutyouwereacceptedtothisprogram;storiesofwhathappenedthefirsttimeyoumet,orlastnight,orthismorning.And,likeallstories,themoredetailed,themorespecific,andhemorevisualtheyare,themoreeffectivetheywillbe.Whatwerethenamesofthepeopleinvolved?Whatdidtheylooklike?Howweretheydifferent?Sometimesstoriesofusemphasizeobviousdifferencesinrace,religion,gender,age,forexample,mayactuallyhighlightcommonalityofvaluesorcommonpurpose.LinkingStoryofSelfandStoryofUsAstoryofselftellspeoplewhoyouareandwhyyouarecalledtodotheworkthatyouaredoing.Thegoalisforthemto“getyou”,toconnectwithyou.Sinceorganizingisaboutbuildingpowerwithothersforsharedaction,yourpublicnarrativealsoneedstotellastoryofthevaluessharedbythosewhomyouhopetomovetocollectiveaction.Thetestofastoryofusiswhetherornotthey“get”theirconnectionwitheachother.
6 0
NarrativeStructure:Challenge,Choice,OutcomeRememberthestorystructureweintroducedintellingyourStoryofSelf?JustlikeinyourStoryofSelf,yourStoryofUshasaclearchallenge,choiceandoutcome:TheChallenge:Thechallengesyourcommunityhasfacedinthepast,orfacesnow(maderealwithstories,images,anddetails,notstatistics).TheOutcome(hope):Storieswithvividimagesthatremindyourcommunityofwhatyou’veachieved.Yourownexperiencesofhope,experiencesthatpointtoyourfuture.TheChoice:Forastorytobeastory,itcentersona“choice”.Inastoryofus,thatchoiceisonethatmetchallengewithaction,andthuscanbeasourceofhope.Foundingstoriesrecountchoicesmadebythosewhoinitiatedthecommunity,enablingustoexperiencethevaluesthatmotivatedthem.Choicesmadebypeopleinthecourseoftheworkshop–totakerisks,tobeopentolearning,etc.–canbecomepartofthe‘storyofus”oftheworkshop.StoriesofuscanbegintoshiftpowerrelationshipsbybuildingnewcommunityandnewcapacityOftenafterwe’veheardothers’storiesofselfandwe’vestartedbuildingrelationshipstogetherwediscoverthatwefacesimilarchallengesthatarerootedinverydeepsystemsofpowerinequality.LearningtotellstoriesofUsisawaytobegintojoinourstoriestogetherandacknowledgethosesharedchallengesandtherootsoftheproblemasacommunity.Howeveragoodstoryofusdoesn’tjustconveytherootofourchallenges,butalsoliftsupourheroes,andstoriesofevensmallsuccesses.Thosestoriesgiveushopethatifwecometogetherandtakeactionasacommunitywecanuprootsomeoftheunderlyingcausesofoursuffering.
6 1
TEAMBREAKOUTSESSION:STORYOFUSPRACTICE
Goals• DevelopaStoryofUs.Learnhowtocommunicatethecorevaluesofthecommunityyou’re
buildingthatcaninspireotherstoidentifywitheachotherincommonaction.• Coachothers’storiesbylisteningcarefully,offeringfeedback,andaskingquestions.
AGENDATOTALTIME:45min.(40min.teamwork+5min.buffer)
1. Gatherinyourteam.Nominateonepersontobeatimekeeper.
2min.
2. Takesometimeasagrouptobrainstormthe“Us.”Usetheworksheetthatfollows.
3. TakesometimeasindividualstosilentlydevelopyourStoryofUs.Howdoesyourstoryrelatetothestoryofyourpeersinthisprogram?Whatsharedvaluesdotheyevoke?Usetheworksheetthatfollows.
5min.5min.
4. Asateam,goaroundthegroupandtellyourstoryone-by-one.Usetheworksheetthatfollowsasscratchpaperforyourfeedback.• 2minutestotellyourStoryofUs• 3minutestoreceivefeedbackfromthegroup
25min.
5. Facilitatorinvitessomeonetotelltheirstoryofustothelarger
group.Rejointhelargergroup.
3min.
6 2
WORKSHEET:DEVELOPINGYOURSTORYOFUS
Thepurposeofthestoryofusistocreateasenseofcommunityamongindividualswhomayormaynotyetseethemselvesasacommunityandtogivethemhopethattheycanmakeadifference.Itbuildsonsharedexperiencesandoutcomesofpreviousactionstoestablishthecontextinwhichtotakefutureaction.Yourgoalhereistotellastorythatevokesoursharedvaluesasyouraudience,andshowswhyweinparticulararecalledtotakeresponsibilityforactionnow.Yourstoryofusmaybeastoryofwhatwe’vealreadydonetogether(commonexperiences),challengeswe’vealreadyfacedandoutcomeswe’veachieved.Oritmaybeastoryofsomeofoursharedheroes,challengestheyfacedandoutcomesthey’veachieved.Hearinghowwe’vemetchallengesinthepastgivesushopethatwecanfacenewchallengestogether.Brainstormallthestoriesyouknowofaboutyouraudienceandyourcollectivestoryandexperience.Yourstoryofusmaychangeeachtimeyouaretalkingtoadifferentgroupofpeopleasyoucreatenewcommunitywiththem.AsaGROUP,brainstormthroughthefollowingquestions(5min):Thinkbacktothestoriesofself.Aroundwhichsharedvaluesdoyouhopetobuildapublicnarrative?Whichspecificsharedexperiencesofthiscommunityexpressthosevalues?Theseshouldbeevents(notcharacteristics)frombeforeorduringthetimethatthisgrouphasbeentogether.Whatarethechallengesinthesestories?Whatarethesourcesofhopeinthesestories?
6 3
INDIVIDUALWORKNow,onyourown,chooseafewofthestoriesyoubrainstormedabovetofleshoutinvividdetail.Remember,youcanusethisspacetodrawpicturesinsteadofwritingwords,tohelpyouthinkaboutwheretoadddetailandnuanceinyourstory.(5min.)CHALLENGEWhatwasthechallengewefaced?What’stherootofthatchallenge?
CHOICEWhatspecificchoicedidwemake?Whatactiondidwetake?
OUTCOMEWhathappenedasaresultofourchoice?Whathopecanitgiveus?
EACHSTORYTELLERSHOULD:
Ø SELF–Startyourstoryinacoupleofsentences(ExamplesofsentencesthatcouldcreatethespaceforanUS-Icareabout becauseofmyownlivedexperience,beforeIcamehere,IthoughtIwasalone)
Ø US–TAKETWOMINUTEStotellyourstoryofUSasitrelatestothepeopleyouaretalking
withthatconnectstoyoursharedvalues.CreatethespaceforanASKbyevokingasharedvalue,experience,urgency
6 4
COACHINGTIPS:STORYOFUS
RemembertostartwithpositivefeedbackFIRSTandthenmoveintowhatcouldbeimproved.Focusonaskingquestionsinsteadofgivingadvice.Thepurposeistocoach,notjudgeorcriticize;listenfullytoofferwaysthatthestorytellingcouldbeimproved.CoachingQuestions
1. INTERWEAVINGSELFANDUS:Didthestoryofselfrelatetothestoryofus?Ifso,whatwasthecommonthread?
2. THEUS:Whoisthe“us”inthestory?Doyoufeelincludedinthe“us”?
“Couldyoufocusmoreontheexperiencesweasasmallgroupsharedtodaythatreflectourvalues?Forinstance, .”
3. THECHALLENGE:Whatwerethespecificchallengesthestorytellerfaced?Howwerethose
challengesmadevivid?“Iunderstoodthechallengetobe________.Isthatwhatyouintended?”
4. THECHOICE:Wasthereaclearchoicethatwasmadeinresponsetoeachchallenge?How
didthechoicemakeyoufeel?(Hopeful?Angry?)“Tome,thechoiceyoumadewas_______,anditmademefeel_______.”
5. THEOUTCOME:Whatwasthespecificoutcomethatresultedfromeachchoice?What
doesthatoutcometeachus?“Iunderstoodtheoutcometobe_______,andittaughtme_______.”
6. THEVALUES:Couldyouidentifywhatthiscommunity’svaluesareandhowthiscommunity
hasactedonthosevaluesinthepast?How?“Yourstorymademeseethatwevalue________because_________.”
7. DETAILS:Weretheresectionsofthestorythathadespeciallygooddetailsorimages(e.g.
sights,sounds,smells,oremotionsofthemoment)?“Theimageof________reallyhelpedmefeelwhatyouwerefeeling.”
6 5
WORKSHEET: COACHING YOUR TEAMMATES’ STORIES OF US
RecordFeedback/CommentsfromYourTeamMembersOnYourStoryHere:CoachingYourTeam's“StoryofUs”:Asyouheareachother'sstories,keepingtrackofthedetailsofeachperson’sstorywillhelpyoutoprovidefeedbackandrememberdetailsaboutpeopleonyourteamlater.Usethegridbelowtotrackyourteam'sstories.N AM E V A L U E S C H A L L E N G E C H O I C E O U T C OM E
6 6
CREATINGSHAREDSTRATEGY
Howdowecreativelystrategize?
6 7
S T R A T E G Y
Whenyoustructuredyourleadershipteamyoudecidedonasharedpurpose:youroverallmission,yourconstituency,andthekindofactivitiesyou’llundertake.ThechallengenowistostrategizejustHOWyouwillcarryoutthatpurpose.
Thefirststepistoidentifythepeoplewhomyouareorganizing,yourconstituency,andmapouttheotherrelevantactors.Thesecondstepistocomeupwiththegoalofyourorganizingeffort:whatexactlyistheproblemisyouhopetosolve,howwouldtheworldlookdifferentifitweresolved,whyhasn’tthatproblembeensolved,whatwouldittaketosolveit,andtowardwhatclear,observable,andmotivationalgoalcouldmembersofyourconstituencyfocustheirworktogetstarted,buildtheircapacity,anddeveloptheirleadership?Thethirdstepistofigureouthowyourconstituencycouldturnresourcesithasintothepoweritneedstoachievethatgoal:whattacticscouldituse,howcouldtheytargettheirefforts,andhowwouldtheytimetheircampaign.Strategyis“turningresourcesyouhaveintothepoweryouneedtogetwhatyouwant-yourgoal.• StrategicGoal(whatyouwant):Thegoalisaclear,measurablepointthatallowsyoutoknowif
you’vewonorlost,andthatmeetsthechallengeyourconstituencyfaces.
• Power(whatyouneed):tacticsthroughwhichyoucanturnyourresourcesintothecapacityyouneedtoachieveyourgoal.
• Resources(whatyourconstituencyhas):time,money,skills,relationships,etc.HowStrategyWorksStrategyisMotivated:What’stheproblem?Wearenaturalstrategists.Weconceivepurposes,encounterobstaclesinachievingthosepurposes,andwefigureouthowtoovercomesthoseobstacles.Butbecausewearealsocreaturesofhabit,weonlystrategizewhenwehaveto:whenwehaveaproblem,somethinggoeswrong,somethingforcesachangeinourplans.That’swhenwepayattention,takealookaround,anddecidewehavetodosomethingdifferently.Justasouremotionalunderstandinginhabitsthestorieswetell,ourcognitiveunderstandinginhabitsthestrategywedevise.
Goalsforthissession:
• Tolearnanactor-centeredapproachtostrategizing.
• Tobegindevisingstrategyforacommunityorganizingproject.
6 8
StrategyisCreative:Whatcanwedoabouttheproblem?Strategyrequiresdevelopinganunderstandingofwhytheproblemhasn’tbeensolved,aswellasatheoryofhowtosolveit,atheoryofchange.Moreoverbecausethosewhoresistchangeoftenhaveaccesstomoreresources,thosewhoseekchangeoftenhavetobemoreresourceful.Wehavetousethisresourcefulnesstocreatethecapacity–thepower–togettheproblemsolved.It’snotsomuchaboutgetting“more”resourcesasitisaboutusingone’sresourcessmartlyandcreatively.
StrategyisaVerb:Howcanweadaptaswelearntosolvetheproblem? Therealactioninstrategyis,asAlinskyputit,inthereaction–byotheractors,theopposition,andthechallengesandopportunitiesthatemergealongtheway.Whatmakesit“strategy”andnot“reaction”isthemindfulnesswecanbringtobearonourchoicesrelativetowhatwewanttoachieve,likeapotterinteractingwiththeclayonthewheel,asMintzbergdescribesit.Althoughourgoalmayremainconstant,strategizingrequiresongoingadaptationofcurrentactiontonewinformation.Somethingworkedbetterthanweexpected.Somethingdidnotworkthatwehadexpected.Thingschange.Somepeopleopposeussowehavetorespond.Launchingacampaignonlybeginstheworkofstrategizing.Thisisonereasonyourleadershipteamshouldincludeafulldiversityoftheskills,accesstoinformationandinterestsneededtoachieveyourgoal.Wecallthis“strategiccapacity.”Sostrategyisnotasingleevent,butanongoingprocesscontinuingthroughoutthelifeofaproject.Weplan,weact,weevaluatetheresultsofouraction,weplansomemore,weactfurther,evaluatefurther,etc.Westrategize,asweimplement,notpriortoit.
StrategyisSituated:HowcanIconnecttheviewinthevalleywiththeviewfromthemountains?Strategyunfoldswithinaspecificcontext,theparticularitiesofwhichreallymatter.Oneofthemostchallengingaspectsofstrategizingisthatitrequiresbothamasteryofthedetailsofthe“arena”inwhichitisenactedandtheabilitytogouptothetopofthemountainandgetaviewofthewhole.ThepowerofimaginativestrategizingcanonlyberealizedwhenrootedwithinanunderstandingofthetreesANDtheforest.Onewaytocreatethe“arenaofaction”isbymappingthe“actors”arethatpopulatethatarena.
6 9
K E Y S T R A T E G I C Q U E S T I O N S
1. WhoaremyPEOPLE?
2. WhatCHANGEdotheyseek?(Goal)
3. WherecantheygetthePOWER?(TheoryofChange)
4. WhichTACTICScantheyuse?
5. WhatistheirTIMELINE?
S T E P O N E : W H O A R E M Y P E O P L E ?
ConstituencyConstituentsarepeoplewhohaveaneedtoorganize,whocancontributeleadership,cancommitresources,andcanbecomeanewsourceofpower.Itmakesabigdifferencewhetherwethinkofpeoplewithwhomweworkasconstituents,clients,orcustomers.Constituents(fromtheLatinfor“standtogether”)associateonbehalfofcommoninterests,commitresourcestoactingonthoseinterests,andhaveavoiceindecidinghowtoact.Clients(fromtheLatinfor“onewholeansonanother”)haveaninterestinservicesothersprovide,donotcontributeresourcestoacommoneffort,nordotheyhaveavoiceindecisions.Customers(atermderivedfromtrade)haveaninterestingoodsorservicesthatasellercanprovideinexchangeforresourcesinwhichheorshehasaninterest.Theorganizersjobistoturnacommunity–peoplewhosharecommonvaluesorinterests–intoaconstituency–peoplewhocanactonbehalfofthosevaluesorinterests.Leadership Althoughyourconstituencyisthefocusofyourwork,yourgoalasanorganizeristodrawuponleadershipfromwithinthatconstituency–thepeoplewithwhomyouworktoorganizeeveryoneelse.Theirwork,likeyourown,isto“acceptresponsibilityforenablingotherstoachievepurposeinthefaceofuncertainty.”Theyfacilitatetheworkmembersoftheirconstituencymustdotoachievetheirsharedgoals,representtheirconstituencytoothers,andareaccountabletotheirconstituency.Yourworkwiththeseleadersistoenablethemtolearnthefiveorganizingpracticesyouarelearning:relationshipbuilding,storytelling,structuring,strategizing,andaction.Bydevelopingtheirleadershipyou,asanorganizer,notonlycangetto“gettoscale.”Youarealsocreatingnewcapacityforaction–power–withinyourconstituency.Forthepurposeofthisexerciseyourgrouphereisyourleadershipteam.OppositionInpursuingtheirinterests,constituentsmayfindthemselvestobeinconflictwithinterestsofotherindividualsororganizations.Anemployers’interestinmaximizingprofit,forexample,mayconflictwithanemployees'interestinearningacomfortablewage.Atobaccocompany'sinterestsmayconflictnotonlywiththoseofanti-smokinggroups,butofthepublicingeneral.Astreetgang'sinterestsmayconflictwiththoseofachurchyouthgroup.TheinterestsofaRepublicanCongressional
7 0
candidateconflictwiththoseoftheDemocraticcandidateinthesamedistrict.Attimes,however,oppositionmaynotbeimmediatelyobvious,emergingclearlyonlyinthecourseofacampaign.
SupportersPeoplewhoseinterestsarenotdirectlyorobviouslyaffectedmayfindittobeintheirinteresttobackanorganization’sworkfinancially,politically,voluntarily,etc.Althoughtheymaynotbepartoftheconstituency,theymaysitongoverningboards.Forexample,Churchorganizationsandfoundationsprovidedagreatdealofsupportforthecivilrightsmovement.CompetitorsandCollaboratorsTheseareindividualsororganizationswithwhichwemaysharesomeinterests,butnotothers.Theymaytargetthesameconstituency,thesamesourcesofsupport,orfacethesameopposition.Twounionstryingtoorganizethesameworkforcemaycompeteorcollaborate.Twocommunitygroupstryingtoservethesameconstituencymaycompeteorcollaborateintheirfundraising.OtherActorsTheseareindividualsandactorswhomayhaveagreatdealofrelevancetotheproblemathand,butcouldcontributetosolvingit,ormakingithardertosolve,inmanydifferentways.Thisincludesthemedia,thecourts,thegeneralpublic,forexample.Mappingtheactorscanhelpusidentifythosewhomayberesponsiblefortheproblemourconstituencyfaces,wheretheycanfindallies,andwhoelsehasaninterestinthesituation.S T E P T W O : W H A T C H A N G E D O T H E Y S E E K : G O A L S ?
Wethenmustdecideonastrategicgoalforourcampaignbyaskingwhatexactlytheproblemis,howtheworldmightlookifitweresolved,whyithasn’tbeensolved,andwhatitwouldtaketosolveit.What’stheproblem?Whatexactlyistheproblem,inrealterms,intermsofpeople’severydaylife?Brainstormyourteamsunderstandingofwhattheproblemiswithasmuchspecificityaspossible.Digintoitandgobeyondtheacceptedanswers.Howwouldtheworldlookdifferentiftheproblemweresolved?Whathappensifwefailtoact?Whatisthe“nightmare”thatawaits–ormayalreadybehere?Ontheotherhand,whatcouldtheworld look like ifwedoact?What’sourrealistic“dream”,apossibilitythatcouldbecomereality?Whyhasn’ttheproblembeensolved?Iftheworldwouldlooksomuchbetterforourpeopleiftheproblemweresolved,whyhasn’titbeensolved?Hasnoonethoughtofit?Didpeopletry,butfoundtheyweremeetingtoomuchresistance?Didpeoplenotknowhow?Didtheylackinformation?Didtheylacktechnology?Wouldsolvingtheproblemthreateninterestspowerfulenoughtoderailtheattempts?
7 1
Whatwouldittaketosolvetheproblem?Moreinformation?Greaterawareness?Newtools?Betterorganization?Bettercommunication?Morepower?Whatchangesbywhatpeoplewouldberequiredfortheproblemtobesolved?What’sthegoal?Towardwhatgoalcanweworkthatmaynotsolvethewholeproblem,butthatcouldgetuswellontheway:itwouldmakearealchange,couldbuildourcapacity,couldmotivateothers,couldcreateafoundationforwhatcomesnext.Noonecampaigncansolveeverything,butunlesswecanfocusoureffortsonaclearoutcomeweriskwastingpreciousresourcesinwaysthatwon’tmoveustowardsourultimategoal.Herearesomecriteriatoconsiderforamotivational,strategicorganizingcampaigngoal—onethatbuildsleadershipandpower:
1) SpecificFocus:It’sconcrete,measurable,andmeaningful.Ifyourconstituentswin,achievingthisgoalwillresultinvisible,significantchangeintheirdailylives.Thisisthedifferencebetween“ourgoalistowinreproductivejustice”and“ourgoalistoensurethateverystudenthasaccesstofree,roundtheclockcontraceptiononourcampus.”Wemakeprogressonthefirstonebyturningitintosomethingthatcanbeachievedbymovingspecificdecisionmakerstoreallocateresourcesinspecificways.Yourconstituencywillneedthisfocustomoveintoaction.
2) Motivational:Ithasthemakingsofagoodstory.Thegoalisrootedinvaluesimportanttoyourconstituency,requirestakingonarealchallenge,andstretchesyourresources:Itisn’tsomethingyoucanwintomorrow.ThinkDavidandGoliath.
3) Leverage:Itmakesthemostofyourconstituency’sstrengths,experienceandresources,butisoutsidethestrengths,experienceandresourcesofyouropponent.
4) BuildsCapacity:Itrequiresdevelopingleadershipwhocanorganizetheirownconstituencytoenhancethepowerofyourorganization.Itoffersmultiplelocaltargetsorpointsofentryandorganization.
5) Contagious:itcouldbeemulatedbyotherspursuingsimilargoals.Thispyramidchartoffersawaytothinkaboutwherethegoalofyourcampaigncanbenestedwithinalargermissioninscopeorinscale.Ateverylevel,strategyrequiresimagininganoutcome,assessingresourcesavailabletoachievethatoutcome,and,inlightofthecontext,devisingatheoryofchange:howtoturnthoseresourcesintothepowerneededtoachievethatoutcome,atheorythatisenactedthroughtactics,timing,andtargeting.Inthebusboycott,planningtheinitialmeetingrequiredstrategizingasmuchasfiguringouthowtosustainthecampaignforthelonghaul.Itislikelydifferentpeopleareresponsiblefordifferentstrategicscopeatdifferentlevelsofanorganizationorfordifferenttimeperiods,butgoodstrategyisrequiredateverylevel.
7 2
Afteragreeinguponcriteria thatmake foragood strategicgoal in your context,brainstormagain,generatingasmanypossiblegoalsasyoucan.Thenevaluate themeachagainst thecriteriayou’veestablished.Thencomeupwithan“if-thensentence”, imaginingwaysyourconstituentscouldusetheirresourcestoshiftpowerinordertoachievetheirgoals.S T E P 3 : W H E R E C A N T H E Y G E T T H E P O W E R : T H E O R Y O F C H A N G E ? Figuringouthowtoachieveastrategicgoal–orevenwhatgoalisworthtryingtoachieve-requiresdevelopinga“theoryofchange?Weallmakeassumptionsabouthowchangehappens.Somepeoplethink that sharing informationwidely enough (or “raise awareness”) about a problemwill changethings. Otherscontendthat ifwe justgetall the“stakeholders” intothesameroomandtalkwitheachotherswe’lldiscoverthatwehavemoreincommonthanthatseparatesusandthatwillsolvetheproblem.Stillothersthinkwejustneedtobesmarteraboutfiguringoutthesolution.Communityorganizersfocusonthecommunity,theirconstituency,becausetheybelievethatunlessthecommunityitselfdevelopsitsowncapacitytosolvetheproblem,itwon’tremainsolved.Anotherword for “capacity” is “power” or, as Dr. King defined it “the ability to achieve purpose.” Powergrowsoutoftheinfluencethatwecanhaveoneachother.Ifyourinterestinmyresourcesisgreaterthanmyinterestinyourresources,Igetsomepoweroveryou–soIcanuseyourresourcesformypurposes. On the other hand, if we have an equal interest in each other’s resources we cancollaboratetocreatemorepowerwitheachothertobringmorecapacity tobearonachievingourpurposesthanwecanalone.Sothequestionishowtoproactivelyorganizeourresourcestoshiftthepowerenoughtowinthechangewewant,buildingourcapacitytowinmoreovertime?Sincepowerisakindofrelationship,trackingitdownrequiresaskingfourquestions:
• WhatdoWEwant?
• WhohastheRESOURCEStocreatethatchange?
• WhatdoTHEYwant?
• WhatresourcesdoWEhavethatTHEYwantorneed?If itturnsoutthatwehavetheresourcesweneed,butjustneedtousethemmorecollaboratively,then it’s a “power with” dynamic. If it turns out that the resources we need have to come fromsomewhereelse,thenit’sa“powerover”dynamic.Sothequestionishowourconstituencycanuseitsresources inwaysthatwillcreatethecapacity itneedstoachievethegoal. IFwedothis,THENthatwilllikelyhappen.Testthisoutwithaseriesof“If-Then”sentences.Onceyoursatisfiedyouarereadytoarticulateyourorganizingsentence:“We are organizingWHO to achieveWHAT (goal) by HOW (theory of change) to achieve whatCHANGE”
7 3
S T E P 4 : W H A T T A C T I C S C A N T H E Y U S E ? Rememberwhata“tactic”is?It’stheactivitythatmakesyourstrategyreal.Strategywithouttacticsisjust a bunch of ideas. Tacticswithout strategywastes resources. So the art of organizing is in thedynamic relationship between strategy and tactics, using the strategy to inform the tactics, andlearningfromthetacticstoadaptstrategy.Yourcampaignwillgetintotroubleifyouuseatacticjustbecauseyouhappentobefamiliarwithit-buthaven’tfiguredouthowthattacticcanactuallyhelpyouachieveyourgoal.Similarly,ifyouspendallyourtimestrategizing,withoutinvestingthetime,effort,andskilltolearnhowtousethetacticsyouneedskillfully,youwasteyourtime.Strategyisawayofhypothesizing:ifIdothis(tactic),thenthis (goal)mayhappen.And like anyhypothesis theproof is in the testingof it. Criteria for goodtacticsinclude:
• Strategic: itmakesgooduseofyourconstituency’s resources tomakeconcrete,measurableprogresstowardcampaigngoals.SaulAlinskyandGeneSharpareexcellentsourcesoftacticalideas.
• Strengthensyourorganization:itimprovesthecapacityofyourpeopletoworktogether.
• Supports leadership development: It develops new skills, new understanding, and, most
importantly,newleadership.Therearetwowaystooperateintheworld—youcanbereactive,asmanyorganizationsare,oryoucanbeproactive. Inorder tobeproactiveyouhavetosetyourowncampaigngoalsandtimeline,organizingyourtacticssothattheybuildcapacityandmomentumovertime.S T E P 5 : W H A T I S T H E I R T I M E L I N E ? Thetimingofacampaignisstructuredasanunfoldingnarrativeorstory.Itbeginswithafoundationperiod(prologue),startscrisplywithakick-off(curtaingoesup),buildsslowlytosuccessivepeaks(actone,acttwo),culminatesinafinalpeakdeterminingtheoutcome(denouement),andisresolvedaswe celebrate the outcome (epilogue).Our efforts generatemomentumnotmysteriously, but as asnowball.Asweaccomplisheachobjectivewegeneratenewresourcesthatcanbeappliedtoachievethesubsequentgreaterobjective.Ourmotivationgrowsaseachsmallsuccesspersuadesusthatthesubsequentsuccessisachievable-andourcommitmentgrows.Acampaigntimelinehasclearphases,withapeakat theendofeachphase—athresholdmomentwhenwehave succeed in creating a new capacitywe can nowput towork to achieving our nextpeak.Forexample,onephasemightbea2monthfundraisingandhousemeetingcampaignthatendsin a campaign kickoffmeeting or rally. Another phasemight be 2months of door-to-door contactwith constituents affected by the problem you’re trying to solve, collecting a target number ofpetitionstodeliverwithamarchontheMayoratCityHallattheend,anotherpeak.Butwithineachphase there is a predictable cycle, which in a sense is a mini-campaign in itself: training, launch,action,moreaction,peak,evaluation.Whenorganizingapeak,keepinmindaspecificoutcomethatyouwantthepeaktogenerate.Forexample,ifyouwanttosign-up50newvolunteersataneventorlaunchthreeneighborhoodteams,howdoyoumakethathappen?
7 4
Aftereachpeak,yourstaff,volunteersandmembersneedtimetorest,learn,re-trainandplanforthenextphase.Oftenorganizationssay,“Wedon’thavetimeforthat!”Campaignsthatdon’ttaketimetoreflect,adjustandre-trainendupburningthroughtheirhumanresourcesandbecomingmoreandmorereactionaryovertime.
Foundation
Kick-offgoal
Peakgoal
Strategicgoal Evaluation&nextsteps
Peakgoal
Capacity(people,skills,etc.)
Time
7 5
TEAMBREAKOUTSESSION:STRATEGYI
Goal• Toidentifywhothepeopleare:Whoisyourconstituency?Whoaretheotheractors?• Todecideonastrategicgoalcanhelpyousolvetheproblem.• Developatheoryofchange:howwillyouachieveyourgoal?
AGENDATOTALTIME:105minutesAsateam,youwillcomeupwithastrategicgoalforyourteam’sorganizingcampaign,maptheactors,anddevelopourtheoryofchange.Thenyou’llgetfeedbackbeforebreakingoutagainforasecondstrategizingsession. 1. Gatheryourteam.Chooseatimekeeperandscribe.Reviewagenda
andclarifyconcepts.
3min.
2. ReviewtheOrganizingSentence.Fillinthewhoandwhatpurposesectionsyoudraftedduringthesharedpurposeexercise.
3. Getfocused:whoareyourpeople?Whatisyourgoal?
5min.40min.
4. Definethefield:whoaretheactors?
15min.
5. Developyourtheoryofchange.
20min.
6. Reviewyourwork,summarize,visualize.
7. Youwillbedebriefingwithanotherteam.Choosetwomembersofyourteamtopresent,intwominutes,thepictureofyourstrategicgoalandyourorganizingsentencetotheotherteam.
20min.2min.
7 6
WORKSHEET:DEVELOPING STRATEGY I: PEOPLE, POWER, CHANGE
1.REVIEWTHEORGANIZINGSENTENCE(5min.)
Ononepieceofflipchartpaper,writeoutyourorganizingsentence.Fillinthewhoandwhatpurposesectionsyoudraftedduringthesharedpurposeexercise.ORGANIZINGSENTENCE:Weareorganizing(who)___________________topursue(whatpurpose)
__________________by(how:theoryofchange)____________________________toachieve(whatobjective)
________________________________by(whatdate)_______________.
*Busboycottexample:WeareorganizingAfrican-AmericansinMontgomerytoachieveracialjustice(orendinstitutionalizedracism)byorganizingaboycottofthebussestocompelthebuscompanyandcitycounciltodesegregatethemforaslongasittakes.
Nowyouwillbuildastrategicgoalbasedonananalysisofwhoyourconstituencyis,whattheywant,andhowtheycangetwhattheywant.Followthestepsbelow.
2. GETTINGFOCUSED:WHOAREYOURPEOPLE?WHATISYOURGOAL?(40min.)Step1:Withyourteam,fillinthetablebelow:
PEOPLE(5min)WhoAreMyPeople?
(constituency)
CHANGE(25min)WhatIsTheirProblem?(5min)
HowWouldtheWorldLookDifferentIfTheirProblemWereSolved?(5min)
WhyHasn’tTheirProblemBeenSolved?(5min) WhatWouldItTakeToSolveTheirProblem?(10min)
7 7
Step2:Reviewcriteriaforagoodstrategicgoal• Focuseseffort• Motivatesparticipation• Leveragesresources• Buildscapacity• Canbeemulated
Step3:DecideonaStrategicGoal(10min)Whatconcreteoutcomewillyouaimtoachievethatwillhelpyourconstituentsgetwhattheywant?Firstopenlybrainstormandbuilduponeachidea,thenuseyourcriteriaabovetoevaluatethem,andmakeadecision.
Whatisthegoalofyourcampaign?
3. WHOARETHEACTORS?(15min)
Step1:Createthemap(15min)Drawamap-of-actorschartliketheoneyouseebelowonflipchartpaper.Writethenamesofalloftheactorsonstickynotes,indicatingtheirresourcesandtheirinterests.Thenplacethemonthemapofactorswhereyouthinktheyaremostlikelytobe.Startwithyourselves.Usewhatyoulearnedfrombuildingrelationshipstofillthisout.Brainstormotheractorsinvolvedinyourefforts,atlocal,state,andnationallevelsbynameorspecificpositionwhereverpossible.Putthesenamesonpost-itsandaddthemtothemap.Includethefollowing:a. Whomightbemembersofyourconstituency?b. Whomightbeyouropposition?c. Whomightbeyourallies?d. Whomightbecompetitorsandcollaborators?e. Whomightplayotherkeyroles,dependingonhowtheyaremobilized(courts,press,voters,etc.)
7 8
4. WHERE’STHEPOWER?DEVELOPINGYOURTHEORYOFCHANGE(20min.)Yourtheoryofchangeisyourhypothesisabouthowtoorganizeyourconstituents’resourcestoaffectthosewhoholdtheresources/powertosolvetheproblem.Whatwouldittaketogetthesedifferentactorstotakeactionsthatfurtheryourstrategicgoal?Atwhatpointwilltheyactuallyfeelyourconstituents’power?Thinkbacktoyourgoal,above:Whoholdstheresourcesanddecision-makingpowerneededtoachievethatgoal?Fillinthecorrespondingtablebelow(20min):
POWERWITH
POWEROVER
Ifyourpeopleneedaccesstotheresourcesheldbyotherstoachievethegoal,completethefollowing:
Whatresourcesdoourpeopleholdthattheycanusetoachievetheirgoal?(makeacreativeandspecificlist)
Whatresourcesdoourpeopleneedtoaccesstoachievethegoal?(makeaspecificlist)Whichactorsholdthoseresources?
Whyhaven’tourpeopleusedtheseresourcestoachievetheirgoal?
Whatresourcesdoourpeopleholdthattheseactorsneed?
Howcanourpeopleusetheirresourcesinnewwaysthatcanachievetheirgoal?
Howcanourpeopleleveragewhattheyhavetogetwhattheywantfromtheseotheractors?
7 9
5. REVIEWYOURWORK,SUMMARIZE,VISUALIZE(20min.)
1. Reviewyourteam’sworksofarinthissectionanddiscussthesequestions:a. Areweclearonourconstituency?b. Dowewanttospecifyourgoalmoreconcretely?c. Areweclearaboutourtheoryofchange?
Ontwopiecesofflipchartpaper,writeoutthefollowing:
2. Writeoutyourorganizingsentence.ORGANIZINGSENTENCE:Weareorganizing(who)___________________topursue(whatpurpose)
__________________by(how:theoryofchange)____________________________toachieve(whatobjective)
________________________________by(whatdate)_______________.
*Busboycottexample:WeareorganizingAfrican-AmericansinMontgomerytoachieveracialjustice(orendinstitutionalizedracism)byorganizingaboycottofthebussestocompelthebuscompanyandcitycounciltodesegregatethemforaslongasittakes.
3. Drawapictureofyourstrategicgoal.Whatwouldtheworldlooklikeifyouachieveit?
Chooseonepersonfromyourgrouptopresentinoneminutethepictureofyourstrategicgoalandyourorganizingsentencetothelargegroupduringdebrief.
Writeyourtheoryofchange:
Ifmypeopledo…
Thentheresultwillbe…
Because…
8 0
STRATEGYIPEER-TO-PEERDEBRIEFAGENDA(30minutes)
1. Gatherwithoneotherteam.Eachteamshouldchooseatimekeeperandscribe.(2min)
2. Team1:Presenterssharethepictureofyourstrategicgoalandyourorganizingsentence.(2min)
3. Team2:ProvidefeedbackintheformofquestionsONLY.Team1shouldlistenSILENTLYandnote
downthequestions.(5min)
4. Team1:cannowrespondtothequestions.(7min)
SWITCH
5. Team2:Presenterssharethepictureofyourstrategicgoalandyourorganizingsentence.(2min)
6. Team1:ProvidefeedbackintheformofquestionsONLY.Team1shouldlistenSILENTLYandnote
downthequestions(5min)
7. Team2:cannowrespondtothequestions.(7min)
8. Endofpeer-to-peerdebrief.Pleasetakea10-minutebreakandmeetbackintheplenary.
8 1
TEAMBREAKOUTSESSION:STRATEGYII
Goals6. Todecideonthetacticsthatcanhelpyouachieveyourstrategicgoal.7. Toputthosetacticsonacampaigntimelineculminatinginapeak.
AGENDATOTALTIME:60-minutes(55min.teamwork+5min.transitiontime)Asateam,youwillbrainstormtacticsthatwillhelpyouachieveyourstrategicgoal,sequenceyourtacticsintopeaksonacampaigntimeline,andvisualizeyourkickofftactic. 1.Gatherinyourteam.Nominateatimekeeperandscribe.Reviewagendaand
clarifyconcepts.2.Reviewyourtheoryofchangeandstrategicgoal.IncorporateanyfeedbackfromStrategyI.
2min.5min.
3.Whattacticscanhelpyouachievethegoal?Onwhattimeline?Usethefollowingworksheettohelpyoustrategize.4.Brainstormandvisualizeyourkickofftacticsusingtheworksheet.5.Choosesomeonefromyourgrouptopresentyourcampaigntimelineandthevisualizationofyourstrategicgoalandkickofftactictothelargergroup.Rejointhelargergroup.
---**NOTE:Wewillbedoinga“gallerywalk.”Pleasepostthepicturesofyourtimeline,goalandkickofftacticonthewallintheplenaryspacesothatwecanallwalkaroundandlookateachone.
25min20min.3min.
8 2
WORKSHEET:DEVELOPING STRATEGY II: TACTICS AND TIMELINE
1.TACTICS&CAMPAIGNTIMELINE(Total:25min)Step1:BrainstormTactics(10min)
Asateam,brainstormasmanytacticsasyoucanin10minutesonflipchartpaper.Yourtacticsshouldbebasedonyourtheoryofchange.Howwillyouorganizeyourconstituency’sresourcestocreatethechangetheywant?Goodtacticsarebasedinthecultureandexperienceofyourpeopleandreflectyourvalues.
Thendecideonthetopthree,usingthefollowingcriteria:dotheymakegooduseofyourresources?Dotheybuildcapacity?Dotheyhelpyoutoachieveyourgoal?
Step2:SequenceTacticsintoPeaks(15min)
StrategizeBackwards.Howwillyouorganizeyourtacticsovertimetoachieveyourstrategicgoal?Foreachtactic,determineapeakgoal—whatwoulditlookliketoachieveit?Apeakistypicallyaneventoractionwithyourconstituencythatshowsallthecapacitythat’sbeengeneratedsincethelastpeak.Startingatyourstrategicgoal,workbackwardstosequenceyourpeaksonacampaigntimeline(seeexamplebelow).
Ensurethateachpeakbuildsonwhatcamebeforesothatyouaregainingpowerandcapacityovertime,culminatinginyourstrategicgoal.Whatoutcomedoyouwantfromeachpeak(forexample,howmanynewpeoplesignuporhowmanypeopleparticipateinamarch)?
8 3
2.KICK-OFFTACTIC(Total:20min)
Step1:BrainstormKickoffTactics(10min)
StrategizeForward.Nowfocusonyourfirstpeak:yourcampaignkickoff.Whatmeasurableoutcomewillyoutrytoachievewiththisfirstkickoff?Howwillthekickoffbemotivationalforyourconstituency?Howwillitrevealtoyourcommunityitsownresources,courageandsolidarity?Brainstormasmanytacticsforyourkickoffasyoucanin10minutesonaflipchartpaper.Trytouse“Yes,And!”strategizing,ratherthan“No,But!”Buildoneachother’sideas.Thenuseyourdecision-makingprocess(fromyesterday’steamnameexercise)todecidewhichtacticyouwillorganizeasateam.
Step2:Visualize(10min)
A.Asateam,drawapictureofyourkick-offtactic.Whatwillitlooklike?Whenwillittakeplace?Where?Whowillbeinvolved?Howmany?Whatwilltheybedoing?Whatwilltheybewearing?Whatwillyoubedoing?When?
OurKickoffTacticVisualization:
B.Makealistofthethingsthatneedtogetdonebetweennowandtheninordertoeffectivelyorganizeyourkick-offtactic:
•
•
•
•
•
8 4
MOBILIZINGSHAREDCOMMITMENT:ACTION
Howdoweinspireotherstojoinusintakingaction?
8 5
S H A R E D M E A S U R A B L E A C T I O N
Whatisaction? Actionconsistsofmobilizinganddeployingconstituencyresourcesinwaysthatcancreatethepowerneededtowin.First,effectiveactionproducesresultsthatcontributetoaccomplishingyourgoals.Second,effectiveactionstrengthensyourorganizationandattractsandengagesnewpeople;itincreasesourcommunity’scapacitytoeffectchangeinthefuture.Third,effectiveactioncontributestothegrowthofindividualsinvolvedinthecampaign;itdevelopsleadership.
Goalsforthissession:• Learntocommitpeopletojoiningyouinaction.
• Learntodesignactionthatwillmotivatepeopletorecommittodomore.
8 6
Howcanweengageineffectiveaction?Effectiveactionrequirescommitmentandmotivation.
Howdowegetclearcommitments?First,wemustmobilizeotherstomakeexplicitcommitmentsinordertoachievespecific,measurableoutcomes.Whenwecommitotherstoaction,wearegivingthemanopportunitytomakeameaningfulcontributiontoacausetheycareabout.Sowhydon’twealwaysjustask?Sometimes,weworryaboutburdeningothers,orweworrythattheywillsaynoandwe’llfeelrejected,ormaybethey’llsayyesandthenwe’llhavetocommitourselves!Whenweaskotherstojoinus,itiscriticalthatweuseclear,conciselanguage.Sometimeswemaytrytominimizethecommitment,makingitseemsmallerorlessimportantthanitreallyis.Butrespectingothersmeansbeingvery transparentabout theworkahead,about thesupport they’ll receive,andgivingthemachoiceofwhetherornottocommit.Mobilizingeffectivecommitmentsrequiresfoursteps:
8 7
1. Connect: Make the “ask” as specific as you can to the person whom you are trying tomobilize. Identify yourself, why you’re doing what you’re doing, and let them know whyyou’reaskingthemtohelp.Thiscanbedonewithfewwords.
2. Context:Explainwhytheactionyouareaskingthemtotakeisurgent.Bespecificaboutthechallengeandthehope.
3. Commitment:Explicitlyask theotherperson ifyoucancounton themtoengage inactionwithyou.Beveryspecificaboutthedate,time,andplace.
• “Canwecountonyoutojoinusin_____________?”• “Willyoujoinmeindoing____________?”
LISTENCAREFULLY.Istheanswer:
“Yes!Definitely!”(Great!Confirmthedetails)“Maybe...”(Askwhatquestionstheyhaveandhowyoucanfollowup.)“No,I’msorry.”(Askwhy?Givethemyourcontactinfoincasetheychangetheirmind.)
4. Catapult: Ifsomeonesays“yes”thengivethemtherespectofhavingrealworkandrealresponsibilityatyouractionandarealplantogetthere.Ask:
• Canyoubringsomethingtotheevent(i.e.food,posters,etc.)?• Canyoucommittobringing2friendswithyou?• Howdoyouplanongettingtotheevent?(peoplewithplansaremuchmorelikely
toattend!)
8 8
Howdoweconfirmandfollowuponcommitments? InourIntroductiontoOrganizingwegavethefollowingdefinitionofleadership:Takingresponsibilityforenablingotherstoachievepurposeinthefaceofuncertainty.Takingresponsibilitymeansthatwecan’t just get a commitment to action, pocket it like change, and walk away. We have theresponsibilitytofollowupanddoeverythingittakestosupportothersinjoiningus.Mostimportantare“remindercalls”andtheclosertotheevent,themoreimportantandeffectivetheremindercallwillbe.1) Recruit others and get a specific
commitmenttoaction.
2) Confirm the commitment a few days out.Check in and see if the people whocommitted need a ride, can invite others,or can take responsibility for part of theaction.Confirmthedaybeforetheaction.Provide full details on the place, time andpurpose of the action, including anyupdates on the agenda or attendees.Confirm one more time 30-60 minutesbefore theaction—theperiodwhenwe’reall most likely to find something moreurgenttodo.Conveyhowexcitedyouaretohaveothersjoinyouinaction.
3) ACTION! Lead a motivational action that respects others’ time, but also provides full training,opportunitiesforrelationshipbuilding,andpurposeful,measurableaction.
4) Evaluate&celebratetheactiontogether.Tallyupallmeasurableoutcomessothateveryonecansee that they’repartofabiggerwhole. Debrief indetailwhatworkedandwhatshouldchangenext time. Thencelebrate!Whowants tospendtheir freetimewithouthaving fun?! Generateroutines forhowpeople in yourorganization celebrate together, perhapswith food,musicor aroundofstoriesfromtheday.
5) Thankeveryonethenextdayfortheirparticipationinaction.Tellthemspecificallywhatimpacttheactionhadinthecampaign.Askfortheirinputonwhatworkedandwhatshouldbechangednexttime.
6) Moveparticipants to thenext levelof leadershipwhere theycanhelpyouandyour teamplanmoreactionsintheircityorneighborhood.
1.Recruit
2.Confirm(3X)
3.ACTION!
4.Evaluate&Celebrate
5.Thankyou!
8 9
Howdowedesignmotivationalaction?Foractiontoengageothersinwaysthatexpands—ratherthandepletes—ourresources,weneedtodesignactionmindfully.Ifpeoplefeelthatwhattheyaredoingisinsignificant,orthattheyarebeingused,orthattheymustdoboringandmeaninglesswork,thentheyareunlikelytotakeinitiative,solveproblemsorrecommit. Howdoesmotivationaltaskdesignwork?Outcomes:Whenataskiswelldesigned,peoplewhoparticipatewillfeelmoremotivated,takeinitiativeinsolvingproblems,andmakeadeepercommitmenttothework. Design:Creatingtheexperiencetoachievetheseoutcomesrequiresattentiontothesefiveelementsofdesign:
• TaskSignificance(TS)–Experiencingtheimpactoftheworkontheworld.• TaskIdentity(TI)–Recognitionofyour“ownership”ofaclearpieceofthework.• SkillVariety(SV)–Engagementofavarietyofskillsincludingheart,hands,andbrain.• Choice(C)–Havingthespacetomakecompetentchoicesabouthowtodothework.• Feedback(FB)–Resultsarevisibletothepersonperformingthetask,evenastheyperform.
DesigningMotivationalTasksUsingthechecklistbelow,wecanevaluatetaskstodeterminehowmotivationaltheyare,redesignthemtomakethemmoremotivational,andconstructthemsoastocreatealeadershipladder,opportunityforpeopletoearngreaterresponsibilities.
TaskCharacteristics OutcomesTaskSignificance(TS)(“thetaskreallymatters) MotivationTaskIdentity(TI)(“mycontibutionisclear”) ProblemSolvingSkillVariety(SV)(“takesmyheadandhands) Commitment Choice(C) (“choosinghowIdothework”)Feedback(FB)(“seeinghowI’mdoingasIdoit”)
9 0
TaskDesignLadder Level1 Level2 Level3TITSSVAFGettingintoactionnowTheactionwe’llengageinatthistrainingistomakeaclearaskofyourpeerstosupportyouinaspecific,measurableaction,andmakingphonecallstoaskotherstojoinyouforyourkick-offtactic!
9 1
TEAMBREAKOUTSESSION:ACTION
Goals:• Practicethecoreorganizingskillofrecruitingotherstomakearealcommitmenttotranslate
theirvaluesintoaction.AGENDATOTALTIME:50-minutes(45-minutesgroupwork+5-minutestransitiontime)
1.Gatherwithyourteam.Chooseatimekeeper.Reviewtheagenda. 2min.
2.Asateam,decideonyourgoalforthisexercise:howmanytotalcommitmentswill 3min.youneedtogetforyourkickoff?Howmany“asks”willyouhavetomake?Writeitontheworksheetthatfollows.
3.Asindividuals,taketimetonotethekeyquestionsyouwillasktogetaconversation7min.going,thekeystoriesyouwillsharetobringyourselftothetable,andthespecific“ask”youwillmake.Thisisnota“script”thatyouwillread,butratheraguideforameaningfulconversation.Usetheworksheetthatfollows.Role-playanaskwithyourteam.
4.Startrecruiting!Listenforinstructionsfromtherole-playfacilitator.15min.Forthefirstround,halftheroomwillbetheorganizers,andtheotherhalfwillbetheconstituents.Theorganizershave10minutestohavemeaningfulcommitmentconversationsandgetcommitmentsfortheirkickoffevent.
Eachindividualshouldusetheworksheetthatfollowstotrackhowmany“asks” you’vemade,andhowmanycommitmentsyou’veobtained.
5.Switchandstartrecruiting!Nowtheotherhalfoftheroomwillhaveachance 10min.tobeorganizersandrecruitcommitmentsfortheirkickoffevent.
Eachindividualshouldusetheworksheetthatfollowstotrackhowmany“asks” you’vemade,andhowmanycommitmentsyou’veobtained.
Debriefwithyourteam.Organizers,returntoyourteamtoreportbackandtallyup 5min.yourwholeteam’stotals.
7.Returntotheplenaryforthedebrief. 3min.
9 2
WORKSHEET:DEVELOPING THE SKILL OF ENGAGING REAL COMMITMENT
Step1:Decideonyourteam’sgoalsforthisexerciseandrecorditinthetablebelow(3min.)TEAMNAME TEAMGOAL:Howmanytotal
commitmentsdoweneed?Howmanypeoplewillwemake“asks”toinordertoreachourgoal?
Step2:PrepareforYourMeaningfulCommitmentConversation(7min.)Usingthestoryworkyou’vedonetohelpyouwriteyourrecruitmentcallscript.Thekeysherearethatyouaskquestionstounderstandthemotivationsofthepersonyou’reengaging,thatyourstoryincludesomethingaboutyou,andwhyyou'remotivatedtoact;youtellalittlebitaboutwhoyourgroupis,andwhythey'vecometogethernowtoworkonthis;andpresentthechoicethatyourlistenerhastomake–joinusatourupcomingaction.Don’tdon'tworryaboutgettingitexactlyright;yourconversationswilleachbedifferentanyway–theyshouldbeconversationalandrespondtoyourlistener,notoverlyscriptedorformal.Buthereisagoodlistofsampletalkingpointsthatyoucanusetoorientyourself.YOUR“SCRIPT”:Hi,mynameis___________________,andI’mat_______today.Igotyournamefrom________whosaidyouwouldbeagreatcandidatetohelpuslaunchalocalcampaignnextmonthtofightforqualitypublicschoolsforourkids.Somethingstokeepinmindasyouprepare:
• CONNECTION:Letthepersonknowwhoyouare,whyyoucareaboutthisissue,andaskhowtheyhavebeenaffected(drawingonyourstoryofselfandstoryofus).Keyquestionstoasktogetconversationgoing(remembertoLISTEN):
• Haveyouheardaboutthemovementwe’rebuildingat______?Ifnot,letmetellyouaboutit…
• Tellthemaboutyourexperiencehere,thepeople,andthe_________campaignbeinglaunched
9 3
• Howdidyougetstartedorganizing?Inwhatcontext?(on/offcampus/inyourcommunity)• Howareyoualreadyinvolvedwithworkingonpubliceducationissues?
Makenoteofthekeypartsfromyourstoryworkthatrevealyourmotivationtodothiswork:2)CONTEXT:Explainwhatyouandyourteamareplanning.Providedetailsaboutwhoyourgroupis,theexactchallengesthatmoveyoutoactionrightnow,therealhope,andastrategicchoice.
3)COMMITMENT:Gettingcommitment:Willyoujoinmeinlaunchingthiscampaigntodo__________on_________date?Whatdoyouthink?
§ WAITforthemtothinkandrespond.§ ConfirmtheDATE,TIME,LOCATION.“CanIcountonyoutobethere?”§ “WhoelsecanyousuggestIcontact?Orwouldyouliketohelpmerecruit?”
4)CATAPULT:NextSteps:Thankthemfortheirtime,findatimethatyoucanfollowupinafewdays,explaintherecruitmentprocessgoingforward.Iftheysaid“yes”tojoiningyou,givethemthechancetolead.Whatrolesareemptyonyourleadershipteam?Whatworkneedstogetdonetoprepareforyourevent?Howcouldtheyhelpyou?
9 4
Step3:StartRecruiting!Whenitisyourturntobeanorganizer,writeyournameinrow1.Asyourecruit,keepatallyofhowmany“asks”youmakeandhowmanycommitmentsyouactuallyget.
Individualteammembers’names:
Howmany“asks”didyoumake?
Howmanycommitmentsdidyouget?
1.YOURNAME:
2.Teammember2:
3.Teammember3:
4.Teammember4:
5.Teammember5:
6.Teammember6:
WHOLETEAMTOTALS
Step4:TeamReportBack&Debrief(5min)Whenyougathertodebrief,fillintherestofthetable,above,byhavingeachmemberofyourteamreportbackthenumberof“asks”madeandthenumberofcommitmentsobtained.Tallyupthetotalsforyourwholeteamandseehowitstacksupwithyouroriginalgoal.
9 5
PUTTINGITALLTOGETHER:STORYOFNOWANDLINKINGSELF/US/NOW
Howdowebringourvalues,strategyandactiontogether?
9
INTRODUCTIONTOSTORYOFNOW
TheStoryofNowdescribesanurgentchoicefacedbythe“us”whomyouhopetomobilizetoact:achallengingvisionofwhatwillhappenifitdoesnotact,ahopefulvisionofwhatcouldbeifitdoesact,andacalltocommittotheactionrequired.Inthiswayastoryofnowmakesthebridgefromstory–whyweshouldact–tostrategy–howwecanacteffectively. Nowweknowwhyyou’vebeencalledtoyourmission.Wealsoknowwhothe“us”isthatyouwillcallontojoinyouinthatmission.Astoryofnowarticulatestheurgentchoicefacedbythat“us”thatrequiresaction:achallengingvisionofwhatwillhappeniftheydonotact,ahopefulvisionofwhatcouldbeiftheydoact,andacalltochoosecommitmenttotheactionrequired.The“character”inastoryofnowisyou,thepeopleintheroomwithyou,andthebroadercommunitywhomyouhopetoengageinaction.InWashingtonDC,August23,1963,Dr.MartinLutherKingtoldastoryofwhathecalledthe“fierceurgencyofnow.”AlthoughweallrecallhisvisionofwhatAmericacouldbe,hisdream,weoftenforgetthatactionwasurgentbecauseofthe“nightmare”ofracialoppression,theresultofwhiteAmerica’sfailuretomakegoodonits“promissorynote”toAfricanAmericans.Thisdebt,heargued,couldnolongerbepostponed.Ifwedidnotactnow,wecouldneverrealizethedream.Inastoryofnow,storyandstrategyoverlapbecauseakeyelementinhopeisastrategy–acrediblevisionofhowtogetfromheretothere.Andakeyelementinstrategyisasourceofhope–asenseofpossibility.The“choice”weoffermustbemorethan“wemustallchoosetobebetterpeople”or“choosetodoanyoneofthislistof53things”(whichmakeseachofthemtrivial)or“gotoxwebsiteandclick”.Ameaningfulchoicerequiresactionwecantakenow,actionwecantaketogether,andanoutcomewecouldachieve.The“character”inastoryofnowisyou,thepeopleintheroomwithyou,andthebroadercommunitywhomyouhopetoengageinaction.
Goalsforthissession:
Tolearnhowstorycanmoveustoaction
Tolearnhowtobridgefromstrategyintoaction
Eachparticipantpracticestellingastoryofnowandgetsfeedbackonhis/herstory
97
TheElementsofaStoryofNow
• TheChallenge–Thechallengewearefacingnow(maderealthroughstories,notjuststatistics)
• TheOutcome--Aplausiblepathwaytoaction,asenseofthe“possible”,ofwhat“couldbe”ifweactnow.
• TheChoice--Achoicetocommittothatpathwaytoactionthateachpersoninyouraudiencecanmakerightnow.
WhyItMattersThechoicewe’recalledontomakeistoactnow.Leaderswhoonlydescribeproblems,butfailtoidentifyawaytoactaltogethertoaddresstheproblem,aren’tverygoodleaders.Ifyouarecalledtoaddressarealchallenge,achallengesourgentyouhavemotivatedustofaceitaswell,thenyoualsohavearesponsibilitytoinviteustojoinyouinactionthathassomechanceofsuccess.A“storyofnow”isnotsimplyacalltomakeachoicetoact–itisacallto“hopeful”action.
98
VIDEOREVIEW:GANDHI
We'llbewatchingavideoofGandhitellingastoryofnow.Whileyouwatchit,thinkabouttheelementsoftheStoryofNowthatmakeuphiscalltoaction.
CHALLENGE
OUTCOME CHOICE
Howdoesheconfronthisaudiencewithareal,urgentchallenge?Whatimagesdoeshecreate?Whatisthesourceofanger?
Wheredoeshelocatethesourceofhope?Couldthecommunitydowhatheasks?Coulditworkiftheyacttogether?
Whatdoesheaskthecommunitytodo?Whatmakesitmeaningful?
1. WhydoesGandhibeginashedoes?
2. Whatdetails,images,momentsdothesestoriesbringalive?3. Whatvaluesdoeshedrawuponandchallengehisaudiencetoliveup?
99
PUTTINGITALLTOGETHER:LINKINGPUBLICNARRATIVE
IfIamnotformyself,whowillbeforme?WhenIamonlyformyself,whatamI?Ifnotnow,when?—Hillel,1stcenturyJerusalemsagePirkeAvo
AsRabbiHillel’spowerfulwordssuggest,tostandforyourselfisthefirststep,butinsufficientonitsown.Youmustalsofindorcreateacommunitytostandwith,andthatcommunitymustbeginactingnow.Tocombinethestoriesofself,usandnow,youhavetofindthelinkbetweenwhyyouarecalledtothismission,whyweasacommunityarecalledtothismission,andwhatourmissioncallsonustodonow.Thatlinkingmayrequireyoutocontinuallyrethinkthestoriesofself,us,andnowthatyouareworkingon.
Storytellingisadynamic,non-linearprocess.Eachtimeyoutellyourstoryyouwilladaptit–tomakeyourselfclearer,toadjusttoadifferentaudience,tolocateyourselfinadifferentcontext.Asyoudevelopastoryofus,youmayfindyouwanttoalteryourstoryofself,especiallyasyoubegintoseetherelationshipbetweenthetwomoreclearly.Similarly,asyoudevelopastoryofnow,youmayfinditaffectswhatwentbefore.And,asyougobacktoreconsiderwhatwentbefore,youmayfinditaltersyourstoryofnow.Storytellingtakespractice.Ourgoalisnottoleavewithafinal“script”ofyourpublicnarrativethatyouwilluseoverandoveragain.Thegoalistohelpyoulearnaprocessbywhichyoucangenerateyournarrativeoverandoverandoveragain,when,where,andhowyouneedtoinordertomotivateyourselfandotherstospecific,strategicaction.
100
VIDEOREVIEW:MAUNGNYEU
We'llbewatchingafive-minutePublicNarrativebyMaungNyeu.Whileyouwatchit,thinkabouttheelementsofSELF–US–NOWthatyouhearinhisstory.
SELF
USNOW
Whatexperiencesshapedhisvalues?Whosechoiceswerethey?Whyaretheystories?
Whoisthe“us”towhomheappeals?Whatmomentsofchoicedoesherecall?Whatarethevalues?
Whatchallengestothosevaluesdoeshedescribe?What’sthesourceofhope?Inwhatactiondoesheaskustojoin?
1. WhydoesMaungbeginashedoes?
2. Whatchallenge,choice,andoutcomeareatthecoreofeachstoryhetells?
3. Whatdetails,images,momentsdothesestoriesbringalive?4. Whatvaluesdothesestoriescommunicate?
101
TEAMBREAKOUTSESSION:LINKSELF/US/NOW&ASKFORCOMMITMENT
GOALS• Learnhowintegrateyourstoriesofself/us/nowintoapublicnarrative• Askforcommitmentsbyarticulatingaspecificchoicepointforotherstomake
NOTE:It’smorethanan“ask.”It’sachoiceaboutwhethersomeone’sgoingtostayonthesidelinesordiveinandactontheirvalues.It’sanopportunityforthemtojoinwithyou.
AGENDA
TOTALTIME:45min.(40-minutesteamwork+5min.transitiontime)
1. Gatherinyourteam.Nominateonepersontobeatimekeeper. 2min.
2. Takesometimeasindividualstosilentlydevelopyour“PublicNarrative.”Linkyourstoryofnowwithastoryofselfandstoryofus.Usetheworksheetthatfollows.
5min.
3. Asateam,goaroundyourgrouptopracticeyourfullpublicnarrative.• Eachpersonhas3minutestotellhis/herpublicnarrative,and
with2minutesforfeedback.• Besurethatyouendbyaskingforaclearcommitmentthatis
rootedinyourteam’sprojectandyourstrategy.**NOTE:Youhave3minutestotellyourstory.Sticktothislimit.Makesurethetimekeepercutsyouoff.Itencouragesfocusandensureseveryonehasachance.
25min.
4. Asateam,goaroundyourgrouptodoaroundofappreciations.Eachpersonhasupto1minutetoappreciatetheteammatesittingtoherorhisleftforacontributiontheyhavemadeoramomentyouhaveshared.
5min.
5. FacilitatorinvitessomeonetosharetheirPublicNarrativewiththelargergroup.Rejointhelargergroup.
3min.
102
WORKSHEET: LINKSELF/US/NOW
Start here
103
LinkingChart:Asyoubegindevelopingyourlinkedpublicnarrative,rememberthatyourvaluesarewhatlinkthedifferentpiecesofyourstorytogether,somakesureyoucommunicateclearandconsistentvaluesthroughout.Alsobesuretoincludeself,us
andnowaswellaschallenge,choice,andoutcome.Onceyou’vecraftedyourlinkednarrative,youshouldbeabletomarkan“X”ineachboxbelow.
Challenge Choice Outcome
Self
Us
Now
Clear&consistentvalues?☐Arevaluespresentthroughout?☐
104
WORKSHEET:LINKSELF/US/NOWStoryofNowWhatstoriescommunicatetheurgentchallengesthatyourcommunityfaces?Whatstoriescanofferyourcommunityasenseofhope?StoryofSelfWhatstoriescanyoutellabouttheexperiencesand/orvaluesthatcallyoutotakeleadershipwithineducation?Thinkofparticularchallengesyoufaced,choicesyoumade,andtheoutcomesinthoseexperiences.StoryofUsWhatstorieshighlightthesharedvaluesandexperiencesofthepeopletowhomyou’respeaking?Thinkofspecificcollectivechallengesyoufacedasacommunity,thecollectivechoicesyoumade,andtheoutcomesofthoseexperiences.Whatspecific“ask”areyoumakingtootherstojoinyouinmeaningfulaction?______________________________________________________________________________
105
COACHINGTIPS:PUBLICNARRATIVE
DON’Tsimplyoffervague“feelgood”comments.(“Thatwasareallygreatstory!”)DOcoacheachotheronthefollowingpoints:
1. THECHALLENGE:Whatisthespecificchallengewefacenow?Didthestorytellerpaintavividandurgentpictureofit?Whatdetailsmightmakeitevenmorevividandurgent?“Thechallengewasn’turgentenough.Whynotmention________?”
2. THEOUTCOME:Whatisthespecificoutcomeifweacttogether?Isthereaclearand
hopefulvisionofhowthefuturecanbedifferentifweactnow?“Theoutcomecouldbeevenmorehopefulifyoudescribed_______.”
3. THECHOICE:Isthereaclearchoicethatwearebeingaskedtomakeinresponsetothe
challenge?Howdidthechoicemakeyoufeel?(Hopeful?)“Whatexactlyareyouaskingustodo?Whenshouldwedoit?Where?”
4. VALUES:Whatvaluesdoyousharewiththestoryteller?Doesthestoryofnowappealto
thosevalues?“Insteadoftellingustocare,itwouldbemoreeffectiveifyoushowedusthechoicetobemadebyillustratingthewayinwhichyouvalue .”
5. DETAILS:Weretheresectionsofthestorythathadespeciallyvividdetailsorimages(e.g.
sights,sounds,smells,oremotions)?“Theimageof________reallyhelpedmefeelwhatyouwerefeeling.”“Trytellingmoredetailsabout_______sowecanrelatetothissharedexperience.”
6. INTERWEAVINGSELF,USANDNOW:Didthestoryofselfandthestoryofusrelatetothestoryofnow?Ifso,whatwasthecommonthread?Ifnot,whatthreadcouldthestorytellerusetorethinktheconnectionsbetweenself,usandnow?
106
RecordFeedback/CommentsfromYourTeamMembersHere:CoachingYourTeam'sPublicNarrativeAsyouheareachother'spublicnarratives,keepingtrackofthedetailsofeachperson’sstorywillhelpyoutoprovidefeedbackandrememberdetailsaboutpeopleonyourteamlater.Usethegridbelowtotrackyourteam'spublicnarratives.
N AM E V A L U E S S E L F U S N OW
107
AppendixMoreOnCoachingAsALeadershipPractice
HowdoIprioritizewhotocoachinorganizing?Whenyouhaveseveralindividualsorteamstocoach,wheredoyoustart?Wheredoyouputmostofyourenergytogetthebestoutcomes?
Investyourfirstcoachingeffortinthosewhoaredoingthebestwork.Thisseemscounterintuitive,butthepurposeofcoachingisnotjusttofixproblems–it’stohelppeopleachieveexcellentoutcomes.Coachingyourmostinnovative,productivepeoplefirstmaximizestheirproductivity,andprepsyoutocoachothersbygivingyouadetailedunderstandingofwhatexcellentworklookslikeinpractice.Andifyourbestfolksgetevenbetter,theycanhelpyoucoachandsupporttheirpeers.Next,coachthosewhoareshowingpromise.Withwhatyou’velearnedfromthestrongestgroups,moveontothosewhoaredoinggoodworkandhelpthemmaketheleaptogreat.Utilizethetipsinthe5StepCoachingProcesssectionforchoosinginterventionstohelpyoutailoryourcoaching.Finally,focusontheindividualsandteamswhoarestruggling.Watchthesefolksinactionbeforejumpingtoconclusions.Aretheystrugglingbecauseofcontextualfactors,likealackofresources,orbecauseofinadequateskilloreffort?Tryinvestingalittlemore(resources,trainingorsupport),andseeifoutcomesimprove.Ifso,great,keepcoaching!Ifnot,thenassesswhetherthispersonisintherightrole.Whetheryou’recoachingstafforvolunteers,makingsuretherightpeopleareintherightrolesbasedontheirskillandpassionisabasicformofrespect.Whileit’spainfulforallinvolvedintheshortterm,helpingsomeonemoveonfromarolethat’snotwellsuitedforthemwillonlyhelpeveryoneinthelongterm.
108
Becarefultosetboundariesonyourcoachingwiththosewhoarestrugglingthemostsothatyoucontinuetospendtimeandenergytokeepyourexcellentfolksgoingstrong,andyourgoodfolksgettingbetter.HowdoIcoachorganizerstolearnfromfailure?Inherbook,Mindset,CarolDweckarguesthatwealltendtowardoneoftwomindsets:fixedorgrowth.Thefixedmindsetclaimswe’rebornwithourbasicqualities,likeintelligenceortalent,whichcan’timproveorchange(sowhytry?).Everheardsomeonegiveapoorpresentation,thensay,“I’mnotagoodpublicspeaker”?That’safixedmindset.
Thegrowthmindsetassertsthatwecandevelopourabilitiesthroughdedicationandhardwork.Ourjobascoachesistocultivateagrowthmindsetinthosewe’recoaching.Thatrequireslearningtolookdirectlyatfailureandunderstanditsowecanimprove.Herearesometipsforlearningfromfailure,whilestrivingforsuccess: Createacultureofdebriefing.Beforeworkbegins,scheduletimetodebriefintoeverystep.Maketimeaftereveryeventorprojecttoevaluatewhatworked,whatdidn’t,andarticulatekeylearning’stogether.Requireshortwrittenreflectiononmajorprojects,especiallythosethatfallshort. Differentiatebetweenactionsandcontext.It’seasytoholdsomeoneresponsibleforeveryoutcome.Butsuccessandfailureareacombinationofindividualactionsandsituationalcontext.Asyoudevelopalearningrelationshipwiththepersonyou’recoaching,paycloseattentiontothedetails.Whendoesoneactionleadtosuccess?Underwhatconditionsdoesthesameactionleadtofailure?Successrequiresconstantlyevaluatingthecontextandadaptingourbehaviortomaximizegoodoutcomes. Interpretwhathappened.Coachthepersonyou’reworkingwithtointerpretfailurewithcleareyes.Hidingfailureorpretendingitwassuccessdoesn’tfoolanyone.Showthoseyoucoachthatinterpretingfailureisanintegralpartofwinning.CheckoutBarackObama’sspeechafterhisNewHampshireprimarylossforagreatexampleofinterpretingfailureinawaythatstaysfocusedondrivingforsuccess(http://www.youtube.com/watch?v=Fe751kMBwms). Getbackoutthere!Whowantstowallowinfailure?Encouragethoseyoucoachtogetoutthereandtryagain!