Launching a Leadership Team
Congratulations on beginning the journey to launch your leadership team! Your diversity of resources
and unity of purpose are already in the room - this process is all about helping you create the structures
to make them come out and flourish as you engage in action together. Get ready and get excited -- the
work you do together in the next hour will set you up to make the sustainable and deep change our
nation needs!
To complete this worksheet as a team, you will need:
● A copy of this worksheet for each team member (paper or soft copy)
● A whiteboard, flipchart, projected screen or some way to write so everyone can see
● Post-its, index cards or scratch paper - just something to write on!
● MOST IMPORTANT: The video entitled “RS Coach: Launching a Leadership Team” can be found
on the ​Session Three Structuring A Leadership Team Worksheet page​, on the Resistance School
website. This virtual coach will guide you step by step through this worksheet, with critical
reminders and guidance along the way.
Agenda: (1 hour total, including video)
1)
2)
3)
4)
5)
6)
7)
Welcome (2 minutes)
Creating Common Values, Shared Interests and Unique Resources (10 minutes)
Our Shared Purpose (25 minutes)
How We Will Work Together: norms (5 minutes)
Roles: match responsibilities and people (5 minutes)
Name and Chant: give ourselves inspiration and motivation (5 minutes)
Conclusion: plus/delta, next steps (3 minutes)
SECTION 1: WELCOME (2 MINS)
Video: ​Please play the first portion of the RS Coach Video until you see the screen that says
“Values, Interests and Resources.” Then press pause to complete the table on the next page.
Goals
●
●
To explain the purpose of the meeting
To provide a roadmap for how the meeting will flow
Please select one person from your team to be a ​timekeeper ​and one person to be a ​scribe​.
1
SECTION 2: Identifying Common Values, Shared Interests and Unique Resources (10 MINS)
Goal
● To identify common values that made each of us join Resistance School
● To identify interests shared by members of your team.
● To call out the diverse resources in the room.
Instructions
● Create a table everyone can see with 3 columns:
Our Shared Values Our Shared Interests Our Unique Resources Values
● If your team generated common values during Resistance School Session 1 or 2, list those here.
● If you are new to Resistance School, here is one example of a protocol to help you find that
common thread:
o Give each person a minute or two to reflect on the values that brought them to the
Resistance School.
o Then, let each person in the group share what they wrote and why. What do these
values mean to them? Why are these values so motivating?
o Now, what are the common themes you heard as a team across everyone’s values?
What are the common values that drive your team? Capture these shared values in the
Action Worksheet.
Interests
● If your team generated shared interests during Resistance School Session 2, list those here.
● If you are new to Resistance School, here is one example of a protocol to help you find that
common thread:
o In pairs, spend two minutes each sharing what brings you to Resistance School. What do
you hope to change in the world? What does “a better life” mean for you, your family,
your community, your society?
o In your whole team, report out what you learned about your common vision. What do
you all want to see change? Some examples might include “better schools,” “access to
healthcare” or “a cleaner environment.”
Resources
● Give each person post-its, index cards, scratch paper or something else to write on.
● You are about to engage in a Resource Race. Your job is to think of as MANY resources as you
can that you bring to the table in each category. The timer will set the clock for 1 minute for
each category listed below. Be expansive and creative! Ready, Set, Go!
○ Networks​ I have: Schools, faith communities, social clubs...
○ Talents​ I have: Playing the guitar, knitting, making spreadsheets, talking to people...
○ Knowledge​ I have: The legal system, the immigrant experience, how to fundraise...
2
●
○ Physical resources​ I have: A kitchen, a car, office supplies...
○ Anything else!
Capture the results of your Race in the table.
SECTION 3: SHARED PURPOSE (8 MIN)
Goal
● To come up with a shared purpose for the team
● To explore differences in the context of commonality
Video: ​Please play the RS Coach Video until you see the screen that says “Shared Purpose:
Individual Writing Time.” Then press pause to complete your individual reflection.
WORKSHEET: DEVELOPING SHARED PURPOSE
There are four parts to this exercise.
(1) As individuals, you will clarify your own thinking about what the purpose of your team could be.
(2) As individuals, you will write a sentence that you think captures the purpose of your team.
(3) As a team, you will share your sentences, look for the common focus, and discern a purpose you
can all support.
(4) And finally, as a team, you will consider the second round of sentences (from step 3) and decide
on one that best articulates your team’s perspective.
Part I: Individual Work (5 MIN)
What ​is the unique purpose Who ​is your team organizing? of your team? What’s its goal? Who is your constituency? What are the people like and what are their interests? What will engage them? How ​will your team meet its goals? What kinds of activities could your team engage in to fulfill its purpose organizing this community? After brainstorming answers to all three questions, take a few moments to write a sentence that you
think best describes your ​team’s goal, its constituency, and its activities​. ​Draw on all three columns.
Example of a shared purpose sentence:
“​Our leadership team's shared purpose is to ensure greater health care for all by organizing doctors,
nurses and other healthcare professionals in Cleveland through pop-up clinics, rallies at hospitals and
visits to the state capitol.”
3
Our team’s shared purpose is to Video: ​Please play the RS Coach Video until you see the screen that says “Shared Purpose: Team
Work.” Then press pause to complete your teamwork.
Part 2: Team Work (10 MINS)
As each person reads his or her sentence, ask the scribe to note the key words on the chart below (on a
flipchart, projected screen, google doc, etc) on goal (what), constituency (who), or activity (how). Note
specific words that speak to you, spark your curiosity, or give you energy. When you are done, draw out
the words that are more or less the same as foundational for your shared purpose and identity the
points of greatest difference so as to discuss them explicitly before the next round.
What ​is the unique purpose of your team? Who ​is your team organizing? Who is your constituency? What are the people like and what are their interests? What will engage them? How ​will your team meet its goals? What kinds of activities could your team engage in to fulfill its purpose organizing this community? Video: ​Please play the RS Coach Video until you see the screen that says “Shared Purpose:
Individual Work.” Then press pause to complete your individual draft.
Part 3: Individual Work (5 MIN)
In light of what you learned from the last session, write a new sentence that you think can articulate a
shared purpose, using some of the key words and themes.
4
Our team’s shared purpose is to
Video: ​Please play the RS Coach Video until you see the screen that says “Shared Purpose: Team
Work.” Then press pause to complete your teamwork.
Part 4: Team Work (5 MINS)
Read all of the sentences from step 3 and choose – or combine – one that can best articulate the shared
sense of your team.
Congratulations on writing your shared purpose! ​Capture this statement somewhere your team can see
and reference often. Many teams put the shared purpose as a header for agendas, or in a shared drive.
SECTION 4: DEVELOPING TEAM NORMS (5 MIN)
Goals
●
●
To create a structure that will enable you to govern yourselves effectively, responsibly and
transparently
To help create a collaborative group environment
Video: ​Please play the RS Coach Video and follow the coach’s instructions for pausing between
each section laid out below.
WORKSHEET: DEVELOPING TEAM NORMS
Review suggested norms below. For each section, clarify, add or subtract as your team wishes.
Discussion and Decision-making (2 MIN): As a team, ​how will we discuss options and reach decisions to ensure both vigorous input and debate and agreement on courses of action? Decide how you will decide: voting, consensus, delegation, flip a coin, a combination? Always Engage in open, honest debate Ask great questions Balance advocacy with inquiry Never Engage in personal attacks Fail to listen to what others say Jump to conclusions 5
Time Management (1 MIN): ​How will we manage meetings to respect each other’s time? Always Start on time; stay on time Be fully present throughout the meeting Never Come to meetings unprepared Answer cell phones or do email Honoring Commitments (2 MIN): ​How will we delegate responsibilities for actions and activities? How will we follow through on commitments? Always Clarify understanding Provide follow-up on action items Ask for/offer support when there is a need Weekly check-in ​(When? Where?) Never Assume you have agreement Assume tasks are getting done Commit to a task that you know you won’t do How will you "self correct" if norms are not followed? SECTION 5: TEAM ROLES (5 MINS)
Goals
●
●
To practice matching people and roles based on strengths and limitations
To ensure your leadership team is appropriately diverse
Video: ​Please play the RS Coach Video until you see the screen that says “Team Roles.” Then
press pause to complete your teamwork.
WORKSHEET: DEVELOPING TEAM ROLES
●
Based on your shared purpose, what kinds of roles will be important for the team? Use the
“Team Coordinator” role as an example, and brainstorm as many as you can. Be sure to think
about both functional roles and constituency-based roles (i.e. Team Coordinator, and West Side
Lead Organizer) ​(1 MIN)
○ NOTE: Each of these roles is a leadership role, which means that each person accepts
responsibility for offering the team leadership in this domain. At the same time, the
most critical roles other than coordinator are those that reach out to engage members
of your constituency in action. For example, accepting responsibility for engaging
6
●
●
●
residents of a particular town or community, members of a particular constituency, etc.
Within each role, what are a few key responsibilities? Remember, we think about
responsibilities for ​outcomes​, not ​tasks​. ​(1 MIN)
For each role, what kinds of traits, skills, talents or resources might make for a good fit? What
kind of traits, skills, talents or resource might make for a bad fit?​ (1 MIN)
Based on the discussion about the roles, go around the circle and ask each person to share their
strengths and their limitations. Then go back and try to match people and roles. ​(2 MINS)
Note:​ When you do this for your projects, team roles should not be seen as permanent. Also, for the
team to be strong, all leaders should have to earn leadership by carrying out responsibilities relevant to
the role they seek.
Role Responsibilities You would be good Interested Team for this role if you . . . members & Related Skills/Talents EXAMPLE: Team Coordinator Coordinate the work of the leadership team. Prepare for meetings, give support and coaching to the team. EXAMPLE: West Side Lead Organizer Reaching out to organize constituents on the West Side of town: identifying, recruiting, and developing leadership teams, engaging constituents, coaching action. 7
8
SECTION 6: TEAM NAME AND CHANT (5 MIN)
Goal
●
●
To celebrate your commitment to your shared purpose.
To remind your team of their strength, unity and motivation
Video: ​Please play the RS Coach Video until you see the screen that says “Team Name and
Chant.” Then press pause to complete your teamwork.
Instructions
● Be strict on time! Time pressure spurs creativity, especially if you take the “yes, and” mentality
of building on one another.
● For a team name, try just all saying words that resonate with you at the same time and build on
what comes out.
● For a chant, try getting a volunteer to just start making a beat to play with!
● It will definitely feel silly, but when you come up with something good it will give you energy at
the end of long meetings and bring you all closer as a team.
SECTION 7: CLOSING (3 MINS)
Goal
●
●
To end with clarity and shared understanding of how the team will move forward
To learn about how best to work with your group
Video: ​Please play the RS Coach Video until you see the screen that says “Closing: Pluses and
Deltas.” Then press pause to complete your team evaluation
Instructions
● Review the decisions made (when you’ll meet), what the roles are, any other big decisions
● Evaluate the meeting with plus/deltas - What went well? What do you want to be sure to
improve next time you meet?
● End with a closing reflection.
Please play the RS Coach Video until you reach the end, and then read on!
Go to the ​Resistance School Session Three Update​ to share with us your team name, shared purpose
and an audio or video clip of your chant!
9
Originally adapted from the works of Marshall Ganz of Harvard University
http://www.hks.harvard.edu/about/faculty-staff-directory/marshall-ganz
Modified for the Resistance School by Kathryn Short
RESTRICTIONS OF USE
This work is provided to you pursuant to the following terms and conditions. Your acceptance of the
work constitutes your acceptance of these terms:
●
●
●
●
●
You may reproduce and distribute the work to others for free, but you may not sell the work to
others.
You may not remove the legends from the work that provide attribution as to source (i.e.,
“originally adapted from the works of Marshall Ganz of Harvard University”).
You may modify the work, provided that the attribution legends remain on the work, and
provided further that you send any significant modifications or updates to
[email protected] or Marshall Ganz, Hauser Center, Harvard Kennedy School, 79 JFK
Street, Cambridge, MA 02138
You hereby grant an irrevocable, royalty-free license to Marshall Ganz and New Organizing
Institute, and their successors, heirs, licensees and assigns, to reproduce, distribute and modify
the work as modified by you.
You shall include a copy of these restrictions with all copies of the work that you distribute and
you shall inform everyone to whom you distribute the work that they are subject to the
restrictions and obligations set forth herein.
If you have any questions about these terms, please contact [email protected] or Marshall
Ganz, Hauser Center, Harvard Kennedy School, 79 JFK Street, Cambridge, MA 02138.
10