Steps to run the activity
| Step | Description | Approximate timing |
|---|---|---|
| Preparation | ||
| Step 1 Presentation of the key characteristics of vision statements | Assign readings, to be completed before class ( Appendix 1), that will provide participants with the background knowledge for the exercise. Be sure to ask students about: Whether they are aware of any organizational visions; To describe – based on the readings – the components of effective vision statements; The importance and significance of organizational visions on individuals and institutions; and The key characteristics of vision statements ( Appendix 2 for a sample handout that may be distributed to students) | Students complete readings prior to class |
| Exercise 1 (30 min) | ||
| Step 2.1 Instructions and general overview of the activity | Provide participants with the instructions for the first exercise. Optionally, share past student reactions to the exercise (described in more detail in the section on the effectiveness of the exercise) to give participants an overview of the topics covered in the activity and its usefulness for learning about vision statements | 5 min |
| Step 2.2 Students assess the vision statements | Distribute copies of the worksheet ( Appendix 3) to students and ask them to complete the worksheet individually | 10 min |
| Step 2.3 Plenary discussion | Reconvene for a plenary discussion. Inquire about their perceptions related to the merits of each vision statement, whether they can identify the organizations to which each vision statement applies and their suggestions of ways in which each vision statement could be improved | 15 min |
| Exercise 2 (60 min) | ||
| Step 3.1 Instructions | Provide participants with the instructions and materials for the second exercise ( Appendix 5) | 5 min |
| Step 3.2 Character development and vision creation | Ask participants to form small groups (4–5 colleagues) and briefly overview each of the two hypothetical organizations (drawing on the vignettes included in Appendix 5). Ask teams to first select one of the hypothetical organizations and then: Reflect on and discuss the questions in Part 1 (awareness of the character) by imagining themselves as the CEO of the company and getting “in character” by projecting themselves into this role. Reflect on and discuss the questions in Part 2 (awareness of possible futures for the organization) by considering and evaluating desirable end states for the organization Reflect on and discuss the questions in Part 3 (organizational direction) to finally craft an organizational vision statement | 20 min |
| Step 3.3 Presentations | Ask each group to write their vision on the board or, in the case of larger classes, post it on an online class forum or use collaborative software to facilitate the discussion You can also ask each group to provide a brief outline of their CEO character and vision statement or select a sample of particularly well-written vision statements to read to the class | Approximately 15 min (but timing will vary depending on the number of groups) |
| Step 3.4 Plenary discussion | Ask participants to assess the degree to which the vision statements presented by the class reflect the key characteristics of effective visions (described in the first exercise). Encourage participants to describe their main take-aways from the activity and elaborate on both the wider role of vision statements and the tensions that exist between ensuring that the vision is both relevant and distinct (see sample questions in the section “running and debriefing the exercises”) | 20 min |
| Step | Description | Approximate timing |
|---|---|---|
| Preparation | ||
| Step 1 | Assign readings, to be completed before class ( | Students complete readings prior to class |
| Exercise 1 (30 min) | ||
| Step 2.1 | Provide participants with the instructions for the first exercise. Optionally, share past student reactions to the exercise (described in more detail in the section on the effectiveness of the exercise) to give participants an overview of the topics covered in the activity and its usefulness for learning about vision statements | 5 min |
| Step 2.2 | Distribute copies of the worksheet ( | 10 min |
| Step 2.3 | Reconvene for a plenary discussion. Inquire about their perceptions related to the merits of each vision statement, whether they can identify the organizations to which each vision statement applies and their suggestions of ways in which each vision statement could be improved | 15 min |
| Exercise 2 (60 min) | ||
| Step 3.1 | Provide participants with the instructions and materials for the second exercise ( | 5 min |
| Step 3.2 | Ask participants to form small groups (4–5 colleagues) and briefly overview each of the two hypothetical organizations (drawing on the vignettes included in | 20 min |
| Step 3.3 | Ask each group to write their vision on the board or, in the case of larger classes, post it on an online class forum or use collaborative software to facilitate the discussion | Approximately 15 min (but timing will vary depending on the number of groups) |
| Step 3.4 | Ask participants to assess the degree to which the vision statements presented by the class reflect the key characteristics of effective visions (described in the first exercise). Encourage participants to describe their main take-aways from the activity and elaborate on both the wider role of vision statements and the tensions that exist between ensuring that the vision is both relevant and distinct (see sample questions in the section “running and debriefing the exercises”) | 20 min |
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