How are we feeling as a team, and how do we want to feel?

By riders&elephants

Teams use emotion cards to surface how they want to feel at work, how they don't want to feel, and what behaviours create those feelings. Makes emotional culture visible and discussable. Learn more (opens in new tab) →
The Emotional Culture Deck box beside spread cards, white and black, each printed with one emotion word such as curious, impatient, encouraged and hesitant.
In Whakariterite, this can be used to set emotional intentions for the journey. Try asking: What emotions do we want to cultivate? What do we want to leave behind?
In Te Rapunga, this can be used to name what's present as you enter uncertainty. Try asking: What fears are here? What excitement?
In Te Kitenga, this can be used to surface emotional responses to signs. Try asking: What are we feeling about what we're seeing? What emotional data are we ignoring?
In Te Whāinga, this can be used to check how options land. Try asking: How do we feel about each direction? What does that tell us?
In Te Whiwhinga, this can be used to track what's emerging in the work. Try asking: What emotions are present now? What needs attention?
In Te Rawenga, this can be used to reflect on emotional shift. Try asking: How do we feel now compared to when we started?

What does this picture say that we don't have words for, yet?

By Sabrina David

Visual prompts help people access thoughts, feelings, memories they struggle to articulate verbally. Works through metaphor rather than direct expression. Learn more (opens in new tab) →
The More than Words box and title card with a spread of illustrated image cards, among them a hammer and a sun behind clouds.
In Whakariterite, this can be used to locate the team. Try asking: Choose an image for where we are now. Choose one for where we want to be.
In Te Rapunga, this can be used to give shape to the unknown. Try asking: What image captures what we're entering?
In Te Kitenga, this can be used to surface intuitive responses to signs. Try asking: Which images resonate with what we're noticing?
In Te Whāinga, this can be used to test direction. Try asking: What image represents the path we're choosing?
In Te Whiwhinga, this can be used to check in during action. Try asking: What image captures what this work feels like right now?
In Te Rawenga, this can be used to hold the journey. Try asking: What image represents where we've been?

What haven't we asked each other yet?

By Kiran Patel

45 question cards designed to move conversations past surface level. Prompts storytelling and personal disclosure. Learn more (opens in new tab) →
The green Deeper Questions box with question cards spread in front of it.
In Whakariterite, this can be used to surface what people bring. Try asking: What's at stake for you personally in this journey?
In Te Rapunga, this can be used to voice what's unspoken. Try asking: What have we been afraid to say?
In Te Kitenga, this can be used to name emerging patterns. Try asking: What are we noticing that we haven't named yet?
In Te Whāinga, this can be used to surface assumptions. Try asking: What's really driving this decision?
In Te Whiwhinga, this can be used to address difficulty. Try asking: What's hard about this work that we're not talking about?
In Te Rawenga, this can be used to reflect on meaning. Try asking: What did this journey mean to you?

What's really holding this situation in place?

After Kania, Kramer & Senge, FSG · A3 worksheet (PDF) (opens in new tab)

FSG framework for analysing systems across six conditions at three levels: structural (policies, practices, resource flows), relational (relationships and connections, power dynamics) and transformative (mental models). Used to surface where change efforts should focus. Learn more (opens in new tab) →
The Six Conditions worksheet: six circles joined like balloons on elastic. Top row: what are the rules (policies), what do people actually do (practices), where do time and money go (resource flows). Middle row: who talks to whom (relationships and connections), who decides and who gets heard (power dynamics). Bottom: what do we assume is true but could be wrong (mental models).
In Whakariterite, this can be used to understand context. Try asking: What conditions shape the system we're working in? Where might leverage be?
In Te Rapunga, this can be used to name systemic fears. Try asking: Which conditions feel immovable? Which feel possible to shift?
In Te Kitenga, this can be used to read signs at multiple levels. Try asking: What's happening in relationships and power, not just policies and practices?
In Te Whāinga, this can be used to choose where to focus. Try asking: Which conditions are we trying to shift? Are we aiming at the right level?
In Te Whiwhinga, this can be used to notice resistance. Try asking: What's pushing back? Is the resistance structural, relational, or in mental models?
In Te Rawenga, this can be used to assess systemic shift. Try asking: What changed at each level? What held firm?

What's changing around us?

After Francis Aguilar · A3 worksheet (PDF) (opens in new tab)

Environmental scanning framework — Political, Economic, Social, Technological, Legal, Environmental factors. Used to read the broader context you're operating in. Learn more (opens in new tab) →
The PESTLE worksheet: a ring around a centre marked us, cut into six slices for political, economic, social, technological, legal and environmental change. Inside the ring is affecting us now; outside it is on the horizon.
In Whakariterite, this can be used to scan the horizon before setting off. Try asking: What external forces are shaping our environment? What might shift?
In Te Rapunga, this can be used to name external uncertainties. Try asking: Which factors feel most unpredictable right now?
In Te Kitenga, this can be used to triangulate signs. Try asking: What's happening across these dimensions? Where do patterns converge?
In Te Whāinga, this can be used to stress-test decisions. Try asking: How robust is this direction if political/economic/social conditions change?
In Te Whiwhinga, this can be used to stay alert to shifts. Try asking: What's changing in our external environment as we work?
In Te Rawenga, this can be used to reflect on what changed around you. Try asking: How did the external landscape shift during our journey?

What's ending, and what's beginning?

After Wheatley & Frieze, Berkana Institute · A3 worksheet (PDF) (opens in new tab)

Visual framework showing two curves — one system in decline, another emerging. Identifies roles: pioneers of the new, hospice workers for the old, connectors between them. Learn more (opens in new tab) →
The Two Loops worksheet: an old loop fading and a new loop growing, crossing in the middle. Marked on them: starting the new (pioneers), connecting the two (connectors), caring for what's ending (hospice workers), and stepping across.
In Whakariterite, this can be used to locate the team in larger transitions. Try asking: What's dying that we're part of? What's emerging? Where do we stand?
In Te Rapunga, this can be used to name what's being left behind. Try asking: What old system are we departing from? What grief comes with that?
In Te Kitenga, this can be used to read which loop signs belong to. Try asking: Are these signs of the old system or the new? Are we reading both?
In Te Whāinga, this can be used to clarify role. Try asking: Are we pioneering, hospicing, or connecting? Does our direction match?
In Te Whiwhinga, this can be used to understand resistance. Try asking: Is friction coming from the dying system or the emerging one?
In Te Rawenga, this can be used to reflect on transition. Try asking: What ended? What began? What did we help to bridge?

Why do people do what they do?

After Michie, van Stralen & West · A3 worksheet (PDF) (opens in new tab)

Behaviour change model — behaviour (B) results from Capability (physical and psychological), Opportunity (physical and social), and Motivation (reflective and automatic). Used to diagnose why a behaviour is or isn't happening, and where to focus if you want it to shift. Sits at the centre of the Behaviour Change Wheel (Michie, van Stralen and West, 2011). Learn more (opens in new tab) →
The COM-B worksheet: three boxes for can they (capability), do they want to (motivation) and is it possible (opportunity), each split in two, all linked to a box for the behaviour.
In Whakariterite, this can be used to check what the journey will ask of the team. Try asking: Do we have the capability, opportunity and motivation this will require? Where are the gaps?
In Te Rapunga, this can be used to locate what's holding us back. Try asking: Is the hesitation about capability, opportunity, or motivation?
In Te Kitenga, this can be used to read behaviour in the system. Try asking: Where people aren't acting, which is missing — can they, is it possible, do they want to?
In Te Whāinga, this can be used to test whether a decision is actionable. Try asking: If we choose this, do we have the capability, opportunity and motivation to follow through?
In Te Whiwhinga, this can be used to diagnose a stall. Try asking: What's blocking the behaviour we need right now — skill, conditions, or will?
In Te Rawenga, this can be used to reflect on what enabled or blocked action. Try asking: Where did capability, opportunity or motivation help or hinder us?

How will we get from here to there?

After Ingrid Burkett · A3 worksheet (PDF) (opens in new tab)

Maps causal pathways from activities to outcomes (If, By, Then, & Then, & Eventually). Forces articulation of assumptions about how change happens. Learn more (opens in new tab) →
The Theory of Change worksheet: five columns, If (what are we trying to understand), By (what will we try), Then (what will we have made or done), And then (what will be different for people) and And eventually (what it's like when we get there), with start here marked on the first and last.
In Whakariterite, this can be used to clarify purpose. Try asking: What change are we ultimately trying to create? What's our best guess about how to get there?
In Te Rapunga, this can be used to hold direction lightly. Try asking: What assumptions are we making about how change works here?
In Te Kitenga, this can be used to test the pathway. Try asking: Do the signs we're seeing support or challenge our theory?
In Te Whāinga, this can be used to evaluate decisions against purpose. Try asking: Does this direction still serve the change we're trying to create?
In Te Whiwhinga, this can be used to track progress. Try asking: Are the early outcomes we expected actually happening?
In Te Rawenga, this can be used to reflect on what held. Try asking: What did we get right about how change works? What surprised us?

Is this idea worth doing?

After Alexandra Almond · A3 worksheet (PDF) (opens in new tab)

Decision evaluation lens assessing options against four criteria — Desirability (Do people want it?), Viability (Can we afford it?), Feasibility (Can we actually build it?), Ethicality (Should we do it?). Learn more (opens in new tab) →
The DVFE worksheet: four rows, do people want it, can we afford it, can we actually build it, and should we do it, each scored from 1 (not really) to 5 (yes, clearly), with space for what came up and what would move the score.
In Whakariterite, this can be used to test readiness. Try asking: Is this journey desirable, viable, feasible, ethical? Where are the gaps?
In Te Rapunga, this can be used to name doubts. Try asking: Which of these four feels weakest right now?
In Te Kitenga, this can be used to evaluate signs. Try asking: What are the signs telling us about desirability, viability, feasibility, ethicality?
In Te Whāinga, this can be used to evaluate options. Try asking: How does each direction score across all four? Where are the trade-offs?
In Te Whiwhinga, this can be used to check alignment. Try asking: Is the work still desirable, viable, feasible, ethical? What's shifted?
In Te Rawenga, this can be used to assess the outcome. Try asking: Did we arrive somewhere desirable, viable, feasible, ethical?