Civil Servants’ Craftsmanship: a Good Work Toolkit Approach

by Wiljan Hendrikx & Hans Wilmink

What does the craftsmanship of Dutch civil servants entail, and what does it take to support it?

Faced with this challenging question, a Dutch Ministry’s HR department in The Hague called the Dutch Professional Honor Foundation for help. Armed with a Good Work Toolkit-based approach, 4 groups with a total of 28 participating civil servants took up this challenge with their peers in 4 sessions per group. The 16 meetings were organized between October 2013 and January 2014. Together they formed a ‘developmental trajectory’ aimed at exploring civil servants’ Excellence, Ethics and Engagement, and strengthening their capacity to recognize, think about, discuss and act upon dilemmas faced in daily working life.

In 2 of the 4 groups there was debate about the approach used at the start of their first session. Participants were uncertain about what to make of the project, and their questions centered in particular around the intentions of the ministry:

“To explore and define for yourself what the core of your role entails? Is this really what the ministry expects us to do? Do we really get the discretion to think about these issues and discuss them independently?” they questioned. Moreover, a tone of uncertainty also resonated through their questions; civil servants had to ask themselves: are we capable and reliable workers or are we independent professionals?

Despite these initial doubts and hesitations, practically all participants pushed through. During the project, the tide turned and participants started to actively engage in the debates about Excellence, Ethics and Engagement within their own work, eagerly sharing their own stories. By the end of the project, a delegation of participants even volunteered to exchange thoughts with the ministry’s management on how to continue working with Good Work ideas and notions.

We can report several interesting findings based on the group discussions. First of all, we came across a number of core motives that civil servants – at least of this particular department – seem to share, causing them to be really engaged with civil service. First, our participants shared a strong desire to serve their minister, regardless of his/her ‘political color’. “Serving your minister” was seen as an honorable duty in and of itself. Second, they expressed a strong wish to put their expertise to (good) use. Being able to show what you can do and being appreciated for doing so within as well as outside of the organization is rewarding. Values like” being objective” and “independence” were often mentioned in this context – having the discretion to think for yourself independently of dominant trends. Third, our participants all felt personally involved in the policy domain of their ministry and the ‘common good’ it strives to serve.

Moreover, the group sessions allowed us to identify several dilemmas and tensions civil servants encounter in their work. First, there is a strong tension – sometimes even conflict – between civil service and political management. The bifurcated point of view of a professional civil servant and of a member of a political party often lead to vastly different solutions to a problem or situation; the latter attaching much more value to political feasibility and desirability. Second, we can discern a tension between civil service and society. A problem orsituation can be perceived in a completely different way from a technical/professional viewpoint than from a societal one, creating imbalances in the societal support base. A final tension we came across is between political management and society. Not only politicians, but also civil servants need to have a keen eye for societal interests and sensitivities. It is not directly up to the civil servant to neutralize the tension, but it is seen as his duty to signal and explicate these in order to communicate them to their political management, even when they are politically unwelcome.

Using Good Work concepts of Excellence, Ethics and Engagement to explore and discuss civil servants’ craftsmanship really opened discussions that would not have otherwise been possible. A narrative-based approach combined with small discussion exercises turned out to be a good starting point for debate. The greatest challenge for our participants was the use of the Good Work Toolkit’s narratives. Despite the undisputed quality of these stories, the civil servants did not recognize themselves enough in these stories, nor did they associate them with their own experiences. Our important lesson: focus on narratives from the profession itself right away and use these to collect participants’ own – similar – stories as soon as possible. As a consequence, we have developed our own toolkit, particularly aimed at civil servants (see Gerard van Nunen’s blog).

During a final collective session, after the end of the project, 14 participants volunteered to assist the ministry in its efforts to make Good Work for civil servants commonplace. This is an initial, promising sign that we have had some impact. We look forward to maintaining and improving civil servants’ craftsmanship through regular discussion and reflection among peers, based on our shared narratives.

Learning about Good at Project Zero Classroom

By Paromita De

From July 21st-25th, 2014 the Harvard Graduate School of Education hosted Project Zero Classroom (PZC), an institute for educators to delve into Project Zero concepts and see how they can better understand and meet their students’ needs as learners. Plenary sessions and mini-courses during the institute focused on topics such as creativity, comprehension, causal thinking, global understanding, and ethics. Sessions led by Good Project researchers allowed educators to examine ways in which issues of “doing good” arise in professional and personal realms.

Three mini-courses during PZC were taught by Good Project researchers. “The Good Project: Ideas and Tools for a Good Life”, led by Lynn Barendsen and Wendy Fischman, gave participants an overview of different Good Project initiatives and themes through interactive exercises and discussions. For example, findings on the importance of quality time from the Good Project’s Quality study were illustrated through an activity where participants observed alignments or misalignments between their personal values and the amount of time they spent on different activities during the week (such as work, commuting, spending time with family, etc.). A second mini-course, “Teaching ‘Good Work’ in the Classroom: An Introduction to the Toolkit”, was led by Shernaz Minwalla of the University Liggett School in Michigan and allowed participants to examine what Good Work means to them. Through this session, participants discussed what Good Work might look like in different vocations, explored their values, and deliberated on sample dilemmas from the Good Work Toolkit. Carrie James and Katie Davis led a mini-course titled “Cultivating Digital Citizenship – Strategies for Approaching Dilemmas of Privacy and Identity Online”, during which participants reflected on digital ethical fault lines – ethical issues that arise in the use of digital media – such as “privacy” and “identity”.

Two plenary sessions led by Good Project researchers discussed the influence of digital media on youth. Carrie James’ plenary looked at how dialogue occurs in digital spaces – such as commenting on social media – and digital dialogue can be channeled to develop our social and civic voices. Howard Gardner and Katie Davis’ plenary featured findings from their books The App Generation and a recent Good Project study on creativity and how it has been influenced by changes in technology. Project Zero Classroom gave the Good Project an opportunity to connect with educators and share ideas for making “good” a priority in the work they do with students.

Good Work Toolkit for Civil Servants

by Gerard Van Nunen

Martin is a 35 year old civil servant in the office of Migration and Asylum at the Ministry of Safety and Justice in The Netherlands. After he finished his masters in ‘Policy and Management in Multicultural Society,’ Martin specialized in migration issues because he wanted to help people seeking safety and shelter in a new environment. Human dignity and human rights are very important values for Martin.

A few years ago Martin collaborated on a vision and mission statement for the Ministry. He believes he contributed to a just immigration and naturalization policy. This work gave Martin personal and professional satisfaction. Further, managers and other policy makers see Martin as loyal and competent.

But times have changed. Martin finds that the political tone in government has hardened. Politicians and fellow civil servants frequently speak of immigrants in terms of ‘problems’ or ‘costs.’ The Secretary of State wants to rewrite the vision and mission statement and has asked Martin to be involved in the process. The new statement must focus on the rapid return of immigrants, stricter eligibility requirements for immigration, and cost reduction. On the one hand, Martin is flattered that he has been approached to rewrite the statement. On the other hand, he has serious professional and moral doubts about the new policies he has to express in the statement. What should Martin do?

For years, civil servants have faced growing challenges in their work. Professional expertise is increasingly undervalued, and their work seems to be obstructed by a tangle of rules and unwieldy structures. These developments adversely impact the intrinsic motivations of these workers. The Dutch Professional Honor Foundation promotes professionalism across different fields. In cooperation with the Dutch Ministry of Internal Affairs, the Professional Honor Foundation has organized a ‘Good Work Pilot’ for civil servants working at the Ministry of Infrastructure and Environment. This initiative is part of a larger national project called ‘Better Work in Public Administration’ (Beter Werken in het Openbaar Bestuur), which strives to improve the work done within the public sector. Inspired by the Good Work Toolkit, the Professional Honor Foundation developed a toolkit specifically aimed at civil servants and their complex professional environment, which is characterized by political, societal and organizational demands and by conflicting professional standards. The Good Work Toolkit for Civil Servants provides workers the opportunity to revisit what professionalism means to them and to explore the tensions happening within the profession. The Toolkit poses the following question: How can inherent tensions within the profession of government/public policy be dealt with in such a way that makes Good Work possible? The concrete case of Martin’s professional dilemma above, taken from the Toolkit, shows that Good Work in public policy is not easy or clear-cut. The question about what is ‘Good’ in the Civil Service profession is open to discussion.

The Good Work Toolkit for Civil Servants consists of narratives, assignments and reflection questions that deal with and analyze the practical reality of civil servants. All materials are based on real-life experiences. With the help of this toolkit, professionals are encouraged to discuss their own work and to learn from each other.

The toolkit for Dutch civil servants is structured into four sessions. The introductory session discusses the concept of ‘Good Work’ and asks ‘what is good?’ with regard to civil service. After the introductory session, three substantive meetings follow, each addressing one of the three E’s. For Excellence – which we have translated into the Dutch word for ‘craftsmanship’ – participants learn that its interpretation depends upon personal, institutional and societal standards. With Ethics, the participants take a closer look at the concept of ‘responsibility’ and how it pertains to their role as civil servants, asking the question, “what are consequences of my work for others?” The last session revolves around Engagement as an essential part of Good Work. Civil servants are invited to discuss the personal meaningfulness and importance of their work.

Sample cases, like Martin’s dilemma, facilitate the discussion of important issues, ideas and conflicting values within the profession of civil servants. This is done in a non-threatening and open environment. During the sessions, participants reflect on the experiences of others, enabling them to reflect on their own experiences, and discuss the overall profession with each other. In this way, useful strategies are developed to make Good Work possible, despite the hierarchical structure of the organization in which civil servants inevitably find themselves.

The Good Work Toolkit for Civil Servants is not a ‘course’ or ‘training’ and does not intend to form any professional code of conduct or list of competencies. The goal of the sessions is, through dialogue, to strengthen civil servants’ abilities to analyze different types of problems from their daily professional practice. The toolkit encourages participants to think for themselves and to exchange experiences in a group, so that they may discover and make explicit the core values and responsibilities of the civil servants’ profession. In this way, the toolkit is a constructive contribution to the quality of civil service and professional pride.

Combating Social Isolation Across Generations

by Jennifer Tu

Since 1994, people of all ages, from children and teens to veteran professionals, have contributed their voices to the Good Project’s body of knowledge and experience. I first met Dr. Howard Gardner over dinner at the Aspen Institute, and though I learned who he was only after our conversation, I was deeply impressed by his gentle wisdom and ability to bring out the best in others. This focus on others, rather than one’s own ambitions, reminded me of the elderly whom I volunteer for. After learning about the Good Project, I also found that its promotion of responsibility, community, and empathy resonated with one of my big ideas: intergenerational integration.

“I may forget your name. I may forget what you look like. But I’ll never forget what you mean to me.” This quote from a ninety-year-old woman, whom I’ve visited every weekend through the Harvard College Alzheimer’s Buddies (HCAB), reminds me of the gravity of not only the neurologic disease itself but also the social isolation associated with it that debilitates millions of people worldwide. Seniors increasingly lack a sense of belonging, are disengaged from others, and have shrinking numbers of fulfilling relationships as they deal with losing loved ones over time. In nursing homes and hospices, the only human touch that many receive is to force them to do something, whether to take a pill, eat their meal, get a shot, or move out of a chair. From personal experiences working in the nursing homes of New Orleans and Boston, I believe that there is a feasible, effective way to improve the quality of life of the ever-expanding elderly population. As dementia and associated issues are increasingly medicalized, I propose that social innovation can build on existing programs by integrating high school youth with the elderly for intergenerational interaction. Specifically, early exposure of high school students to nursing home communities can be a productive solution that mutually benefits both parties. While many college organizations exist to help elderly communities, I believe that young people need to have this kind of experience this earlier.

Intergenerational interaction can address many pressing concerns of the elderly. When I say goodbye to my Alzheimer’s Buddy every week, I have learned to avoid using “have a great week” to wish her well, because she would respond with a despondent sigh. Without a sense of belonging or value from another person, it is not surprising that social isolation has been statistically linked with increased risk for depression, dementia, falls, re-hospitalization, and even all-cause mortality. In the face of these grim consequences, all is not lost. Expedient, cost-effective, and mutually beneficial partnerships between senior care programs and youth organizations present a positive opportunity for preventing social isolation and preparing for America’s “Silver Tsunami.”

In high school, I started Generation to Generations (GEN2GENS, at www.gen2gens.weebly.com), a program that taps into something most people take for granted. Rather than view the growing elderly population as a burden in today’s economy, we view elders as a treasure trove of wisdom that can be passed on to young adults and improve their outcomes. The interaction between older and younger generations not only empowers the elderly to impact youth, but also provides additional opportunities to complete their legacies, and in the process, find renewed purpose. Imagine high school jazz ensembles, cheerleading squads, and chamber musicians going all out, sharing their talents in nursing homes. Now, imagine nursing home residents giving feedback and sharing life stories. Entering its third year in New Orleans, GEN2GENS makes this reality. Once my peers saw how much the elderly loved to see them, they engaged in learning that can’t be replicated in the classroom. The GEN2GENS team at my high school has continued for three years, organizing year-round talent shows, conversational visits, and an annual Generations Festival at several local nursing homes.

Currently, I serve as co-director of two college organizations with similar missions: Harvard-Radcliffe’s Music in Hospitals and Nursing Homes Using Entertainment as Therapy (MIHNUET, at www.hcs.harvard.edu/mihnuet/), which brings undergraduate performers to nursing homes in Boston every weekend, and the Harvard College Alzheimer’s Buddies (HCAB, at www.alzbuddies.weebly.com), which matches college students with Alzheimer’s patients at a local hospice on an individual basis for weekly visits. Each organization has its unique strengths. HCAB specializes in matching college students with Alzheimer’s patients at a local hospice on an individual basis for weekly visits. One patient summed up her feelings by telling us, “your smile, the way you talk, having you here is much better than a pill.” As a volunteer, I can testify to the longitudinal relationships that we build between Buddies, the emotional investment both parties make, and the lessons that students learn about dealing with loss. On the other hand, MIHNUET works on a broader scale by bringing undergraduate musicians to more than twelve senior care sites every weekend. A recent post on the MIHNUET blog by a hospital recreational therapist reads, “They brought life to the room and helped our patients and family members relax, forget their surroundings and enjoy an hour of live music. The room was packed and you could hear their voices filling the halls with lyrics to everyone’s favorite songs.” These two programs offer exemplary models for facilitating intergenerational interaction.

By combining both “vertical” integration through the in-depth relationships of HCAB and “horizontal” integration through the breadth of connections of MIHNUET, I envision a “diagonal” model for intergenerational programs that can be implemented by organizations at an earlier age. By tapping into the diversity and flexibility of high school students’ interests and talents, programs for intergenerational integration can both address the immediate needs of America’s elderly and provide youth with personal experiences in service and advocacy, generating awareness of growing concerns in the aging population. Thus, meaningful relationships on a local scale can provide a starting point for national or even global action, providing a solid foundation for elderly care in the future. By taking the time to bridge generations and combat social isolation, anyone can take a step towards a good world, where everyone is connected.

Good Participation: Exploring Civic Engagement in the Digital Age

by Carrie James

When the militant group, Boko Haram, abducted hundreds of Nigerian school girls last month, the major news outlets began to report the story. Yet worldwide awareness of the crisis didn’t reach a tipping point until the hashtag #BringBackOurGirls began to circulate across Twitter and Facebook. As of May 13, the hashtag was used 3.3 million times on Twitter alone. While some skeptics question whether “hashtag activism” can lead to real world impact, the potential of social media to shine a spotlight on an urgent issue seems clear.

The growing use of social media sites to call attention to political crises and broader social issues is a current area of research for the Good Project. Our research team is part of the MacArthur Youth and Participatory Politics (YPP) research network, an interdisciplinary group of scholars and practitioners who are exploring how digital life affords new modes of participation with civic and political issues.

The YPP network has identified five core “participatory practices” which, while not new in and of themselves, are facilitated in new ways by the digital technologies, social media, and other aspects of the internet. These practices include:

– investigation: researching social issues in order to become more informed
– production: producing content that contains a civic or political message
– circulation: sharing civically- or politically-oriented content created by others
– dialogue and feedback: engaging in discussion of social issues and giving feedback to powerholders
– mobilization: inciting others to take action on behalf of a cause

As part of the YPP network, our Good Participation research team has been conducting qualitative interview studies with civically active youth focused on how they engage these practices online. For instance, we’ve spoken with youth who produce videos or blog posts in which they seek to inform others about issues such as child sex trafficking. We’ve looked at how youth leverage sites like Change.org to mobilize people to sign petitions. We’ve explored how civic youth use Facebook to circulate words or images that signal their beliefs about issues such as gun control, environmental issues, or marriage equality. We’ve found that civically engaged youth are excited by the potentials of digital media for action in the world. Yet, we also find that expressing the civic voice in the digital space – especially given its public, networked nature – can pose challenges and dilemmas, including unintended audiences, uncivil dialogue, and even backlash.

Our work on these issues is being shared in different forms. Researcher Emily Weinstein published an article in the International Journal of Communication about how civic youth manage dilemmas of voice online. Margaret Rundle is the lead author of a forthcoming paper about different approaches youth take to digital civics. In my forthcoming book, Disconnected: Youth, New Media, and the Ethics Gap, I point to broader moral and ethical dilemmas in digital life that are relevant to civic uses of the web as well.

Finally, in an educational initiative called Educating for Participatory Politics, our team is working with Facing History and Ourselves to develop classroom materials that address both the opportunities and challenges for civic participation posed by digital life. We look forward to sharing these materials with our educator community in the near future.

If you are excited to learn more, consider joining us at Project Zero’s San Francisco conference, October 10-12, 2014. The implications of growing up in the digital age for civic education will be a featured theme.