Announcements

The Good Project’s Value Sort: Then and Now

by Danny Mucinskas

The Good Project is excited to announce that the Value Sort activity, which has for many years been our most popular reflection tool, has been revamped with the inclusion of a new values list, as well as new formatting that allows for easy sorting and event code creation on web and mobile. View and take the new Value Sort yourself here.

The Value Sort activity is an exercise that asks users to sort a set of unique values, such as “Honesty,” “Power,” and “Faith,” according to their relative importance to one another, similar to a q-sort methodology used in the social sciences. The user must make forced choices between the significance of the values to them personally by limiting the number of items that can be placed under five headings: Most Important (limited to four values), More Important (six values), Neutral, Less Important (six values), and Least Important (four values).

Then: A Research Tool

During The Good Project’s initial investigation of the meaning of “good work” across various professional and working domains, which began during the late 1990s, the Value Sort was developed by Dr. Jeanne Nakamura (Claremont Graduate University). She developed a comprehensive set of 30 value items that she found in a survey of the literature to be important to American employees and professionals in their working lives. The Value Sort was then provided as a reflection prompt to research interviewees, including doctors, lawyers, educators, actors, and journalists, as a way for them to identify the most significant guiding principles in their working lives. These interviews ultimately led to the creation of The Good Project’s framework of “good work” consisting of excellence (technical proficiency), ethics (social responsibility), and engagement (meaning, enjoyment, and purpose).

Interviewees in the original investigation of “good work” overwhelmingly reported that they appreciated the chance to pause and consider their personal values. In subsequent years, the Value Sort became an integral part of the educational and curricular materials created by The Good Project for use by teachers and adolescents. As the focus of The Good Project shifted from qualitative interviews with workers to pedagogical practices that could share the ideals of “good work” with an audience of diverse young people, preparing them for the complex decisions they would make in their work, the Value Sort remained a key exercise. Both the original GoodWork Toolkit (The Good Project’s first foray into the creation of educational materials) and the project’s more recent comprehensive lesson plans have included the Value Sort as a key way to prompt learners to consider their underlying guiding ideals, with over 125,000 individual completions of the older online Value Sort that was active from December 2019. People have also used the Value Sort comparatively to consider the values important to their colleagues and organizations, looking at areas of alignment and misalignment.

Review and Updates

Yet in 2022, as we embarked on a study of the impact of our lesson plans on teaching and student learning, particularly how ideas of “good work” might affect student character growth, we realized that the Value Sort was in need of an update. Our Community of Practice, made of around 100 international educators, remarked that the values list may not have been entirely representative of the full range of values important to their students. Wide cultural differences were apparent between the population that the Value Sort was originally intended to be used with (American professionals taking part in a research study at the turn of the millennium) and the learners that the tool was now being used with (adolescents in many countries over 20 years later). In particular, we observed that the list of 30 values included on the original value sort were individualistic, Western values, and primarily related to professional environments (e.g., “professional accomplishment”) as opposed to more general circumstances. We therefore decided to adapt the Value Sort to be more current to our needs and constituencies.

From 2023-2024, our team spent time reviewing a variety of values taxonomies and lists, with a particular focus on identifying possible values that had not been represented in the original items on the Value Sort. We compiled a set of 58 synthesized values from non-academic and academic sources, and using the list, we then performed a survey with an international population of nearly 300 respondents from 13 countries, with the largest groups coming from Argentina, Australia, India, Poland, South Africa, Thailand, United Arab Emirates, United Kingdom, and United States. Respondents were asked to complete the Value Sort exercise, to define each of their top and bottom values in their own words, and then to recommend values that should be added to or eliminated from the exercise in open-ended responses.

Our survey results showed that:

  • The values most often chosen as among respondents’ four “Most Important” values were as follows (all of which have been preserved in the updated version of the Value Sort):

    • Confidence

    • Creativity

    • Honesty

    • Balance

  • The values most often chosen as among respondents’ four “Least Important” values were as follows:

    • Power

    • Wealth

    • Frugality

    • Tradition

While Power remains on the value sort, Wealth, Frugality, and Tradition were subsumed by other new items (namely Security and Loyalty).

Based on our analyses of the survey results, we pared down further and edited the grouping and phrasing of each of the values in our list, ultimately landing on a set of 35 values for inclusion in the updated version of the Value Sort that has now been made public. The values within the new set are now more representative of collective or relational aspects (e.g., Love, Loyalty) that were absent from the original list, as well as values that may be more common to personal or non-work circumstances (e.g., Achievement, Fairness), which will help people consider how their values cross multiple aspects of their lives. Each value now also includes a brief explanation or connotation (which users can toggle on or off) to help users understand the meaning of each of the value items. We found that this would be particularly helpful for non-native English speakers or for translation of the Value Sort into other languages, since single English words may not have exact or similar translations into other (even closely-related) languages. 

The New Value Sort

The new set of values and their definitions is visible in the list below.

  • Achievement: reaching goals, gaining recognition from peers, supervisors, or field

  • Balance: in life, in work, between the two

  • Collaboration: working with others in depth

  • The Common Good: working towards the benefit of all

  • Confidence: belief in oneself

  • Creativity: thinking outside the box, beyond or transcending the “norm,” originality

  • Curiosity: a strong desire to know or to learn

  • Diligence: being hardworking, stick-to-itiveness, constant effort, persistence

  • Diversity: difference or variety of opinions, of perspectives, of backgrounds

  • Efficiency: accomplishment with minimal amount of effort or time

  • Enjoyment: pleasure, satisfaction, engagement

  • Fairness: freedom from bias, justness

  • Faith: belief or trust in something, not based in proven fact

  • Forgiveness: willingness to pardon someone or something

  • Gratitude: being grateful or thankful

  • Growth: not stagnant, the process of growing

  • Health & Wellbeing: physical, emotional and mental well-being

  • Helping Others: doing for other people

  • Honesty: truthfulness, sincerity

  • Hope: belief in positive possibilities

  • Humility: modesty

  • Independence: freedom to act, think, etc. on one’s own

  • Introspection: looking inward, examining one’s own thoughts, beliefs, or emotions

  • Kindness: goodness, benevolence, thoughtfulness towards others

  • Knowledge: well-versed familiarity with a particular subject

  • Love: presence of deep, affectionate relationships

  • Loyalty: being faithful to someone or something

  • Openness: receptive to new ideas, experiences

  • Patience: meeting difficulties or obstacles with calm and resilience

  • Peace: a state of harmony, tranquility, and absence of aggression, hostility

  • Positive Relationships: healthy, sustaining relationships with friends, family, coworkers

  • Power: strength, control, authority, ability to get things done

  • Respect: to hold in high regard, esteem

  • Security: freedom from anxiety, such as about finances, safety, etc.

  • Trust: belief in reliability, truth, or abilities of someone or something

It is our hope that the current Value Sort will allow people of all ages to engage with an expanded set of value items that is more representative of the full set of possible life values across the world and that the tool remains a popular way of reflecting on what is important to each of us. In this way, the Value Sort continues to fulfill its original research purpose: to help people think about where we each derive meaning and how we understand the standards that drive our thoughts and actions.

Please visit our Value Sort landing page for more information and complementary materials that will guide you in using the Value Sort and reflecting upon your answers. We welcome our readers’ thoughts and reactions to the updated Value Sort.

Managing Career Transitions: A New White Paper about a Course for Mid-Career Adults

by Danny Mucinskas

We live in an era of rapid change. Events of the past few years alone have demonstrated that for humanity to proceed with “business as usual” is not only unrealistic but is actually not possible. Climate change, new technologies (such as generative AI), and demographic shifts are set to touch all of our lives, even in the short-term. Economic, political, and social systems are being reshaped by necessity. While it can be easy to forget that we are living through exceptional times, our lives will be altered in concrete ways in the years and decades to come, including at work and in workplaces. According to the Future of Jobs Report 2023, 23% of jobs are expected to change in the next 4 years alone, which will require people to respond by changing roles and even career fields. Well-executed programs and frameworks that will help workers handle transitions in thoughtful ways will be in demand.

Against this backdrop, from 2020 to 2023, a team from Project Zero (PZ) at the Harvard Graduate School of Education developed a course to help working adults process and manage changes in their careers. Made possible by funding from the Singapore Institute of Management (SIM), which collaborated with the PZ team throughout the project, the course is titled “Navigating Changes Successfully at Work.” It brings together insights from both the Learning Innovations Laboratory, under the direction of Marga Biller, and from The Good Project, with contributions led by Danny Mucinskas and Howard Gardner. (See the previous two blog posts that have been written about this effort here and here.) The course has been piloted, refined, and offered iteratively with Singaporean mid-career adult learners thanks to SIM’s connections and partnerships, including with SIM employees, unemployed professionals, and a group of facilitators who have now been trained to teach the course independently.

Based on the activities of this project, PZ has released a new white paper that details the background, creation process, and content of the course, as well as the challenges encountered and possible future directions. The paper is intended for a wide audience, including scholars, learning designers, and policymakers who may be interested in this particular set of ideas and in general professional development opportunities for workers.

As the paper explains, the course is structured as a series of four 3-hour session meetings, during which participants are led through a series of discussion and reflection prompts about the meanings of two core frameworks developed in recent decades at PZ: Unlearning and Good Work. 

Regarding Unlearning, participants explore three different lenses that may uncover ways of thinking and doing that “get in the way” of adapting effectively to change. First, the course looks at Mindsets, or the sets of assumptions and patterns of thinking we have about the world and how it functions. Specifically, the course prompts learners to uncover their values (such as honesty or accomplishment); to map their various identities; and to consider how expertise may help or hinder transitions. Participants then think about how each of these may need to shift. Second, the course covers Habits by analyzing how habit cycles function as patterns of cues or triggers, regular routines, and rewards or goals, and how these cycles may need to shift when our goals change. Third, the final session reviews Systems, zooming out and asking learners to diagram their learning ecosystem and also diagnose their alignment or misalignment with the views and goals of others. 

Throughout the sessions, learners are furthermore asked to consider the relationship between the lenses of Unlearning and the 3 Es of Good Work: Engagement (a sense of connection or enjoyment to work), Excellence (quality, involved in work that is well-done or meets a certain standard), and Ethics (social responsibility related to concerns of right and wrong). Course participants think about their own personal manifestations of Good Work that align with these elements. At-home extension activities completed between sessions allow for application of the concepts to learners’ daily lives and work.

The following video, developed by the course team, provides an overview of how Unlearning and Good Work may be helpful in moments of workplace change and also may interact with one another.

Several learning design principles guided the structure, pace, and activities included in the course, namely:

  • Collaboration, to increase participant engagement and to ensure diverse perspectives are shared;

  • Learner-centric facilitation, focusing on participants’ personal experiences rather than knowledge of the instructor;

  • Relevance to relatable, real-life scenarios; and

  • Metacognitive evaluation, in which participants reflect on their learning over time.

Based on the Unlearning and Good Work frameworks from this course, a team at SIM is continuing to design new learning experiences, including a core skills program focused on outcomes like learning agility and self-management. Furthermore, the standalone course will continue to be offered to Singaporean mid-career learners via SIM’s partnership with e2i as well as via SIM’s usual public enrollment and corporate channels.

As we look ahead at the trajectory of this course and its potential to aid adult learners, we recognize that we live in a continuously changing world with concomitant workplace transitions.  The PZ team is therefore considering additional audiences who may benefit from the learning materials, including younger learners (e.g., college seniors) and new cohorts of adult workers (e.g., participants drawn from a single company or organization). Additionally, in order to ensure that the course has maximum impact and staying power, it is important for the ideas to be periodically reinforced. This goal may be realized through additional follow-up workshops or the establishment of a community of learners who continue to discuss their workplace transitions with one another beyond the conclusion of the formal course.

We welcome comments below and look forward to continuing to share updates about the direction of this work in future posts.

Good Work for Brazilian Educators Featured on CNN

Professors Valéria Arantes and Ulisses Araújo of the University of São Paulo have for the past several years been working on an investigation of “good work” with Brazilian educators, part of The Good Project Brasil (link) initiative. Our team has been excited to observe how ideas from The Good Project have been applied in the Brazilian context.

Recently, this work appeared on CNN Brasil in two video features that highlighted ongoing research and implications for teachers, which we share below for our readers. (Note that the videos are in the original Portuguese.)

The first video spotlight described the investigation that Arantes and Araújo have done of “good teaching,” including the 3 Es of good work (excellence, ethics, and engagement). In interviews with 2,000 Brazilian public school teachers, participants were asked about their values and sense of purpose within education. Questions included:

  1. What are your goals and plans for the coming years and a brighter future?

  2. Tell us about your life purpose, describing in detail your thoughts, feelings, and actions about them.

83% of teachers in the sample described education as central to their vision of life. 88% commented on excellence, while 56% described a commitment to ethics and responsibility. Arantes, Araújo, and their colleagues conclude that teacher trainings should support educators to develop purpose and foster socioemotional skills.

The second feature includes teachers’ responses to a question regarding their “dream school,” with 97% of respondents desiring change from current educational models. Themes discussed by teachers included more democratic and inclusive institutions; active learning pedagogies; and a focus on citizenship.

We congratulate Valéria, Ulisses, and their team for this recognition of their work and look forward to continuing to follow their progress! 

You Told Us, We Listened: New Video Dilemmas!

In our work with educators, we hear it’s become increasingly difficult to engage students in discussions. In a recent conversation, teachers told us that it might be helpful if there were more video dilemmas available on our website to help spark these conversations. Just in time for 2022, we now have two new video dilemmas [link here] available! 

For those working with The Good Project Lesson Plans [link here], these new dilemmas are drawn from Lesson 1.2, which asks students to use a “See, Think, and Wonder” routine to learn how to differentiate and understand the relationship between “good work” and just “work.”

The first dilemma, “The Meaning of Grades [link here],” explores a Professor of Engineering’s relationship with grade inflation and its impact on his students’ future prospects. The second dilemma, “When in Doubt… Make it Excellent [link here],” tells the story of a high school student who turns around his school’s journalism club’s culture of making things up.  

Take some time to review the dilemmas and try engaging in the See-Think-Wonder routine on your own. 

  • What do you see in these narratives? What do you notice? How do you see these narratives relating to the 3 Es?

  • What do these narratives make you think about? Do they relate at all to your own life? 

  • What do these narratives make you wonder? Do you have unanswered questions?

Video Dilemmas on The Good Project Website

The Good Project Website Video Dilemmas

First Brazilian Conference on Active Learning for K-12 Education

We are pleased to announce that the first Brazilian Conference on Active Learning for K-12 education streamed live on October 11, 2021 . Director Lynn Barendsen gave a talk on Good Work and Good Teaching in 2021 as part of the conference.

You can find the conference in English and Portuguese below:

English version

https://youtu.be/Mlf2HSlEz3Q

Portuguese version

https://youtu.be/NjQ7yBA3i3Y