# Scriptapedia/120-minute workshop sample
## Sample 1: Exploring Student Perceptions of the Growth of the Social Work Field in Shanghai, China

A sample of a 2-hour workshop led by a group of professors and graduate students from Washington University in St. Louis

### Detailed Agenda for Day 1

| Time | Activity | Facilitation details |
| 6:00-6:30 | Room setup and students Arrive | Writes agenda on whiteboard, prepare space with materials (including white paper with Connection Circles written, nametags for participants). Set up tables around the room with space for circulation, clear view to white boards/flipcharts/wall space. |
| 6:30-6:40 | Welcome and Review the lecture in the morning | Professor EB will welcome participants to the workshop, introduce the facilitation team and introduce the goal of this workshop in English.  YQ will review the sessions delivered by Professor PH in the afternoon in Chinese and introduce the facilitation team. |
| 6:40-7:00 | Hopes and Fears Facilitator: K Wall builder: Y | Participants will introduce themselves, highlighting their name (nametags), their majors, why they choose to come to the workshop. We will do hopes and fears for the 2-day workshop. |
| 7:00 – 7:10 | Introducing Graphs over time Facilitator: YQ Wall Builder: K | YQ introduces the graphs over time by highlighting that it’s easy to come up with explanations about why we behave the way we do, but we need to really think deeper. What’s true today may not have been true before. She introduces the problem of interest by explaining a reference mod:Example of a reference mode She provides two examples, which highlight two criteria: demonstrating multiple time horizons, and demonstrating tangible and intangible variables. Example 2: Burnout/ Stress Example 1: Average salary |
| 7:10-7:40 | Graphs over Time Facilitator: YQ Wall Builder: K | YQ will then ask participants to draw as many graphs  over time as they can in the next 4 minutes, specifically, PROMPT: What factors contribute to the gap between supply and need of professionally trained social workers in social welfare sector in Shanghai? Participants have 4 minutes to draw the graphs, but this can be monitored and extended/shortened by a few minutes if necessary. At 3 minutes, a 1-minute warning is given and they are asked to begin stacking their graphs over time with the most important/favorite on top and least important/least favorite on the bottom. YQ calls at stop and then goes around using a nominal group technique where each person identifies their top graph over time and explains the graph, which is handed to K who clusters the behavior over time graphs (BOTGs) on the wall. After people have shared most of their graphs or when time has run out, YQ asks K to share how the graphs were clustered. K then reviews the clusters and themes, highlighting uncertainty in her choices, and asks participants if there are any changes to be made in where each graph is situated. |
| 7:40-7:45 | Dots Facilitator: YQ | As students take a break, they will be asked to vote for 4-5 graphs that are most important for the gap. |
| 7:45 - 7:55 | Break | Set a time when folks come back - try to make it firm! |
| 7:55 – 8:20 | Connection Circles Facilitator: Y | Y will introduce the concept of connection circles, highlighting the idea of causal links with positive and negative polarity. She encourages groups to start with the prioritized variables and then considering if new variables should be added. As groups work on their connection circles, facilitators walk around the room, observe how the groups are doing, and provide support. |
| 8:20 - 8:25 | Presentations | Teams will present their circle to the larger group, focusing on highlighting key stories. |
| 8:25 - 8:30 | Next steps and closing | Y & K close the session, thanks people for their participation, and identifies what will be happening tomorrow. · Professor’s lecture · Model analysis both qualitative and quantitative · If students are interested in joining our facilitation teams in facilitating the discussion on the migrant’s worker’s health, please contact us. |

### Detailed Agenda for Day 2

| Time | Activity (public agenda) | Facilitation details |
| 6:00-6:30 | Room setup | Writes agenda on whiteboard, prepare space with materials Set up tables around the room with space for circulation, clear view to white boards/flipcharts/wall space. |
| 6:30-6:40 | Welcome and Review the lecture in the morning Facilitator: Prof EB | Prof EB will welcome participants back to the workshop. He will hit a few points: 1. The purpose of GMB is involve people who are affected by systems in the modeling of those systems.  2. Yesterday we did a set of exercises to explore components of the system and how they are related. Today we’re going to explore new aspects of a systems perspective: feedback and accumulation. 3. All models are wrong – some are useful 4. The goals of GMB are multiple: a. Explore mental models of system structure b. Develop systems thinking skills – including ways to think about uses, limitations of models. 5. This is a demonstration – an experiential learning activity. a. Different style than yesterday b. Again, the goal is not to create something perfect. But it is to expose you to new concepts, get you thinking about how this could be used in your work. 6. Agenda |
| 6:40- 6:50 | Review of stock and flows Facilitator: YQ | YQ will review the example of accumulation through the water glass analogy. She will then bring up an example of homework accumulation and talk about the inflows and outflows of homework, and the effects of stress on the rate of completion: |
| 6:50- 7:30 | Structure Elicitation Facilitator: K Co-facilitator: Y | The whole group will work on building a model on the topic of the gap between supply and need of professionally trained social workers in social welfare sector in Shanghai.  K will introduce the anchor stocks of People needing services and Professional Social Workers. K will ask the questions – 1. What factors affect the rate of SWers entering the field? 2. What factors affect the rate of SWers leaving the field? 3. What are the consequences of people needing services? She will also ask the same questions about the other piece of structure. Y will add structure to the model as the conversation emerges. As feedback loops are revealed, K will highlight and reflect back to the group. |
| 7:30-7:40 | Model Review Reflectors: S & EB | S & EB will reflect on some initial observations of the model – interesting variables, interesting dynamics, new questions. They will open it up to the group to talk about what they observed. |
| 7:40 -7:50 | Break | Set a time when folks come back - try to make it firm! |
| 7:50 – 8:30 | Discussion about the use of GMB in practice/student work | S will lead a conversation about opportunities and challenges for using GMB in practice in Shanghai. · Where are opportunities · What are subjects/areas that could be interesting? · What considerations about the use of GMB in Chinese context? · How to learn, practice, etc.? |

## Sample 2: Scholars' Academy Workshop at Washington University in. St. Louis

A sample of a 2-hour workshop led by students from Washington University in St. Louis, as part of their class project
Detailed Agenda for Scholars' Academy GMB Workshop
11th October 2016
Hillman Hall 300, Brown School
| Time | Description | Materials Needed |
| 4:30-5:00 | Room set-up | Chairs, Tables |
| 5:00-5:10 Member 1 - Opener | Welcome/ Introductions Thank everyone for making time to attend the session. Review purpose and agenda of the session. | Food & Drinks |
| 5:10-5:35 Member 1 - Facilitator Member 2 – Wall builder | Hopes and Fears Share that each scholar, having come from different countries, educational fields and having varied interests, would have different expectations of being an Academy scholar. Pass out papers and explain that yellow papers represent people's hopes and blue represents their fears. Ask everyone to write their fears and hopes of being a scholar. Provide one example. Go in round-robin fashion to share hopes and fears. Wall-builder to reflect back the themes that have emerged. | Yellow & Blue Paper Markers |
| 5:35-6:05 Member 2 - Facilitator Member 1 – Wall builder | Graphs over time Provide example of how to draw graph over time. Ask each participant to draw one variable over time per piece of paper. Ask them to organize their variables in order of priority, and share in round-robin fashion. Wall builder to explain the themes/ clusters of graphs. Dots (Select variable and key reference mode) Each participant will be given the same number of dots, and asked to place their dots on the graphs that are most important to them. Facilitator tallies the number of dots beside each graph to create a ranked list of importance. Select the reference mode. | White Paper Markers Stickers |
| 6:05-6:55 Member 2 – Facilitator Member 1 - Modeler/ Reflector | Initiating and elaborating a causal loop diagram: Improving the Academy experience Facilitator introduces the conventions of CLD – demonstrating how to draw positive and negative links between variables. Asks for questions/ clarifications and erases examples. Ask group to nominate causal links between variables on the wall; can introduce new variables. When there's sufficient causal variables, ask for effects. Close the loops, and identify feedback loops as they emerge. Reflector highlights key themes, loops, and areas for future development. | Dry-erase |
| 6:55-7:00 Member 2 – Closer | Next steps and closing Thank group for their contributions and participation. Discuss next steps e.g. presenting the model to Academy leaders. Ask for feedback on the workshop. | |
| 7:00-7:30 | Debrief with co-facilitator | |