7 minutes
Lines that keep the process as the object Say these. Do not convert. Do not score.
What you’ll be able to do Identify the practical implication of “Lines that keep the process as the object” and apply it to one live DHS decision connected to Teams in Minimization. Compare the responses to this question and explain your choice: How should the team use the concept? Document a next step for Lines that keep the process as the object: Choose one live work object, name a change or formal escalation, assign an owner, and set the date the result will be reviewed. Chair lines The object is the process, not a person.
We are not scoring anyone.
Who is this built for. Who pays.
What will we change by Friday — or what will we leave identical on purpose, with the who written.
If this is a complaint, that is Equal Opportunity and Access. This meeting is the design.
Lines you will not use Who here doesn’t get it.
You’re being too sensitive.
We don’t see race, so stop.
Let’s not make this political.
Put this lesson to work What you can change You control whether lines that keep the process as the object changes a live DHS process connected to Teams in Minimization or remains information on a page.
What to watch for The team completes the learning, keeps the same default, assigns no owner, and never checks who carries the burden.
Your next step Choose one live work object, name a change or formal escalation, assign an owner, and set the date the result will be reviewed.
Fictional conversation
Bring the discussion back to the packet A fictional team is discussing a late packet. Pause at each turn to consider how the chair can keep the work open to examination.
Optional audio uses synthetic English narration of the fictional scene. The complete spoken text appears below each player.
1. The discussion drifts Colleague: Some people here just do not understand inclusion. Another colleague starts defending their awareness. What can the chair name without ranking either person?
Consider the response Name the drift toward evaluating people. Invite the team to describe what happened in the packet process and whose circumstances it assumed.
2. The chair redirects Chair: Let us return to the packet. It arrived at the start of the meeting. Two people asked for reading time. What can we change about when it goes out? Which parts of this account can the group check?
Consider the response The arrival time and the requests are observations in this fictional scene. They give the team something to verify and change without assigning a developmental stage or motive.
3. The team records the next step Chair: Who can send the next draft early enough for review? Let us agree the arrangement and check on Friday whether people had usable preparation time. What still needs agreement?
Consider the response Confirm the responsible role, practical timing and what the review will examine. A date alone does not show the change worked. A formal complaint belongs in its appropriate process.
In the lesson notes, draft a next line for a comparable conversation and explain what it would help you learn.
Carry this forward Say these. Do not convert. Do not score.
You control whether lines that keep the process as the object changes a live DHS process connected to Teams in Minimization or remains information on a page.
Choose one live work object, name a change or formal escalation, assign an owner, and set the date the result will be reviewed.
Completion is shown by a scenario decision, a knowledge-check response and a saved one-minute commitment.
Choose one live work object, name a change or formal escalation, assign an owner, and set the date the result will be reviewed.
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