The Leadership

Challenge
Model the Way
Leaders aren' t born ... They're made!
Values
Discussions about values often generate more heat than light because the word values
means different things to different people. For some the word refers to specific
positions a person holds on controversial moral issues such as capital punishment. For
others it refers to whatever might be most important to a person, such as a good job, a
fancy car, or the welfare of the family. For still others it refers to abstractions such as
truth, justice, or success. In this chapter we offer a definition of values and explore
ways to discover your values and apply them to the college experience.
DEFINING VALUES
Perhaps we can best define a value as an important attitude or belief. Let us include
in the definition the idea that a value commits us to taking action, to doing
something. We may not necessarily act in response to other feelings, but when we
trnly hold a value we act on it. For instance, we might watch a television program
showing starving people and feel sympathy or regret but take no action whatsoever. If
our feelings of sympathy cause us to raise funds to help those suffering, then those
feelings qualify as valnes. Action does not have to be overtly physical. Action may
involve thinking and talking continually about a problem, trying to interest others in
it, reading about it, or sending letters to officials regarding it. The basic point is that
we trnly hold a value; it leads us to do something.
Let us also define values as beliefs that we accept by choice, with a sense of
respousibility and ownership. Much of what we think is simply what others have
taught us. Many things we have learned from our parents and others close to us will
come to count fully as our values, but only once we fully embrace them for ourselves.
One must personally accept or reject something before it can become a value.
Finally let ns make the idea of affirmation or prizing an essential part of values. We
are proud of our values and the choices to which they lead. We also find ourselves
ready to sacrifice for them and to establish our priorities arouud them. Our values
draw forth our loyalties aud commitment. Because they hold sway over us, our values
can also be a source of self-condemnation when we fail to fully realize them in our
daily lives. In other words a real aura of pressure or "oughtness surrounds the values
we have chosen.
In summary, then, our values are those important attitudes or beliefs that we accept
by choice, affirm with pride, and express in action.
DISCOVERING VALUES
You probably already have at least a fair sense of what your values are. Yet one of
your key tasks in college is to more consciously define your own approach to life and
articulate your values. College is an opportunity to locate and test those values by
analyzing their full implications, comparing them with the values of others, and
giving voice to your beliefs.
No one is neutral, or without values, though values are held with vatying degrees of
clarity and commitment. Identifying your values is at once simple and complex. One
way to start is by asking yourself directly what your most important values are.
12 Questions to Ask When
Making Ethical Decisions
1. Have you defined the problem accurately?
2. How would you define the problem if you stood on the other
side of the fence?
3. How did this situation occur in the first place?
4. To whom and to what do you give your loyalty as a person
and as a member of the organization?
5. What is the intention in making this decision?
6. How does this intention compare with the probable results?
7. Whom could your decision of action injure?
8. Can you discuss the problem with the affected parties before
you make your decision?
9. Are you confident that your position will be as valid over a
long period of time as it seems now?
IO.Could you disclose without qualm your decision or action to
your boss, the president of the board of directors, your
family, society as a whole?
11. What is the symbolic potential of your action if understood?
If misunderstood?
12. Under what conditions would you allow exceptions to your
stand?
COMMON RATIONALIZATIONS
As we work: hard to act according to core ethical values there are some common traps we can fall
into. These rationalizations can keep us from making proper ethical decisions and/or taking
actions which are consistent with core ethical values. Knowing what these traps are can help you
steer clear of them.
1. Self-Protection. The motivation to protect ourselves from unwanted consequences can
lead us to the rationalization that unethical behavior is acceptable. This often occurs
when we are unwilling to accept the rightful consequences of our own behavior. For
example, if a student does not study properly for an exam, helshe may rationalize the
need to cheat because they are unwilling to filii - a deserved consequence of their lack of
preparation.
2. Everyone's Doing It. Just because others engage in some certain behavior does not
make it ethical. Besides, we often overestimate "how many" other people really engage
in a behavior we are trying to rationalize.
3. I Deserve It. People who feel that their particular situation is "unfair" and that they have
a right to certain privileges, may use this rationalization to behave in an unethical way.
This is particularly true if they feel they have been taken advantage of in situations.
4. Faulty Reasoning. We often overestimate the cost/risks of doing the right thing and
underestimate the cost/risks off ailing to do the right thing.
5. Fighting Fire with Fire. If others are using unethical behavior to put us at a
disadvantage, then we can fall into the trap of rationalizing our own use of the same
behaviors.
6. It Won't Hurt Anyone. Even though an unethical behavior won't directly and
immediately hurt someone else, it is not justified. This rationalinttion often occurs when
an unethical behavior will give a person certain advantages, but not directly harm
someone else. Often this rationalization is also inaccurate. Others are harmed in many of
these situations, but the harm is not immediately recognized.
7. "Combo" Rationalizations. Oftell, many of the above rationalizations are combined to
create one powerful "combo" rationalization. For example, a student does not properly
prepare for an exam and with Self-Protection in mind, begins to rationalize cheating
because shelhe is unwilling to suffer the consequences. ''Besides," thinks the student "I
Deserve It, I've otherwise worked hard in this class and can't help it I'm not as smart as
others. Plus, Everyone's Doing It, so I'm just Fighting Fire with Fire. Anyhow, It
Won't Hurt Anyone." Such a student may realize their Faulty Reasoning if they are
caught cheating.
Adapted from materials by the Josephson Institute of Ethics
Checklist for Model the Way
o Clarify your personal credo - the values or principles that you
believe should guide your leadership behavior. Then talk about your
credo with others in your organization (or team, club, class,
community, program). Post this information prominently for
everyone to see.
o Keep track of how you spend your time. Check to see whether your
actions are consistent with what your colleagues have agreed is
important. If you find inconsistencies, figure out what you need to
align your actions with those values.
o Keep your daily planner at hand. Write down your promises as you
make them. Review them daily and fulfill them on schedule.
o Develop a list of questions that you ask at meetings to find out
whether your team members are living out the team's values.
o Admit your mistakes. Say ~ I don't know". Show that you're willing
to change your mind when someone comes up with a better idea.
o Set goals that are achievable. Tell people what the key milestones
are so that you and they can easily see progress.
o Use analogies. Help others at the beginning get started by
visualizing what their project will be like. It's sort of like planning
a holiday: Think about how great it will be to get out there, and
start making plans for all the little things that will be required to
make this happen. Then start taking action on those little things.
o Make it easy for others to say "yes". You don't need complete
commitment at the beginning, just enough willingness to take some
action in a general direction. Ask people to do what they are
capable of doing, and then a little bit more.
o Make sure you wander around. Don't make people work to find you;
go out and find them. Mingle. Just say "hi" and learn about what
they are doing.
o Choose some people you consider to be role models. Learn whatever
you can about them by reading biographies, watching films,
interviewing, or spending some time with them.
o Visit a retail store that's widely acknowledged for its extraordinary
customer service. Watch and listen to what store employees do and
say. Interview a couple of the employees about how the store got
such a stellar reputation. Apply these lessons to your own
situation.
o Take a class in storytelling. Take a class in goal setting, on values
clarification, on time management, or in active listening.
o Allow less experienced members to "shadow" you as you go about
completing tasks and projects for your organization.
The Leadership
Challenge
Inspire Shared
Vision
Leaders aren't born_. They're made!
How to Communicate the Vision
Steps for preparing a vision statement:
Prepare a CLEAR, CONCISE statement of the vision. It should take
no longer than five minutes to present. Aim for logic, clarity, and
simplicity.
Find examples that illustrate the central point. These may be heroic,
such as a well-known historic event local, such as an event all are
familiar with; or of human interest (appeal to the heart). Integrate
these illustrations into the message.
Discover one or two metaphors that illustrate the vision. This should
be something people can relate to, and that helps you make your point
vividly or humorously.
IdentifY a key phrase. Is there a line from poetry, a line from a song,
hymn, or historic document that resonates with the idea you are
descnbing? Integrate quotations and key phrases into your
presentation.
Practice the presentation and adjust it until you are comfortable with
it. You are comfortable when you enter into the feeling of what you
want to convey and forget the tension of speaking.
Repeat it often. The leader, who reinforces the message, uses every
available vehicle to do so! Use the vision on tee-shirts, letterhead,
buttons, etc. Begin meetings with the vision statement. Assess your
group progress in light of the vision statement.
Inspire Shared Vision
It is now the future. You have completed the Academy retreat and
it is time to begin your service project. We are going to make
"Back to School" for homeless children the best ever!
Your job is to create a plan for an event to kick off a donation
drive to collect clothes, school supplies, and other gifts for them. It
should include:
A slogan for the event that will attract the support of others
A plan for "advertising" the vision
A plan for making it happen
Remember, it is important to engage the widest possible audience
for the success of your idea Use the steps in "How to
Communicate the Vision" as a guideline.
Checklist for Inspire Shared Vision
o Envision yourself one year from now. Write an article about how
you've made a difference. Imagine that your organization (or club,
team, group, community, project) has been named outstanding group
on campus. When you stand up at the award ceremony, what will you
say about what you've done and why you did it?
o Ask yourself" Am I in this position to do something, or am I in it for
something to do?" If your answer is "to do something" - then write
down what you want to accomplish while you are in your current
position, and why.
o Visualize the possibilities. Focus on all the things that could happen,
not just the things that could go wrong.
o Write several positive affirmations: for example, "I'm confident that
I'm finding opportunities as I accept these new challenges" or "1' m
learning from my mistakes as I experiment with new ways to do things
better. "
o Meet with people in your organization and ask them to talk about their
hopes and aspirations for what this organization could be
accomplishing. Make those common goals visible.
o Speak positively. Don't say try, say will. Sure, there are lots of
reasons why this or that might not happen, and of course it will be
hard work, but people don't get charged up when you're tentative and
noncommittal.
o Make the intangible tangible. Slogans, theme songs, poetry, symbols,
quotations, and humor are powerful tools you can use to express
values and vision of your organization.
o Whenever possible, volunteer to stand in front of a group and speak,
even if it's just to introduce someone or make an announcement.
o Visit your local library, or go to a store that sells CDs, tapes, and
videos. Check out or buy and then listen to several famous speeches
by leaders who have been inspirational. Learn everything you can
form the masters.
o Take a public speaking class. Join Toastmasters (a community-based
organization that helps people become m ore comfortable speaking in
public and expressing their ideas in a supportive atmosphere).
o Identify a couple of successful people on your campus or in your
community who are good public speakers or who are inspirational to
you. Interview these people about how they developed their
communication skills. What's the source of their own inspiration?
o Use team-building activities to energize people on your team and to
build interpersonal trust among participants through shared
experIences.
The Leadership
Challenge
Challenge
the Process
Leaders aren't born ... They're made!
Personal Risk Index
1 Taking management risks makes good sense only if there are no
acceptable alternatives.
2 I generally prefer stimulation over security.
3 I have confidence in my ability to recover from my mistakes, no matter
how big.
4 I would promote someone with unlimited potential but limited experience
to a key position over someone with limited potential but more experience.
5 Anything worth doing is worth doing less than perfectly.
6 I believe opportunity generally knocks only once
7 It is better to ask for permission than to beg for forgiveness.
8 Success in management is as much a matter of luck as ability.
9 Given a choice, I would choose a $3,000 annual raise over a $10,000
bonus that I had about a one-in-three chance of winning.
10 I can handle big losses and disappointments with little difficulty.
11 If forced to choose between them, I would choose safety over achievement.
12 Failure is the long way to management success.
13 I tolerate ambiguity and unpredictability well.
14 I would rather feel intense disappointment than intense regret.
15 When making a decision with uncertain consequences, my potentia/losses
are my greatest concern.
Scoring:
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Give yourself one point for each of the following statements with which you agree: 2, 3, 4, 5, 10,
13, 14. Give yourself one point for each of the following statements with which you disagree:
1,6,7,8,9,11,12,15.
Calculate your total. A score of 11 or higher indicates strong pro-risk attitudes; 6-10, medium-
pro-risk attitudes; and 5 or below, weak pro-riSk attitudes.
My Score _____ _
(
Challenging the process through
Multiculturalism
One of the five leadership practices is challenging the process. This
involves, among other things, being open to diverse ideas and opinions.
Students who fully embrace diversity are those who have developed
multiculturalism.
Stage One Ethnocentrism is a human survival response that tells us our
culture is best. At this stage, persons may be intolerant or
hostile as a result of perceived challenges posed by the many,
diverse cultural groups on a college campus or in a new
environment.
Stage Two Awareness means being aware of our own culture and learning
about others. We should be aware that differences are part of a
person's way of thinking, feeling and acting.
Stage Three Understanding comes from taking time to share field-of-
experience differences. It involves gathering information and
acquiring knowledge about other cultures on a rational level.
Stage Four Accepting/Respecting means showing consideration an
attitudinal change toward other cultures. It means accepting
without comparing or judging. Live and let live.
Stage Five AppreciatinglValuing that all cultures have strengths and
weaknesses. We may value and appreciate specific aspects of
other cultures in relation to our developing identity and values.
Stage Six Selection Adoption occurs when valuing aspects of another
culture leads in relation to our developing identity and values.
Stage Seven Multiculturalism - The ideal stage. At this stage, student have
formed and continue to form their self-concepts, outlooks, value
systems and identities in a way which transcends cultural
considerations. Multicultural individuals are genuinely open to
all new experiences, variation and change, and they actively try
to incorporate components of experience into their identities.
We should seek to become multicultural and celebrate our
differences
Developing Creativity
1. Distinguish between intuition and creativity
Intuition is listening to important, hidden clues as to how life really works,
creativity is dreaming how we might use these insights to do things differently
and better than we do now.
2. Change fD'St in little significant ways
Vary your daily routine.
3. Learn something new and important each day
Expanding your views can quickly generate valuable intuitive and creative
energy.
4. Study larger, dynamic processes rather than smaD static details
Watch a team sport and see how teamwork gets results. Notice how thing work
together, over the individual.
5. Avoid thinking in terms of cause and effect and beginning and endings
See how things are inter-related and multi-dimensional.
6. Express your intuitive gut feelings about something
Start following hunches. Learn to hear and trust your intuitive feelings through
practice.
7. Watch children at play at least once a day
Seeing things as they could be, rather than what they are.
8. Encourage others in the organization to express themselves intuitively and
creatively without fear of ridicule
The culture has to be relaxed enough to undo all the powerful constraints placed
onus.
9. Expand the spirit of inquiry while maintaining the rule of advocacy
Ask more questions and impose your own answers less.
10. Try to reverse your typical approach to looking at something
If you usually speak first try listening, and then look at the details.
11. Study how you turned your own failures into successes
You already use intuition and creativity without being aware of it.
12. Form smaD teams for special projects, which can aDow for intuitive and
creative thinking without judgment
Teams are more likely to be innovative than individuals, especially when there is
synergy.
Adapted from: William Cottringer, ExceUence 10 Acti ... : Try mrying)Qilr daily roudne.J
Checklist for Challenge the Process
o Volunteer for a tough assignment. Be proactive in looking for
chances to stretch yourself and learn something new.
o Make a list of every task you perform. About each, ask yourself
"Why am I doing this? Why am I doing it this way? Can this task be
eliminated or done significantly better?
o Make a list of all the things you do in your organization (or club,
team, group, program, community) that fit this description: "That's
the way we've always done things around here." For each of these,
ask yourself, "How useful is this practice to doing our best?" If the
answer is "absolutely essential," then keep it. Otherwise, find a way
to change it.
o Hold a meeting with your teammates. Ask them what really annoys
or bugs them about this organization. Commit to changing three of
the most frequently mentioned items that are hindering success.
o Identify a process in your group that's not working. Whatever it is,
take action to fix it.
o Try one or two experiments (doing something that you are not
currently doing). Make them small but see what you can learn from
them for future experiments (and eventually new practices).
o Eliminate "fire hosing" (throwing water on every new spark of an
idea). Bring squirt guns to your meetings, and use them whenever
someone puts down a new idea ("that'll never work") without
giving it the benefit of some discussion and reflection.
o Go shopping for ideas. Call your counterparts in another
organization, at another school, or in another community, and find
out what they are doing. Better yet, go visit them in person (and
take some others with you). Find one more things that they are
doing very well that your organization could or should copy. Then
follow through.
o Read biographies about a couple of revolutionaries in business,
science, politics, religion, or any endeavor. Learn whatever you can
from the accounts of their lives.
o Identify a couple of successful people ort your campus or in your
community who excel at taking risks and experimenting. Interview
them about what they think are the ingredients for innovation. Ask
the how they get away with "breaking the rules."
o Take a class in creative problem solving.
o Spend time in an Outward Bound or similar wilderness-adventure
program.
o Eliminate the phrase, "That's the way we did it last year" from your
discussions. Review annual projects and programs to improve,
change, or confirm how you are proceeding.
The Leadership
Challenge
Enable Others
To Act
Leaders aren't born ... They're made!
Characteristics of an Effective Group
l> An effective group has a sense of purpose and common goals that are mutually
understood. A group is constantly in process and has a personality of its own. It
should be flexiblo in seleoting the procedures for achieving objectives.
l> Within each group are partioipation patterns in which the member perceives a
role, a senSe of belonging, and a response to hoth personal and group objectives.
Channels of communication are established. Attitudes toward other group
members evolve.
)- Mutual dependence among members grows as personal and group goals are
achieved successfully: a social climate develops in parallel with the work climate.
Opinions become respeoted as the group begins to function at the idea level.
l> A group is able to start and maintain effeotive deoision-making by carefully
examining all viewpoints and seouring commitment of all members in important
decisions.
l> The atmosphere of an effective group encourages participation. Communication of
personal feelings and attitudes occurs direotly and openly because these are
considered important to the group work.
l> The individual develops a positive self-concept as a result of the association with
other members of the group.
l> A group is a functioning organism greater than the sum of its parts. It adopts
standards, procedures, structures, courses of growth levels of acoeptable
oommunication. It balances emotional and rational behaviors which are channeled
into productivity group effort.
l> A group makes intelligent use of the abilities of the member., individually and in
concert with others.
l> Groups select goals, the paths to the goals, and their own ways of measuring
progress.
Groups have various degrees of structure which include mutual obligations and
rights, specific roles, interaction patterns and channels of procedure.
l> Leadership is generally shared throughout the entire group.
l> The effective group seeks information from each other and from sources outside
the group.
l> The effective group sticks together.
>- Members are concerned with contributing ideas, elaborating and clarifying ideas,
helping the group work, accomplishing tasks and maintaining itself as an effective
unit.
l> Evaluation of the group, the procedures, the projects, the goals, and the proce.ses
should be objective and continuous. It should be conducted by all members in
reference to their expectations and goals.
l> A group can accomplish greater goals because of the combined creativity of its
members. The effective group deals more with ideas than with personalities or
events.
Giving Positive Feedback
1. Every human encounter offers an opportunity for exercising
your power of appreciation.
2. Praise can help you establish rapport, cause others to see you
as warm and caring, build self-esteem, and even change other
people's behavior.
3. Find the good in others and praise it!
4. Recognize good work in a timely fashion to ensure that the
good behavior is repeated!
5. Intentionally offer praise to boost a person's self-confidence
and self-esteem.
6. Offer positive feedback in a positive, friendly manner.
7. Be specific, honest, and direct with your praise. Provide
examples of good work.
8. Accurately describe a person's strengths and successes.
They might not be aware of these and will be happy that you
shared your observations.
9. Put your praise in writing! Document your applause for
lasting effect.
10. Use positive feedback to inspire, motivate, and empower
people to achieve their maximum performance level.
11. Develop the practice of repeating any positive thing, any
pleasant thing, and any complementary thing that you hear
about someone.
Giving Constructive Feedback
1. Give feedback on things that people can change - feedback should
always be directed toward behavior the receiver can reasonably be
expected to do something about.
2. When feedback is given as soon as possible after the behavior to
which it refers, the person getting the feedback has a chance to
recapture what he or she was trying to do and learn new ways of
behaving.
3. Confront a person's behavior you have a concern with, not the person.
4. Be helpful when offering feedback and suggestions for improvement,
not hurtful.
5. Ask questions to gain information about why the person is behaving
inappropriately before stating your opinion.
6. LISTEN to what the person is telling you about why they behave the
way they do.
7. Provide a clear description of poor performance or negative behavior
- give specific examples and an explanation of why what they did was
not desired behavior. General feedback is often of no direct or
practical use.
8. Use "r' statements that are a direct reflection of your feelings about
their behavior or actions - "When you did or said 'x', I was
concerned, frustrated, disappointed, hurt, angry, etc.
9. Feedback should include checks to insure clarity and understanding-
ask the person to rephrase what came through him or her.
10. Invite the person to change their behavior
Wbat is it?
THE ART OF DELEGATING
Delegation is the simple act of entrusting an activity to another person. It
is an indispensable concept to be grasped by any leader who expects to be
successful.
Wby sbould I?
You may identify more creative ways of doing things than if you did it
yourself
Followers feel a deeper sense of responsibility and ownership for the
orga
n
i211tion.
Transition to new leadership becomes easier because more members are
prepared to step into responsibility.
Morale and motivation may improve, since responsibilities are more
equally distributed.
The leader learns the new skills of being teacher and coach.
Individuals are able to personally interpret delegated responsibilities to
meet their own interests and needs.
Delegation makes it possible to recognize good member contributions.
Members gain a personal sense of achievement through completing tasks.
Wbat's tbe downside?
The job doesn't get done.
The job isn't done the way you would like.
It's harder for you to coordinate responsibilities and tasks.
It takes more time to explain how to do something than to do it yourself.
You, as leader, are no longer seen as responsible for success (or failures?).
Members who fail in their responsibilities may be embarrassed and not try
again.
Your power may be lessened by others taking on more responsibility.
Who to delegate to?
You have many ways to decide:
Determine the group's tasks, and the members' skills. Assign accordingly.
Invite Volunteers: interest and beliefin something is a great motivator.
Ask someone you might not have thought about. They can always decline.
How do I do it?
Clearly explain what needs to be done and why. Outline goals and
ex:pectations, and how the taSk fits into the organiwiona/ mission. Give
deadlines.
Delegate segments that make sense; not bits and pieces of a task.
Be available to members, and share information about campus resources, etc.
Explain/Demonstrate how the task can be completed, but also ask for input.
Give constructive feedback. Be tolerant of mistakes.
Praise in public, criticize in private.
Throughout the process, focus on the group instead of on outcomes.
Once you've delegated, never take it back (except in impending disaster!)
Set up self-monitoring systems for member progress so you don't feel the
urge to look over shoulders (i.e. caIendars with deadlines, weekly report
forms, etc.)
Always be open to new directions and ideas.
What not to do:
Never, ever say, "The Best Way To Do Something Is To Do It Yourself."
You never know what you may discover when you give other people a
chance.
Never, ever assume that the organi7l!tion will tail without you! It may be
your fauh for not grooming new leadership by delegating I
Don't micro-manage-give your members a chance to succeed and feel good
about it.
Checklist for Enable Others to Act
o Find ways to increase interaction among people in your
organization (or club, group, unit, team, class, program,
community) who need to work more effectively together. Have a
potluck dinner. Teamwork and trust can be built only when people
interact informally as well as formally.
o Establish easily accessible meeting areas that encourage people to
interact. Locate the coffee pot, popcorn maker, or microwave oven
between people who should talk with one another.
o For the next two weeks, commit to replacing the word "I" with
"we." Leadership is a team effort, not an individual effort. "We" is
an inclusive word that signals a commitment to teamwork and
sharing. Use it Ii berall y.
o Assign important tasks to others. Don't always hog the limelight.
Let someone else make a key presentation. Coach and support that
person.
o Ask for volunteers. Give people choices. You build commitment
when people don't feel forced into taking action. You build
motivation when people feel like they're in control.
o Keep your door open all time (except when you must discuss an
extremely private matter). Closed doors send a signal that you don't
want to interact with others, breeding distrust and suspicion.
o Remove unnecessary steps in any approval process.
o Interview an athletic coach. Ask how you might apply the coach's
methods in your organization. What does it mean to "coach"?
o Choose someone on your campus or in your community who's
known as an exceptional "people person." Accompany and observe
this person for a few hours. Ask for tips on how you can do better.
o Study social movement (for example, civil rights or women's
suffrage), and find out how proponents encouraged others to get
involved.
o Take a course in team building or a class on listening skills,
consulting skills, or running effective meetings.
o Mentor new members in your organization. Pair experienced leaders
with emerging leaders.
o Make people visible by connecting them directly with your group's
key stakeholders (such as faculty, administrators, alumni, parents,
town officials, and so on). This will help people to know that others
see them as playing important roles in the endeavor.
Effective Teamwork Strategies
1. Carefully listen to the directions and instructions provided by the facilitator.
2. Ask questions of the facilitator to clarify the directions and instructions. Make sure that
everyone on your team understands the directions and the goal of the exercise before you
begin to solve the problem.
3. Student leaders must lead confidently, assertively, and consistently. You cannot be a
passive follower and withdraw from leadership roles if you want to be an effective leader.
Step outside of your comfort zone, participate actively, and practice different styles of
leadership and group roles! Learn to think faster so that you can present your ideas
promptly and clearly.
4. Information about Introverts - Like to think before they act, sometimes without acting.
Develop ideas by reflection. Need to be drawn out. In meetings, verbalize already well
thought out conclusions. Benefit from being encouraged to try new "Extroverted" activities,
like being a leader of a team of other students. First attempts at group leadership may be
experienced es awkward and uncomfortable, but greater ease will come with practice.
Their goal is to develop a comfortable way of extroverting as an Introvert than extroverting
like an Extrovert. May need long pauses while they clarify internally what has been said or
gain the courage to say something else to the group.
5. Information about Extroverts - Often act quickly, sometimes without thinking. Develop
ideas by discussion. Normally do a fair amount of talking as a way of arriving at the "point"
of their communication. Need to moderate expreSSion. Slow down and consider your
behavior while you act and then consider it again after you act. Be careful not to interrupt
others, over talk, or dominate group discussions. Need to remember to include the
introverted team members in planning and discussion.
6. When you need to solve a problem or make a decision, use this participatory planning
process:
a. Identify the problem to be solved.
b. Brainstorm all possible solutions to solve the problem. But do not over plan" and
leave insufficient time to complete the task. Remember to maintain a good "work
pace" to successfully complete the task on time. Someone in the group has to keep
close track of the time. HAVE A BIAS FOR ACTION!
c. Develop a plan to implement each solution.
d. Choose the best solution to solve the problem. Don't take the easy way out or
implement the very first solution without ample consideration.
e. Implement your best plan. Make sure that everyone understands the plan that is
chosen to solve the problem and exactly how it will be implemented.
f. Remember to always follow a good plan. Keep focused and disciplined when
implementing your plan.
g. Be willing to modify the plan if necessary, or change to another plan.
h. Evaluate the effectiveness of your plan.
7. If you want to be an effective team, you have to LISTEN to each other! Everyone cannot
talk all at once and over one another. If you are being ignored or the team is not listening
to you, speak up if you have a great idea.
8. Recognize other's efforts: give lots of support, encouragement, and positive feedbeck to
your group members.
9. Leading in Times of Chaos:
a. Assert yourself! Take a brief time out and force a group dialog when team
members are over planning, not on task, disorganized, frustrated, or not listening to
one another. Sometimes a group has a great plan, but bad "teamwork" to
implement the plan.
b. Initiate a discussion to consider how the team should refocus their efforts. Engage
other team members to help the group develop strategies to work more efficiently
and effectively. Do not remove yourself from the group at this point; doing so
accomplishes nothing.
c. Practice self-control to deal with your own stress, frustration, and anger generated
by your reaction to other team members. Scream without raising your voice.
10. Be willing to give constructive feedback to an individual team member or to the group to
improve the effective operation of the team. If you are the recipient of negative feedback,
don't listen to HOW it's seid to you, listen to WHAT is said!
11. Fail forward, not backwards. Deal effectively with the stress and frustration of not
succeeding. Be positive at all times. Do not quit on yourself and on your teammates.
12. Trust your team members. Value the contributions of each and every team member. Ask
each team member for their input and listen to them!
13. When you use a "telling" style of leadership, give very specific instructions and supervise
closely.
14. Men and Women-share group leadership roles. Be careful not to dominate the leadership
roles in the group. Speak up if one gender is dominating group leadership and not
listening to the other gender.
15. At times you may be blinded or muffled. Even if you are blinded or muffled, be a
contributing member of the team. You don't need to have sight to have vision, nor do you
have to speak to be heard.
16. Enjoy the feedback card exercise that discusses your leadership performance. It is the
single most beneficial part of the retreat!
Twenty Steps to a Successful Meeting
Remember: Successful meetings are 80 percent preparation and 20 percent execution.
Before the Meeting
1. Plan the meeting carefully: who, what, when, where, why, how
many?
2. Prepare and send out an agenda in advance.
3. Come early and set up the meeting room.
At the Beginning oftbe Meeting
4. Start on time.
S. Get participants to introduce themselves and state their
expectations for the meeting.
6. Review, revise, and finalize the agenda.
7. Set clear time limits.
8. Review action items from the previous meeting.
During tbe Meeting
9. Ask questions.
10. Listen.
11. Clarify issues and identify underlying interests.
12. Develop multiple options.
13. Use objective criteria.
14. Use the agenda to keep the meeting moving.
15. Summarize agreements.
16. Identify additional data needed to make decisions.
At the End of the Meeting
17. Establish action items: who, what, when ...
18. Set the date and place of the next meeting and develop a
preliminary agenda.
19. Close the meeting crisply and positively.
After tbe Meeting
20. Follow-up on action items and begin to plan the next meeting.
Communicating Effectively: Basic Guidelines
C
ommunication encompasses all human behavior that results in the
interchange of meaning. You are never not communicating! It is important
that your learn how to communicate effectively

Here are 10 basic guidelines for effective communication:
1. Convey your message clearly - don't be vague, too general or longwinded.
2. Get feedback - and give feedback, too - to ensure that the message has been
understood as intended.
3. Communicate with the intention of building relationships.
4. Consider the setting (where the communication occurs) as well as the other
person's frame of reference (knowledge, experience, etc.).
5. Make your verbal and nonverbal messages congruent with each other.
6. Allow others to state their ideas - never assume that you know what someone else
is thinking.
7. Avoid "yes-butting" - do not constantly reject the other person's ideas.
8. Avoid excessive or inappropriate questioning (which may be construed as nosy.
disrespectful and offensive).
9. Don't be sarcastic, judgmental, or overly defensive.
10. Be a thoughtful, active listener.
Developing a Group
I
n trying to develop a group, it is important to keep in mind the characteristics of an
effective group. Also, it is important to work towards building a cooperative group
structure.
An effective group ...
Has a clear understanding of its goals---<>verall and immediate.
Is flexible in selecting its procedure as it works toward its goals.
Has achieved a high degree of communication and understanding among its
members - Communication of personal feelings and attitudes, as well as ideas,
occurs in direct and open fashion because it is considered important to the work of
the group.
Is able to initiate and carry out effective decision making, carefully considering
minority viewpoints and securing the commitment of all members to important
decisions.
Achieves an appropriate balance between group productivity and the satisfaction
of individual needs.
Provides for sharing ofleadership responsibilities.
Has a high degree of cohesiveness (i.e., attractiveness to its members).
Makes intelligent use of the differing abilities of its members.
Can be objective about reviewing its own processes - Can face problems and
adjust to needed modification.
Maintains a balance between emotional and rational behavior, channeling
emotionally into productive group effort.
To achieve a cooperative group structure ...
1. Members must interact, give and receive help from one another, and share ideas,
information and resources to help accomplish the group's specific objectives.
2. The group's overall goal of getting the task done at the highest level possible
must be accepted by everyone, and members need to develop commitment to
that goal.
3. Because the possibility exists for different group members to do different sub-
tasks, groups may divide the labor in various ways to accomplish their specific
objectives and overall goal.
4. Rewards, if any, must be based on the quality and quantity of group
performance, not individual performance.
Developing Consensus
If ... Then .. .
There is little Do lots ofbrainstonning; use mini-teams to generate ideas; use
involvement stand-up team exercises to answer questions (on flip charts).
Things are moving Speed up the process: use visual presentations of ideas and
slowly issues; cluster idea cards around topics and insights.
There is lack of Ensure that relevant information is presented; ensure full
information about the discussion. If necessary data are missing, delay decision until
topic or issue presentation is made and discussed.
Many different Constantly apply active listening: acknowledge, use probing
perspectives are present questions, paraphrase, relate other concerns, summarize. Treat
differences (of viewpoints, experiences, backgrounds, even
styles) as strengths for the group to build on.
Many tasks need to be Have teams simultaneously process information and formulate
thought through quickly tentative decisions to present to the group .
.
Different solutions are Pull out the common parts of each solution. Synthesize: take
posed to the same various ideas and incorporate them into a new solution.
problem
Various proposed List the key assumptions or values everyone agrees on; discuss
solutions hold different different values; re-word solutions to fit common assumptions
values or assumptions and values; rank solutions with regard to practicality and
effect.
There is a "we-they" Use plural language; e.g., "What is ill!!: common insight hereT'
group tendency
Adapted (rom: "Tips in Developing COJ1lIeIISUS" (Strategies InternlltiOlta\, Inc.).
Handling Conflict
C
onflict is naturaL It is bound to occur in any organization. Differences are
inevitable; therefore, it is necessary to identify where they occur and how they can
be resolved. Because conflict can be healthy, the goal of your organization should
not be to eliminate it, but rather to handle it in a constructive way.
The group or organization is enhanced by exploring differences, and by welcoming the
new insights and ideas that result. Usually, when conflict arises and is dealt with openly,
people are stimulated to creativity; alternatives are considered; better ideas emerge; and a
better course of action results.
There are many ways of dealing with organizational and group conflict. Any one method
of dealing with conflict will not apply to all situations or all personalities. The leader
should consider when to employ what method or style, and with whom. If a leader has
used one method successfully, he or she may use it excessively. Learning about
alternative means of handling conflict gives us a wider choice of actions to take in any
given situation and makes us better able to tailor our response to the situation .

Four steps to collaborative negotiation (a "Win-Win" approach):
1. Diagnosis: Determine the nature of the conflict.
2. Initiation: Begin to focus the details of the conflict and its effects.
3. Active listening: Paraphrase/restate what the person says; consider
content as well as feeling; avoid argument-provoking replies.
4. Problem tOlving: Clarify the problem; talk about what is needed;
generate a list of possible solutions; decide together on the best solution
acceptable to both parties; plan the implementation of the solution; plan a review
or evaluation of the solution after a specified period of time.
T
he collaborative approach involves an attempt to work with individuals and groups
to find some solution that fully addresses the concerns and satisfies the needs of
the parties to the conflict. It means digging into an issue to identify the underlying
concerns of the persons involved (on both sides of the conflict) and to find a
solution that meets all the pertinent concerns.
(J Both sides win
(J People usually feel satisfied
(J There will be mutual respect
(J The parties to the conflict feel enriched, rather than belittled
(J There will be continuing efforts to cooperate and work together.
Ten Ways to Maintain a Motivating Environment
1
Treat each person as an individual.
2
Recognize that, by nature, people want to do a good job.
3
Understand that people want to be autonomous
and responsible for themselves.
4
Maintain the self-esteem of others.
High self-regard is the cornerstone of motivation.
5
Constantly communicate both organizational
and individual progress towards mutual goals.
6
Involve people in the decision-making process.
People don't usually resist their own ideas.
7
Don't over-manage competent people.
Delegate both work and authority for maximum motivation.
8
Understand that motivators are relative to the strength
of a given need as perceived by the individual.
9
Recognize that people tend to seek membership in groups
that confirm their own values and validate their own experiences.
10
Encourage a strong sense of shared direction and commitment
to peak performance.
Q: What are some other ways you can think of that would help maintain a motivating
environment in your organization?
L = Group Leader
& Coordinator
PL = Initiated
Planning
Process
CON = Confident
A = Assertive
E = Energizer
GD = Very Good
Idea
GP = Processed
Group Ideas
TP = Very Good
TeamPiayer
F-Follower
P = Passive / quiet
DOM = Dominator
AG = Aggressor
NEG - Negative
!NT = Interrupted
Others
Q -Asked Quest.
of Facilitator
AH = Asked for
Help from
Team
Member
MO = Motivated
Others with
PositiveFB
S = StressedIFrustrated
SAMPLE FEEDBACK CARD
POSITIVE
-Good planner: during the ropes course, you seemed to be able to understand what the problems were and how to go
about solving them.
-Good communicator: you were able to clearly express your ideas to all of us regarding the best solutions to address
the problems.
-Asked good questions: you were not shy about asking the facilitator questions when you wanted to be sure or did not
understand something clearly.
-Considerate: you made sure everyone in the group had an opportunity to say what they thought about solving the
elements.
-Supportive: you constantly encourage your teammates offering words of support and cheering them on during the
element.
CONSTRUCTIVE
-Need to express your ideas more: you get very quiet and even though you are thinking about how to best solve the
problem you find yourself keeping those thoughts to yourself
it ';',:'v;-' ';',,--', ,;r ::i:'11)[ ,-,,_- hc;n" Q}VE' \;,-, \-i)LI neC'd
:
""",
:"
A Leader?
I went on a search to become a leader.
I searched high and low. 1 spoke with authority, and people listened, but alas, there was one who
was wiser than I, and they followed him.
I sought to inspire confidence, but the crowd responded, "Wby should we trust your'
1 postured and assumed the look of leadership with a countenance that glowed with confidence
and pride. But many passed me by and never noticed my air of elegance.
I ran ahead of the others, pointing the way to new heights. I demonstrated that I knew the route
to greatness. And then I looked back, and I was alone.
What shaIlI do, I queried? I've tried hard and used all that I know.
And I sat me down and I pondered long.
And then I listened to the voices around me. I heard what the group was trying to accomplish.
I rolled up my sleeves and joined in the work.
As we worked I asked, "Are we all together in what we want to do and how to get the job done?"
And we thought together and we fought together and we struggled toward our goal.
I found myself encouraging the fainthearted. I sought the ideas of those who were too shy to
speak out.
I taught those who had little skill. I praised those who worked hard.
Wben our task was completed, one of the groups turned to me and said, "This would not have
been done, but for your leadership."
At first I said, "1 didn't lead, I just walked with the rest."
And then I understood: leadership is not a goal. It's a way of reaching a goal.
I lead best when I help others to go where we've decided we want to go.
I lead best when I help others to use themselves creatively.
I lead best when I forget about myself as a leader and focus on my group, their needs, and their
goals.
To lead is to serve, to give, and to achieve TOGETHER.
111cmes
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THE GALLUP ORGANIZATION
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10 Contact Us
EDUCld rON DIVISION
StrengthsFinder Themes
StrengthsFinder measures the presence of 34 talent themes. Tal ents are people's
naturally recurring patterns of thought, feeling, or behavior that can be
productively applied. The more domi nant a theme is in a person, the greater the
theme's impact on that person's behavior and performance.
Achiever
Activator
Adaptability
Analytical
Arranger
Belief
Command
People strong in the Achiever theme have a great deal of
stamina and work hard. They take great satisfaction from
being busy and productive.
People strong in the Activator theme can make things happen
by turning thoughts into action. They are often impatient.
People strong in the Adaptability theme prefer to "go with the
flow." They tend to be "now" people who take things as they
come and discover the future one day at a time.
People strong in the Analyti cal theme search for reasons and
causes. They have the ability to think about all the fact ors
that might affect a situation.
People strong in the Arranger theme can organize, but t hey
also have a flexibility that complements this ability. They like
to figure out how all of the pieces and resources can be
arranged for maximum productivity.
People strong in the Belief theme have certain core values
that are unchanging. Out of these values emerges a defined
purpose for their life.
People strong in the Command theme have presence. They
can take control of a situation and make deci sions.
Communication People strong i n the Communication theme generally find it
easy to put their thoughts into words. They are good
conversationalists and presenters.
Competition People strong in the Competition theme measure their
progress against the performance of others. They strive to
win first place and revel in contests.
Connectedness People strong in the Connectedness theme have faith in the
links between all things. They believe there are few
coincidences and that almost every event has a reason.
Consistency
(formerly
Fairness)
Context
Deliberative
Developer
Discipline
People strong in the Fairness theme are keenly aware of the
need to treat people the same. They try to treat everyone in
the world fairly by setting up clear rules and adhering to
them.
People strong in the Context theme enjoy thinking about the
past. They understand the present by researching its history.
People strong in the Deliberative theme are best described by
the serious care they take in making decisions or choices.
They anticipate the obstacles.
Peopl e strong in the Developer theme recognize and cultivate
the potential in others. They spot the signs of each small
improvement and derive satisfaction from these
improvements.
People strong in the Discipline theme enjoy routine and
10117120022:56 PM
StrerrgthsFinder<E'Themes
'f(
~
~
2of3
Empathy
Focus
Futuristic
Harmony
Ideation
Includer
(formerly
Inclusiveness)
http://cducation . gallup. com/in f o/themes. asp
structure. Their world is best described by the order they
create.
People strong in the Empathy theme can sense the feelings of
other people by imagining themselves in others' lives or
others' situations.
People strong in the Focus theme can take a direction, follow
through, and make the corrections necessary to stay on track.
They prioritize, then act.
People strong in the Futuristic theme are inspired by the
future and what could be. They inspire others with their
visions of the future.
People strong in the Harmony theme look for consensus. They
don't enjoy conflict; rather, they seek areas of agreement.
People strong in the Ideation theme are fascinated by ideas.
They are able to find connections between seemingly
disparate phenomena.
People strong In the Inclusiveness theme are accepting of
others. They show awareness of those who feel left out, and
make an effort to include them.
Individualization People strong in the Individualization theme are intrigued
with the unique qualities of each person. They have a gift for
figuring out how people who are different can work together
Input
Intellection
Learner
Maximizer
Positivity
Relator
Responsibility
Restorative
Self-Assurance
Significance
Strategic
Woo
productively.
People strong in the Input theme have a craving to know
more. Often they like to collect and archive all kinds of
information.
People strong in the Intellection theme are characterized by
their intellectual activity. They are introspective and
appreciate intellectual discussions.
People strong in the Learner theme have a great desire to
learn and want to continuously improve. In particular, the
process of learning, rather than the outcome, excites them.
People strong in the Maximizer theme focus on strengths as a
way to stimulate personal and group excellence. They seek to
transform something strong into something superb.
People strong in the Positivity theme have an enthusiasm that
is contagious. They are upbeat and can get others excited
about what they are going to do.
People who are strong in the Relator theme enjoy close
relationships with others. They find deep satisfaction in
working hard with friends to achieve a goal.
People strong in the Responsibility theme take psychological
ownership of what they say they will do. They are committed
to stable values such as honesty and loyalty.
People strong in the Restorative theme are adept at dealing
with problems. They are good at figuring out what is wrong
and resolving it.
People strong in the Self-assurance theme feel confident in
their ability to manage their own lives. They possess an inner
compass that gives them confidence that their decisions are
right.
People strong in the Significance theme want to be very
important in the eyes of others. They are independent and
want to be recognized.
People strong in the Strategic theme create alternative ways
to proceed. Faced with any given scenario, they can quickly
spot the relevant patterns and issues.
People strong in the Woo theme love the challenge of meeting
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