Andrew S. Bergman Portfolio by Andrew Bergman

ANDREW S. BERGMAN PORTFOLIO

TABLE OF CONTENTS

RESUME STRENGTHSFINDERS™ PROFILE COMPETENCY MODEL PROGRAM FACILITATION GUIDE PROGRAM WORKBOOK PROGRAM ASSESSMENT PROGRAM SCORECARD PROGRAM CURRICULUM MAP PROGRAM SCORECARD (NORM DATA) CAREER DEVELOPMENT PLAN

ANDREW S. BERGMAN 1020 Cavendish Drive ▪ Carmel, Indiana 46032 ▪ (937) 657-7223 ▪ andy.bergman@gmail.com ▪ Twitter: @asbergman

Accomplishments     

Awarded a $10,000 staff development training grant from the Indiana Department of Workforce Development in 2010 Successfully increased program participation by 25% and reduced training cost by $100,000 a year at Delta Upsilon Designed and implemented a global leadership development experience for Delta Upsilon members in Negril, Jamaica Elected to the Board of Directors for the Central Indiana Chapter of the American Society of Training and Development Awarded the 2010 Fraternal Industry Excellence in Educational Programming Award

Professional Experience Associate Executive Director of Educational Services June 2007 to Present Delta Upsilon International Fraternity, Indianapolis, Indiana  Direct and supervise educational programs and communication departments to align to budget, strategic plan and member needs  Maintain 16 training (domestic and international) programs/conferences, oversee and develop curriculum, marketing, logistics, rosters, resources, assessments and train facilitators for over 2,000 participants each year  Oversee the creation of the organizations re-brand, website and learning management system implementations  Coordinate the development of training manuals, reference libraries, and creation of member competency models  Administer staff training, career development and quarterly review processes  Aligned organization to learning measurement scorecards based on the Kirkpatrick ModelTM Programs Chair (Volunteer Position) Leadership Institute – Woman with Purpose, Inc., Indianapolis, Indiana  Created vendor evaluation criteria and processes for a learning management system (LMS) selection  Assisted with the implementation of a learning management system  Alpha and Beta tested new curriculum offerings  Assisted in the strategic planning of on-going program offerings in an e-learning environment Associate Resident Director Eastern Illinois University, Charleston, Illinois  Managed on-campus, living-learning communities  Supervision of 16 staff members  Conducted organizational assessments of non-profit student organizations  Co-instructed a credit-bearing, leadership development course

January 2006 to February 2010

July 2005 to June 2007

Training and Development Consultant Internship Marion’s Piazza (dba Marene Inc.), Dayton, Ohio  Performed training needs assessment and reviewed data for discrepancies and deviations  Compiled training needs assessment report  Analyzed and created positional job descriptions  Developed on-the-job structured training course modules

June 2006 to August 2006

Executive Intern May 2004 to June 2005 Target Corporation, Minneapolis, Minnesota  Performed in-store assessment of operations within the Michigan market  Conducted interviews, screened applicants and provided new hire orientations  Assisted in coordinating fourth quarter staffing assessments  Aided in coordination of training activities to acclimate team members to newly remodeled store processes and technology

Education Master of Science in Training and Development Eastern Illinois University, Charleston, Illinois

Completed: May 2007

Graduate Certificate in Human Performance Improvement Eastern Illinois University, Charleston, Illinois

Completed: May 2007

Bachelor of Business Administration Eastern Michigan University, Ypsilanti, Michigan Concentration in Human Resources/Organizational Development

Completed: April 2005

Proficiencies StrengthsQuest™

Leadership Challenge®

Articulate E-Learning

Macromedia InDesign

Professional Affiliations American Society for Training and Development American Society for Training and Development, Central Indiana Chapter

Society for Human Resource Management International Leadership Association

CHAPTER LEADER COMPETENCY MODELS FOUNDATIONAL MODEL POSITION SPECIFIC MODELS

DELTA UPSILON FRATERNIT Y

CHAPTER LEADER COMPETENCY MODEL

DELTA UPSILON INTERNATIONAL FRATERNITY 8705 FOUNDERS ROAD INDIANAPOLIS, IN 46268 PHONE: 317-875-8900 WWW.DELTAU.ORG

DELTA UPSILON FRATERNITY

CHAPTER LEADER COMPETENCY MODEL As an individual, you can use the chapter leader competency models to guide your own development. You will be able to identify competencies needing development and/or identify other leadership positions that make better use of the competencies you possess.

The chapter leader competency model is descriptions of competencies (defined as, identifies the knowledge, skills, and abilities necessary to successfully perform within a given role) possessed by the top undergraduate performers within Delta Upsilon. In effect, a competency model is a “blueprint for outstanding performance”. This model contains competencies with definitions, often grouped into “clusters” along with behavioral descriptors.

As a leader in your chapter, competency models can help: • Improve the selection of people for positions • Develop personal skills and knowledge for a leadership role • Develop skills that lead to improved effectiveness of your chapter • Build alignment with organizational values and strategy

ive ohes nment saC o Build od Envir o herh

S eeks a Chapte nd Utilizes rE Guideli xcellence Plan nes & R esource s

Brot

Ex hi bi ts r te In pe

e tiv ra s o b ie lla nit Co rtu s o ize p Se Op

rs on al Sk ill s

Dev elop s an d Me ntor s Ot hers

Building Better Men

Achieves ip Relationsh t en Managem

ult ges M Mana ojects Pr

Chapter Management

Exhibits U nderstandi ng of Organiz atio Communit nal & y Policy

Personal Leadership Ex

s ate nic mu vely Com ffecti E

ective Demonstrates Eff tical Judgement & Cri Thinking

Pro Exhib f e ssio its nal ism

Up ho O lds Et rga Per hi niz so cs a n a & t Va iona l an lu l d es

hib

iple

its S As elf C se on rti ve fide ne nc ss e a n

CHAPTER LEADER COMPETENCY MODEL

ive ohes nment saC o Build od Envir erho

Ex hi bi ts r te In

e tiv ra bo ies lla nit o u s C ort ize p Se Op

pe rs on al Sk ill s

RELATIVE BEHAVIORS Each competency has a set of relative behaviors these behaviors showcase the essential performance for success as a chapter leader.

Seeks an d Utiliz Chapter es Ex Guidelin cellence Plan es & Re sources

Broth

KEY CHAPTER LEADER COMPETENCIES The model is divided into blocks representing the skills, knowledge and abilities essential for successful performance as a chapter leader. The foundational competencies are Building Better Men, Personal Leadership and Chapter Management.

Dev elop s an d Me ntors O

Building Better Men

thers

Achieves hip Relations t en Managem

M ana

Chapter Management

ultiple ges M cts Proje

Exhibits Un derstandin g of Organiz ation Community al & Policy

Personal Leadership Ex

s ate nic mu vely Com ffecti E

ctive Demonstrates Effe ical Judgement & Crit Thinking

Pro Exhib fes sio its nal ism

Up ho O lds Et rga Per h n i cs iza son & tio al Va na an lu l d es

hib

its S As elf C se on rti ve fide ne nc ss e a n

DELTA UPSILON FRATERNITY

BUILDING BET TER MEN ve ohesi nment saC o Build od Envir erho

bi ts r te In

ive at or es lab niti l o u s C ort ize p Se Op

pe rs on al Sk ill s

•

Shows sensitivity to the thoughts and opinions of other members Delivers constructive criticism and voices objections to others’ ideas and opinions in a supportive, nonaccusatory manner Responds appropriately to positive and negative feedback

•

Seeks an d Utilize Chapte s r Ex Guidelin cellence Plan es & Re sources

Broth

BUILDS A COHESIVE BROTHERHOOD ENVIRONMENT

Dev elop s an d Me ntors O

thers

Building Better Men

ltiple es Mu Manag jects Pro

Chapter Management

EXHIBITS INTERPERSONAL SKILLS •

•

s ate nic mu ely Com ffectiv E

•

its S As elf C se on rti ve fide ne nc ss e a n

Building Better Men is a part of the foundational model that all chapter officers should demonstrate in order to meet the responsibilities of any Delta Upsilon position.

RELATIONSHIP MANAGEMENT •

tive Demonstrates Effec cal Judgement & Criti Thinking

•

Encourages members to attend relevant training and workshops to broaden skills; explains why training is relevant to member and helps to identify future positional or personal goals Provides support and encouragement during learning processes; expresses confidence that members will benefit from those resources or training available

hib

Pro Exhib fes sio its nali sm

DEVELOPS AND MENTORS OTHERS •

Exhibits Un derstandin g of Organiz ation Community al & Policy

Personal Leadership Ex

Up ho O lds Et rga Pe h ics niza rson & tio al Va na an lu l d es

•

Achieves ip Relationsh nt Manageme

Is flexible and open-minded when dealing with a wide range of members; listens to and considers of others’ viewpoints; works well and develops effective relationships with diverse personalities Takes action to learn about and understand the climate, orientation, needs, and values of other groups, organizations, and/or cultures

Builds trust and leads members, encouraging others to step out of their comfort zones to form new interpersonal relationships Respects those with experience, and openly relies on their expertise to benefit the chapter Gains trust and support of others

CHAPTER LEADER COMPETENCY MODEL

CHAPTER MANAGEMENT

rs on al Sk ill s

Identifies project requirements and establishes clear and achievable goals to meet those requirements Adapts plans and approaches to the different concerns and expectations of various chapter stakeholders Minimizes a duplication of efforts through position clarity and delegation

•

s ate nic mu ely Com ffectiv E

Develops networks and builds alliances with others Identifies and pursues opportunities to improve relationships and learning through partnerships Builds consensus and develops networks that support the achievement of chapter goals

hib

tive Demonstrates Effec cal Judgement & Criti Thinking

•

Exhibits Un derstandin g of Organiz ation Community al & Policy

its S As elf C se on rti ve fide ne nc ss e a n

Chapter Management is a part of the foundational model that all chapter officers should demonstrate in order to meet the responsibilities of any Delta Upsilon position.

SEEKS & UTILIZES CHAPTER EXCELLENCE PLAN GUIDELINES & RESOURCES •

ltiple es Mu Manag jects Pro

Chapter Management

Personal Leadership

Pro Exhib fes sio its nali sm

•

Building Better Men

Achieves ip Relationsh nt Manageme

SEIZES COLLABORATIVE OPPORTUNITIES • •

ive at or es lab niti l o u s C ort ize p Se Op

•

thers

Up ho O lds Et rga Pe h ics niza rson & tio al Va na an lu l d es

•

ve ohesi nment saC o Build od Envir erho

r te In Dev elop s an d Me ntors O

MANAGES MULTIPLE PROJEC TS •

Seeks an d Utilize Chapte s r Ex Guidelin cellence Plan es & Re sources

Broth

•

Demonstrates knowledge of Delta Upsilon’s history, policies and procedures Demonstrates knowledge of University/College community policies and procedures Aligns chapter objectives with principles and mission of Delta Upsilon and the host University/College community

•

EXHIBITS UNDERSTANDING OF ORGANIZATIONAL & COMMUNITY POLICY

Knows and advocates the purpose and benefits of the Chapter Excellence Plan Bases chapter plans on accurate knowledge of Chapter Excellence Plan guidelines Helps others become aware of the chapter excellence plan resources

DELTA UPSILON FRATERNITY

PERSONAL LEADERSHIP

ts r te In

ive at or es lab niti l o u s C ort ize p Se Op

pe rs on al Sk ill s

Dev elop s an d Me ntors O

thers

Building Better Men

Achieves ip Relationsh nt Manageme

DEMONSTRATES EFFEC TIVE JUDGMENT & CRITICAL THINKING

ltiple es Mu Manag jects Pro

Chapter Management

Exhibits Un derstandin g of Organiz ation Community al & Policy

Personal Leadership Ex

s ate nic mu ely Com ffectiv E

tive Demonstrates Effec cal Judgement & Criti Thinking

Makes logical and intentional decision-making Analyzes and addresses root causes when making decisions and takes into account others’ perspectives before making a decision

hib

Pro Exhib fes sio its nali sm

Up ho O lds Et rga Pe h ics niza rson & tio al Va na an lu l d es

• •

ve ohesi nment saC o Build od Envir erho

•

Expresses ideas clearly both orally and in writing Engages others through a variety of interpersonal communication skills Uses active listening to encourage two-way communication

Trust and acts on own abilities and intuitions Manages competing tasks and demands by maintain composure and handling pressure

COMMUNICATES EFFEC TIVELY • •

• •

Seeks an d Utilize Chapte s r Ex Guidelin cellence Plan es & Re sources

Broth

EXHIBITS SELF CONFIDENCE AND ASSERTIVENESS

its S As elf C se on rti ve fide ne nc ss e a n

EXHIBITS PROFESSIONALISM • •

Projects a professional image of oneself and the organization Demonstrates self-control by maintaining composure and keeping emotions in check even in very difficult situations

Personal Leadership is a part of the foundational model that all chapter officers should demonstrate in order to meet the responsibilities of any Delta Upsilon position.

UPHOLD PERSONAL AND ORGANIZATIONAL ETHICS & VALUES •

• • •

Understands Delta Upsilon principles and uses this knowledge to make decisions and shape behavior and organizational activities Adheres to the Delta Upsilon Code of Conduct Identifies the values and principles that guide individual action Accepts responsibility for the effects of one’s own actions

CHAPTER LEADER COMPETENCY MODEL

CHAPTER PRESIDENT

• •

• • •

Seiz es Op Colla po rtu borat nit iv ies e

Chapter President

Achieves Self Direction and Goal Attainment

Chapter Management

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy O y it of mun Com

Exhibits Self Confidence and Assertiveness

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E rh e roth

k il

Identifies the internal and external politics that impact the work of the chapter Perceives organizational and political reality and acts accordingly Uses diplomacy in dealing with issues involving others.

Communicates a clear mission and set of values, providing guideposts for decision-making and action Takes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change Influences others to translate vision into action

Pursues work with energy, drive, and a strong accomplishment orientation Persists and expends extra effort to accomplish tasks even when conditions are difficult or deadlines are tight Is intrinsically driven to succeed and excel; strives to exceed standards and expectations Exhibits confidence in capabilities and an expectation to succeed in future activities

Personal Leadership

the rs

Achieves Relatio nshi Manag ement p

p er nt

De ve lop sa nd M

SELF DIREC TION/GOAL AT TAINMENT •

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

e of V ision

SENSE OF VISION •

s ibit sm Exh ionali s fes Pro

•

Sa vv

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

Sens

POLITIC AL SAVVY •

tic

en tor sO

•

ation

•

Has the ability to listen actively to facilitate understanding and prevent conflict Has the ability to understand the use of both open and closed questions Has the ability to understand the differences between compromise, cooperation, collaboration, and consensus building

Deleg

•

Po li

ict

MANAGES CONFLIC T

nfl Co

•

Efficiently delegates tasks so that chapter goals are met within established time lines Delegates appropriately to members based on the size and scope of the task Monitors accomplishment of delegated tasks, and provides constructive, timely feedback; provides support and assistance for goal accomplishment

s ge

•

DELEGATION

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

DELTA UPSILON FRATERNITY

VICE PRESIDENT OF FINANCE

• •

Man

age

s Co

nflic

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

BUILDS TRUST

s ru sT

•

ild

•

Sets and meets chapter budget by looking at all appropriate expenses to be paid Acts quickly and decisively to budget changes based on the activities and membership Understands and follows ethical financial management and accounting principles Pays and collects all revenue and expenses in a timely manner

Vice President of Finance Chapter Management

Maintains Stewardship of Financial Resources

Interacts with members in a way that gives them confidence in one’s motives and representations. Shows directness and truthfulness; keeps confidences, promises and commitments

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

•

• •

k il

the rs

De ve lop sa nd M

STEWARDSHIP OF FINANCIAL RESOURCES •

rso

Manages financial resources in accordance with guidelines, plans and policies Consults advisors, executive board and others when making decisions about resource allocation and communicates to membership Promotes effective uses of resources to minimize financial waste Identifies and fosters opportunities to share resources

s ibit sm Exh ionali s fes Pro

•

Personal Leadership

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

er nt

en tor sO

MANAGES CONFLIC T •

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

Mainta ins Relat ionship Manag ement

•

Seiz es Op Colla po rtu borat nit iv ies e

cial s Finan nstrate Demo cumen A

FINANCIAL ACUMEN

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

CHAPTER LEADER COMPETENCY MODEL

Vice President of Academic Excellence

ACADEMIC ACHIEVEMENT

•

Encourages a healthy chapter academic-social balance Models the importance of maintaining a academicsocial balance through own actions Provides timely guidance and feedback to help members strengthen knowledge/skills areas through the use of other members or tutors Helps members create goals around their academic success

Achieves Self Direction and Goal Attainment

• • •

rso

k il

Seiz es Op Colla po rtu borat nit iv ies e

De ve lop sa nd M

s ibit sm Exh ionali s fes Pro

Stays up to date with current academic trends Knowledgeable of resources available from deltau.org, other organizations and their university/ college community Manages internal resources according to chapter priorities Assesses the need for additional resources needed for chapter officers and members

SELF DIREC TION/GOAL AT TAINMENT •

er nt

Personal Leadership

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

STEWARDSHIP OF RESOURCES

•

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

• •

Chapter Management

Achieves Relatio nshi Manag ement p

• •

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

Main tain sS Res teward our ces ship of

the rs

•

Creates an academic environment that encourages members to seek challenges and strive to reach their full potential Openly acknowledges members contributions and achievements

en tor sO

•

ic em ad Ac nt es me ag e ur iev co ch En A

MEMBER RECOGNITION

ber s Mem nstrate Demo cognition Re

VICE PRESIDENT OF ACADEMIC EXCELLENCE

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

DELTA UPSILON FRATERNITY

Vice President of External Relations

Conducts Project Management

•

• • •

k il

Takes action to create and maintain a diverse organization Meets the needs of the community by promoting opportunities for chapter giving of financial and member human resources Supports participating in civic duties by encouraging others to vote or engage in other duties of the political or social systems Actively creates necessary change in one’s community or country by advocating for underrepresented or needy groups Creates opportunities for members to learn and develop cultural competencies

Creates a list of tasks to be completed for a program or project Tracks steps in project or program to ensure they are completed on time Identifies and reacts to outside forces that might influence or alter chapter goals Establishes an action plan to accomplish specific goals

Personal Leadership

the rs

rso

en tor sO

De ve lop sa nd M

er nt

Achieves Relatio nshi Manag ement p

Builds relationships through seeking opportunities to make contacts and build relationships with the public and alumni, through organizational events, social events, external organizations, and academic activities Establishes strong and lasting partnerships with alumni contacts to proactively seek ways of increasing engagement opportunities

PROJEC T MANAGEMENT •

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

s ibit sm Exh ionali s fes Pro

•

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

CIVIC ENGAGEMENT & RESPONSIBILITY •

Chapter Management

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

Seiz es Op Colla po rtu borat nit iv ies e

Sup por ts C iv Res ic Eng pon a sibil geme nt & ity

NET WORKING •

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

•

k in

•

Communicates the chapter’s intentions and activities to the public and alumni groups (e.g., local press, radio, television, newsletter, and university/college) and represent the organization in community affairs and public activities to promote awareness and foster goodwill Develops strategies to broaden and promote alumni and community engagement opportunities Knows and advocates the purpose and benefits of local and international Delta Upsilon

or tw

•

KNOWLEDGE OF PUBLIC AND ALUMNI RELATIONS

lic and of Pub ledge lations Know i Re Alumn

VICE PRESIDENT OF EXTERNAL RELATIONS

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

CHAPTER LEADER COMPETENCY MODEL

• •

•

Seiz es Op Colla po rtu borat nit iv ies e

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

Has the ability to organize a comprehensive crisis management plan and efficiently report information Has the ability to remain calm and collected in highstress scenarios Has the ability to collaborate and communicate effectively with stakeholders (University administration, International Headquarters, local authorities, advisors)

FRATERNITY LOSS PREVENTION POLICIES AND INSURANCE •

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

er nt

rso

k il

Has the ability to analyze and synthesize large amounts of information on policy standards and insurance Has the ability to consult and communicate with International Headquarters about insurance and loss prevention concerns Has the ability to understand when to report incidents in a timely and efficient manner to the International Headquarters

Personal Leadership

s ibit sm Exh ionali s fes Pro

Has the ability to analyze and synthesize large amounts of information (above factors) as it relates to chapter membership Has the ability to research and implement educational programming Has the ability to consult with university administration and International Headquarters when gathering resources

CRISIS MANAGEMENT •

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

Chapter Management

Achieves Relatio nshi Manag ement p

•

Fraternity Loss Prevention Policies and Insurance Information

the rs

•

Vice President of Loss Prevention

en tor sO

KNOWLEDGE OF ALCOHOL, DRUG, HAZING, MENTAL HEALTH AND SEXUAL ASSAULT FAC TORS

ana gem ent

De ve lop sa nd M

•

Cris is M

ict

•

fl es Con

g, ru l, D nd ho h a co lt rs Al ea to of al H Fac ge ent ult led , M ss ow ng al A Kn azi exu H S

MANAGES CONFLIC T •

Manag

VICE PRESIDENT OF LOSS PREVENTION

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

DELTA UPSILON FRATERNITY

PROGRAMMING SKILLS

• •

•

Fa cil ita tio nS kil ls

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

• •

Coaches, teaches and advises others to help them develop their knowledge and skills. Helps others create individual development plans Selects appropriate training, university/college programs to address individual/chapter needs Prepares for program delivery by reviewing participant and facilitator materials prior to training Gathers information about the participants and their characteristics; helps tailor examples and analogies to ensure relevance to members from the speaker Facilitates learning by varying delivery style to fit the member needs; adapts to the needs of members and adjusts programs/speakers as needed

Vice President of Member Education

Achieves Membership Satisfaction

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

•

MEMBERSHIP SATISFAC TION •

k il

the rs

en tor sO

rso

De ve lop sa nd M

Makes members and their needs a primary focus of one’s actions; shows interest and understanding of the needs and expectations of members through meeting chapter goals

s ibit sm Exh ionali s fes Pro

•

Clearly conveys and receives information from members for learning to take place Presents information in a logical sequence; uses appropriate visual aids; listens and responds to questions and objections; manages member dynamics; manages time on topics Creates a positive learning climate by establishing a learning environment where members feel safe to try new learning and behaviors, where member differences are respected, and where confidentiality is supported Personally models behavior that is consistent with the goals of the program or speaker presentation

r te In

Personal Leadership

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

FACILITATION SKILLS •

Chapter Management

Achieves Relatio nshi Manag ement p

•

Seiz es Op Colla po rtu borat nit iv ies e

kills ing S ramm Prog

VICE PRESIDENT OF MEMBERSHIP EDUCATION

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

CHAPTER LEADER COMPETENCY MODEL

Vice President of Membership Recruitment

Achieves Self Direction/Goal Attainment

Efficiently delegates tasks so that recruitment goals are met within established timelines Delegates appropriately to members based on the size and scope of the task Monitors accomplishment of delegated tasks, and provides constructive, timely feedback; provides support and assistance for goal accomplishment

NET WORKING •

•

Builds relationships through seeking opportunities to make contacts and build relationships, through organizational events, social events, external organizations, and academic activities Establishes strong and lasting partnerships with university/college contacts to proactively seek ways of increasing names list opportunities Leverages contacts to obtain information relevant to the health and continued growth of the organization, including enhanced perspectives and feedback on membership goals

SELF DIREC TION/GOAL AT TAINMENT • • • •

rso

k il

Seiz es Op Colla po rtu borat nit iv ies e

De ve lop sa nd M

er nt

Personal Leadership

s ibit sm Exh ionali s fes Pro

•

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

d onal an ds Pers Uphol anizational es Org & Valu Ethics

•

Chapter Management

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

DELEGATION •

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

ing

Achieves Relatio nshi Manag ement p

•

wor k

the rs

•

Net

en tor sO

•

Effectively utilizes recruitment model: 1) Meet Him, 2) Make Him A Friend, 3) Introduce Him to Your Friends, 4) Evaluate Him Against Principles, 5) Introduce Him to the Fraternity, 6) Ask Him to Join Utilizes a names list to help grow perspective of members Coordinates activities to create an opportunity for networking and meeting to occur Utilizes the proper chapter channels for bid approval and invites individual into the fraternity

•

io at leg De

RECRUITMENT TECHNIQUES AND BIDDING PROCESSES

iques Techn es ment ss Recruit ding Proce and Bid

VICE PRESIDENT OF MEMBERSHIP RECRUITMENT

Com mu Effec nicates tively

De m Ju on dg str em ate s Th ent & Effe ink c ing Critic tive al

DELTA UPSILON FRATERNITY

PLANNING AND ORGANIZING

•

Seeks an d Utiliz Chapte es r Excelle nc Guideli nes & Re e Plan sources

Vice President of Administration

Achieves Self Direction and Goal Attainment

Chapter Management

• • •

rso

k il

De ve lop sa nd M

Stays current with current and recent fraternity trends Knowledgeable of resources available from deltau.org, other organizations and their university/ college community Manages internal resources according to chapter priorities Assesses the need for additional resources needed for chapter officers and members

SELF DIREC TION/GOAL AT TAINMENT •

s ibit sm Exh ionali s fes Pro

•

r te In

Personal Leadership

d onal an ds Pers Uphol anizational es Org & Valu Ethics

STEWARDSHIP OF RESOURCES

•

Building Better Men

e esiv ent Coh onm ds a nvir Buil ood E erh roth

• •

ip ult M es cts ag je an Pro M

ing tand nders nal & its U tio Exhib rganiza Policy of O nity u m Com

Exhibits Self Confidence and Assertiveness

Achieves Relatio nshi Manag ement p

•

Ma int ain s Re Stew so urc ards es hip of

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•

Approaches work in a methodical manner; plans and schedules tasks so that work is completed on time; keep track of details to ensure work is performed accurately and completely Prioritizes various competing tasks and performs them quickly and efficiently according to their urgency; finds new ways of organizing task for members or planning work to accomplish work more efficiently Estimates resources needed for project completion; allocates time and resources effectively and coordinates efforts with all coordinating officer; keeps all chapter members informed of progress and all relevant changes to project timelines Anticipates obstacles to project completion and develops contingency plans to address them; takes necessary corrective action when projects go off-track

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PRESIDENTS’ ACADEMY PROGRAM The Presidents’ Academy is an officer training program for Delta Upsilon’s newlyelected chapter/colony presidents. This program offers operational and soft-skills training to help prepare presidents to effectively run a Delta Upsilon chapter.

FACILITATION GUIDE WORKBOOK POST ASSESSMENT SCORECARD

DELTA UPSILON 2011 WINTER EDUCATIONAL CONFERENCE

FACILITATOR’S GUIDE

DELTA UPSILON INTERNATIONAL FRATERNITY 8705 FOUNDERS ROAD INDIANAPOLIS, IN 46268 PHONE: 3178758900 WWW.DELTAU.ORG

Vision Statement Delta Upsilon is a premier men’s fraternity committed to Building Better Men for a global society through service, leadership development and lifelong personal growth of our diverse membership.

Mission Statement Delta Upsilon’s mission is Building Better Men. We will accomplish this by: Focusing on our non-secret heritage and Four Founding Principles: The Promotion of Friendship

The Diffusion of Liberal Culture

The Development of Character

The Advancement of Justice

Presidents’ Academy Learning Objectives 

A chapter president will define his role as president



A chapter president will recognize and articulate Delta Upsilon’s founding principles and mission

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A chapter president will acquire the operational policies and procedures to run a Delta Upsilon chapter

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A chapter president will articulate and recognize loss prevention standards and procedures

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A chapter president will investigate the risk factors and warning signs of mental health situations

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A chapter president will define traits of his millennial peers and how to effectively work with them

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A chapter president will examine his own identity and the stereotypes associated with that identity

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A chapter president will define his own decision-making style

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A chapter president will articulate the steps to success in delegation

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A chapter president will identify the current and ideal state of his chapter



A chapter president will formulate a workable action plan with his peers

History of Delta Upsilon Founded:

November 4, 1834 Williams College, Williamstown, MA Founded as the first non-secret fraternity Sixth-oldest general men’s college fraternity North America’s oldest and largest non-secret fraternity

In the fall of 1834, 30 men met in the Freshmen Recitation Room of the Old West College at Williams College to propose a revolutionary idea. These men, 10 each from the freshmen, sophomore, and junior classes were dissatisfied with the state of Fraternity affairs at Williams College and wanted to form a new organization. The men were upset because the two campus secret societies conspired to use their advantages of number and privilege to win in the race for campus office and honors. The men who met on that night did not believe this was right; they believed these offices and honors should be won based on the superiority of merit. They took action. These men founded what would eventually become Delta Upsilon, the first non-secret fraternity. They chose a name: The Social Fraternity. To the founders, “social” did not mean entertainment events, but rather an interest in life’s interactions among people and how society would better itself through group action. The two societies ridiculed the new group, but the founders knew full well that the Social Fraternity would thrive. Within time, Delta Upsilon recruited more than half the men on campus, and for the first time, campus honors were awarded to men based on merit, not connection or affiliation. This idea of a spirited, principles-based brotherhood supported on merit spread rapidly. Within four years, men of similar beliefs set up another group at Union College in Schenectady, New York. Our Middlebury Chapter was born in 1845; Hamilton, in 1847. More followed: Amherst, Western Reserve, Wesleyan, Vermont, Rochester, and Colby. An early meeting of four chapters formed the individual chapters into an organized fraternity in Troy, New York during November 1847. Williams, Union, Amherst and Hamilton met in Convention, and formally established the Anti-Secret Confederation (ASC) as its name. Its Constitution paralleled that of Williams, and the Convention first adopted a member key, bearing the Greek words Ouden Adelon, meaning “Nothing Secret.” The Fraternity’s colors were set as “old gold on a field of sky-blue.” To this day, Delta Upsilon still uses principles rooted in its founding to guide its mission. These principles are transparent in our non-secret ritual and oath, and serve as a strong guide for the fraternity, even 175 years later.

Academy Schedule Thursday, January 6, 2011 Time Event

4:30 p.m. 5:30 p.m. 8:00 p.m. 8:30 p.m. 9:15 p.m. 10:00 p.m.

Facilitator Training Facilitator Dinner Welcome/Expectations General Session: My Role as a Chapter Leader Dot Groups: Creating the Group Norms Pizza/Facilitator Debrief

Friday, January 7, 2011 Time Event

9:00 a.m. 10:00 a.m. 10:30 a.m. 12:00 p.m. 1:00 p.m. 2:00 p.m. 6:00 p.m. 7:00 p.m. 8:00 p.m. 10:00 p.m.

Breakfast General Session: Our Core Purpose Dot Groups: Our Shared Principles General Session: Policies and Procedures of DUIHQ (Staff) Lunch General Session: Our Loss Prevention Policy/Mental Health (Staff) Dinner General Session: Who are My Members? Dot Groups: Circles of Myself Facilitator Debrief

Saturday, January 8, 2011 Time Event

9:00 a.m. 10:00 a.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 4:30 p.m. 5:30 p.m. 6:30 p.m. 8:30 p.m. 9:30 p.m. 10:30 p.m.

Breakfast General Session: Decision-Making Style Inventory Lunch Dot Groups: Why Delegate? General Session: Looking to the Future Dot Groups: S.M.A.R.T. Goal Creation Dinner General Session: Creating your Chapter Plan Speaker: Dr. Bernard Franklin General Session: Needs and Leads Facilitator Debrief

Sunday, January 9, 2011 Time Event

8:30 a.m. 9:00 a.m. 10:00 a.m.

Breakfast Clean and Pack-up Camp Buses Load for Airport

Facilitator Tips and Expectations for the Academy Personal Interjection Facilitator will regulate remarks by: • Calling the groups attention to helpful statements. • Rephrasing participant’s ideas/thoughts to clarify and reinforce. • Summarizing groups thoughts to create a bridge between topics. • Avoid emphasis of personal opinions, agendas, etc. Group Participation

Facilitators will encourage group participation by: • Ensuring participation by each group member during small groups. • Ensuring that one individual does not dominate conversation. • Maintaining eye contact with group members and ensuring personal body language is welcoming to the group. • Being alert to the body language and cues from participants.

Group Atmosphere

Facilitators will create a welcoming and safe atmosphere by: • Creating a climate of respect within the group that allows participants to discuss differences, without attacking the individuals. • Showing interest in the opinions of all group members. • Ensuring that there is no favoritism within the group. • Allowing participants to share minority views comfortably. • Helping participants view/discuss issues from many angles before reaching conclusions.

Group Discussion

Facilitators will skillfully guide discussions by: • Providing “meat” for discussions, without dominating conversation. • Providing examples and ideas from personal experience to emphasize points. • Listening critically to discussions away from inappropriate topics/remarks. • Having participants provide summaries of key discussion points.

Encourage Growth

Facilitators will encourage students to expand personal perspective by: • Gently encouraging students to question the validity of their arguments or reasons. • Helping students examine their current realities that are outside the norm or against accepted standards. • Sharing experiences that may help students identify new ways of doing things, confronting inappropriate behavior or traditions, etc. • Encouraging participants to verbalize how their ideas/reasoning may have changed during the program.

Full Participation

Effective facilitators fully participant in the sessions right along with students by: • Sitting among students in large group sessions and at meals. • Completing all worksheets, reflections, and participating in experiential learning activities. • Not reminiscing or attempting to recreate past experiences. • Using unscheduled time to connect with attendees struggling with curriculum. • Not disappearing during breaks, but remaining with the group and encouraging interactions.

Role Modeling

Facilitators serve as a positive role model for the participants by: • Developing professional and appropriate relationships with students. • Confronting unacceptable/inappropriate behaviors and addressing them. • Not using small group meetings to advance personal agendas. • Being early for all sessions, meetings, events, etc.

Trust the Process

Facilitators allow the curriculum to unfold and take its course by: • Not over-processing or over-analyzing each situation. • Staying focused on the participants and serving as a guide for all. • Not comparing small group experiences; each group will develop through the curriculum differently. • Understanding that challenges will occur during the process. • Anticipating feelings of skepticism, frustration, fear, and being overwhelmed and by affirming each feeling as it is experienced. • Understanding that attendees will “get it” at different times. In addition, understanding that some will never “get it” during the weekend, but may later.

The Role of the Dot Group Sessions Effective facilitators understand the goals and objectives of group meetings. They work to ensure that activities and discussions in small group meetings are focused on the curriculum and are true to the Academy’s shared experiences. Personalized

Dot groups exist to personalize the application of information presented within the large group sessions so that students better understand how to utilize their knowledge and skills in their own chapters and communities. Consequently, the bonding that occurs in the dot group meeting is a by-product of the learning, rather than the goal.

Processing

Dot group meetings should be focused on processing the educational outcomes of the session, NOT sharing unrelated personal information. Parameters of the dot group meetings should be followed and no new curriculum pieces should be introduced by facilitators. Competition among group members is not encouraged in any way (naming of the dot group, developing personal chants, calls, etc.) Facilitators concentrate on processing conversations and engaging participants rather than presenting and controlling conversation.

Common Group Situations

Managing discussions and introducing a new topic: • Make sure everyone understands the topic and there is agreement about the idea. • Use flip charts to manage discussions and topics. • Use the “parking lot” method to keep on track. • Summarize discussions periodically. • Use different techniques to draw in under-participating students and control for overparticipating students.

Common Group Situations

Managing transitions to move smoothly from one topic to the other: • Ensure the first discussion has some sort of closure and the group is ready to move on. • Make the segue clear by using links between topics. • Identify strategic moments in discussion to make transitions. Harness the energy of the group by: • Allowing the group conversation to roll as long as it is productive. • Encouraging physical activity to maintain energy. Get up and move between conversations. • Providing energizers for groups that are tired, uninvolved. • Not immediately defuse situations that become animated/heated, don’t immediately • Allowing some discourse to occur to move the conversation forward. Step in when conversation is no longer constructive. • Listening for signs that the group is ready to move to a new topic. Trusting silence when it occurs: • Often this is a signal that learning is occurring and you’re identifying a difficult conversation. • Give participants time to form their thoughts. • Count to seven before asking another question or filling a void. When the silence becomes uncomfortable, someone usually steps in and breaks the ice. Wait for it. Disruptive Participants: • Handling disruptive behavior is often difficult. The key is to handle the disruption without hurting the individual and/or the group. • Keep in mind that you are not alone and are bound to have allies in group. Use these allies to bring the discussion back to a constructive place. • Private conversations outside of the group might be necessary with the disruptive student. Negativity: • If a participant is relentlessly negative and skeptical, use techniques that involve participants in problem-solving and identify ways to be optimistic. • Give the complainer constructive feedback outside the group if the negativity impacts the group.

Facilitation Guide Legend

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Timing Guideline (first 10 = minute per activity/item, second 10 = running minutes of the session).

Discussion for the group

Write items onto the flip chart/board

Show Multimedia

Hit home this/these point(s).

Schedule at a Glance // Thursday, January 6, 2011 4:30 p.m.

Facilitator Training

Learning Objectives:  A facilitator will have a better understanding of the role they play in the academy  A facilitator will be able to investigate the curriculum  A facilitator will be able to articulate ideas/stories for the curriculum

5:30 p.m.

Facilitator Dinner

8:00 p.m.

Welcome to the Winter Educational Conference

Learning Objectives:  A chapter president will understand the expectations of the conference

8:30 p.m.

My Role as a Chapter Leader

Learning Objectives:  A chapter president will articulate the learning objectives for the academy  A chapter president will explore his job description as president

9:15 p.m.

Dot Group: Creating the Group Norms

Learning Objectives:  A chapter president will demonstrate knowledge of other chapter presidents names  A chapter president will discover his dot groups’ values, norms and rules

10:00 p.m.

Facilitator Debrief

General Session: My Role as a Chapter Leader Thursday, January 6, 2011 – 8:30 p.m. Learning Objectives:  Participants will articulate the learning objectives for the academy  Participants will explore their job description as president

10/10

Supplies: Workbooks Flipchart

Welcome and Introductions Once again introduce yourself as the lead facilitators and give some professional background to the students. Welcome to the first general session. Congratulations on obtaining the role as president for your chapter. Tonight we will talk about your role as president. Go through the learning objectives (page 6) for the weekend to allow for the participant to understand the learning that will take place.

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Ask participants if there are areas they would like to learn about outside of the context of this curriculum. Place those notes on a parking lot within the room. The Job Description Let’s begin by exploring the job description for your position. Have each participant read the description on page 8. Ask them to highlight, underline, or circle items that stand out to them or the part that they feel most equipped to complete. Have the participants get into groups of three and talk to each other about what in the description stood out to them and what they are most equipped to complete. Have the participants turn to page 9 of their workbook and write down the areas where they feel they are equipped to complete or they have apprehension in completing. Ask for volunteers to give examples of these areas and write them on the flip chart. Ask each group to select a spokesperson to present to the rest of the group the items they are equipped to handle and the items they need help with. (Facilitator note: utilize these notes throughout the weekend to make sure you cover the skill sets the participants feel apprehensive about) Dismiss to Dot Groups

Dot Group Session: Creating the Group Norms Thursday, January 6, 2011 – 9:15 p.m. Learning Objectives:  A chapter president will articulate other chapter presidents names  A chapter president will discover their dot group’s, values, norms and rules

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Supplies: Workbooks Flipchart

Introductions Introduce yourself as the dot group facilitators and give some professional background to the students. Facilitators gather the group in a circle to briefly reintroduce themselves to their fellow chapter presidents. Name Aerobics Have the participants stand in a circle. Have them identify the first letter of the name that they would like to be called during the Academy. This may be a nickname, last name, etc. The next step is to think of a characteristic/adjective that starts with that letter. Example: Bouncing Bob After name and descriptor have been identified, they must come up with an action that corresponds to the name. Example: Bouncing Bob might jump up and down quickly. Reinforce with the group that the action should be one that the rest of the group would be comfortable doing. Keep actions “appropriate.” Identify a starting point in your circle. The entire group repeats the starter’s name and action. Continue around the circle, each time starting from the beginning.

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You may add some fun alternatives at the conclusion, such as having the group mix into a new order, repeating as fast as they can, and/or doing it in reverse. Processing Questions How can this activity influence our time together at the Academy? How can this group be helpful with what we learn about at the Academy?

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Are you willing to take your cool caps off and helps others do the same? Setting the Rules of the Dot Group A vital first step is the development of guidelines for this group. These guidelines are often referred to as “ground rules.” Rules will help the dot group create a framework to ensure open, respectful dialogue and maximum participation from the participants. Utilizing flip chart sheets have the participants set the rules for the dot group. Use examples as a starting point to get students thinking about how they can use the grounds rules for their group to be most effective. Remind the group that these rules will be utilized throughout the weekend and they will be held accountable to them.

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Setting up the Parking Lot Explain to the participants the parking lot concept. The parking lot will allow members to write down topics they would like to discuss. If a topic gets off course, it will be placed in the parking lot to come back to later. There will be time later in the weekend to follow-up with the parking lot topics. Dismiss for the Evening / Pizza

Portions of curriculum/information adapted from: North-American Interfraternity Conference. Undergraduate interfraternity institute. Indianapolis, IN.

Schedule at a Glance // Friday, January 7, 2011 9:00am

Breakfast

10:00am

General Session: Our Core Purpose

Learning Objectives:  A chapter president will articulate Delta Upsilon’s mission  A chapter president will connect DU’s principles to the success of fulfilling our mission statement

10:30am

Dot Group Session: Our Shared Principles

Learning Objectives:  A chapter president will define and explore the principles of Delta Upsilon  A chapter president will dissect the oath of Delta Upsilon

12:00pm

General Session: Reporting, Policies and Procedures of DUIHQ

Learning Objectives:  A chapter president will differentiate between chapter fees, roster/member fees, associate member fees and initiation fees  A chapter president will describe different administrative reports and report dates  A chapter president will demonstrate how to complete a roster  A chapter president will explore the Chapter Excellent Plan (CEP) criteria

1:00pm

Lunch

2:00pm

General Session: Our Loss Prevention Policy

Learning Objectives:  Participants will articulate the definition of loss prevention  Participants will differentiate between property insurance, directors and officers insurance and general liability insurance  Participants will summarize the member accident protection program  Participants will define the loss prevention policy  Participants will identify the credits within the allocation model  Participants will discuss risk factors and warning signs of mental health situation

6:00pm

Dinner

7:00pm

General Session: Who are your Members?

Learning Objectives:  A chapter president will define the traits of the millennial generation  A chapter president will explore the challenges facing members of his chapter

8:00pm

Dot Group Session: Circles of Myself

Learning Objectives:  A chapter president will examine his own identity and the stereotypes associated with that identity  A chapter president will be challenged through others’ stories and stereotypes

10:00pm

Facilitator Debrief

General Session: Our Core Purpose Friday, January 7, 2011 – 10:00 a.m. Learning Objectives:  A chapter president will articulate Delta Upsilon’s mission  A chapter president will connect DU’s principles to the success of fulfilling our mission statement

5/5 20/25

Supplies: Workbooks Flipchart

Good Morning Provide an upbeat welcome to get the day started. Our Organization’s Core Purpose This morning I want you to start out today with answering this simple question: Why does Delta Upsilon exist? They can answer that question on page 10 after they answer that simple question, ask them to answer the following questions, “why is that important?” on page 11. Ask for volunteers to share what they wrote for why DU exists. Organizations exist for a specific purpose: to represent the views of the membership, to product some product, to provide activities for its members, or for countless other reasons. This is what causes people to want to join and participate in the organizations. A critical aspect of the success or failure of any organization will be how its purpose (or mission) comes to life in its vision and actions. Our shared purpose (mission) of Delta Upsilon is Building Better Men. How does your statement connect to our shared mission? Ask for volunteers to share their connections, and then ask for volunteers whose statements do not connect to the shared mission and ask them why they think that is. Do they care to change that?

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The first responsibility as president is to provide a clear sense of direction for decision making and to guide the strategy of the chapter. A chapter’s general and enduring sense of direction is defined as its mission and principles. This is our specific purpose of why we contribute to our members and our campuses. Mission to Shared Values Transition With our mission come our shared principles of the organization. These principles provide us with a basic belief, priorities and guidelines for those within our organization to achieve our mission. The direction that we must give to our members needs to be grounded in this basic belief. Let’s dismiss to our dot groups to explore these areas more. Dismiss to Dot Groups

Dot Group Session: Our Shared Principles Friday, January 7, 2011 – 10:30 a.m. Learning Objectives:  A chapter president will define and explore the Four Founding Principles of Delta Upsilon  A chapter president will dissect Delta Upsilon’s Oath of Initiation

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10/15

Supplies: Workbooks

Welcome Welcome the group back. Ask them if anything from the earlier session stuck out to them, anything they are struggling to grasp? Our Organization’s Shared Principles Delta Upsilon’s philosophy of leadership is values-driven. The organization’s values are shown through our founding principles. Think about this definition for a second that you can find on page 11. “Leadership is a relational and ethical process of people together attempting to accomplish positive change.” What does this definition say to you? Using this philosophy, leaders and followers act out of a sense of shared values – the desire to cause real change and a commitment to mutual purposes. The actions of leaders and participants emanate from a set of values, which we hope are congruent and shared.

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Let’s take some time to explore both of these shared statements. Our Shared Principles Have participants define the organization’s principles on page 12 of the workbook. Articulate the meaning of each principle as they know them. After members have defined the principles individually, break the participants into four groups. Give each group a sheet of flip chart paper and a marker and have them collectively come up with a list of what each principle means to the group. Have each group present on what they came up with as the meaning of each principle. Why are these principles significant to our success?

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Understanding our shared principles is step one in achieving our mission lets also look at another shared statement that we help us create meaningful decisions towards our mission. Dissecting our Oath What is the significance of an oath? When do we pull that Oath out of our ritual book and look at it? Why do we not look at it more? Do we not understand its meaning?

Could it be used for decision making as a leader? Have participants turn to page 13 of their workbook. Here you will find The Oath of Initiation that each of you took or will take (colony members). Read through it again, study it, examine it, and reflect upon it. Underline words that stood out to you or passages that are important or that you connect with. Facilitators please note some participants may not know the meaning of equivocation: falsification by means of vague or ambiguous language.

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Have a few participants share what they underlined or highlighted. What does this item mean to them? Why is it important? Congruent Leaders We have just spent the morning talking about the mission of the organization; DU’s shared principles and we looked at the Oath of Initiation that every member has taken. Why is it so difficult for our members to be congruent with our shared principles? Doesn’t that help us achieve the mission of building better men? What are the consequences of disregarding an oath? Many of our members do it. Why don’t we hold our members accountable to the oath they took? How do our activities and the actions of our chapter live to that Oath or our shared principles? How as a leader can we use these items this morning as a catalyst for how make decisions as a chapter president? As a president of your chapter, aligning your chapter to the mission, principles and oath of the organization is key for our success. Our actions and activities should align to our purpose. Next we will spend the morning talking about the operational attributes of the organization. Take a short break and let’s head back to the general session room. Dismiss to Break and General Session

Dot Group Session: Loss Prevention Friday, January 7, 2011 – 2:45 p.m. Learning Objectives:  A chapter president will learn and apply Delta Upsilon’s loss prevention policies to chapter operations

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10/15

Supplies: Workbooks

Setup Participants will stay in the large room for this activity and break into their dot groups within the room. Ask participants to turn to pages 28 of their workbook and read the case study assigned to the group. Processing Questions What did you think about this case study? Would you have done something different then what the group decided? How did you decide who was responsible for the incident? What could happen if we did not address this incident? Short-term or longterm? Group will then Reform the Large Group

Dot Group Session: Bystander Behavior Friday, January 7, 2011 – 3:45 p.m. Learning Objectives:  A chapter president will articulate the definition of what a bystander is

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Supplies: Workbooks Flip Chart

What is a Bystander? Write the following definition of a bystander from the “DU ResponseAbility” program: “When we see something happening that we know is not right and we say or do nothing”. Ask: Does this happen often within the chapter? If we do not stop to address the behavior, what will happen? Relate back to case study earlier. If they are uneasy of the concept an example to use: I have a roommate, and we are best friends. This week he drank 2 glasses of milk out of the fridge that I purchased. I didn’t want to say anything since it is my roommate, so I let it slide. The next week, my roommate drank 2 glasses of milk of mine a second time. I am beginning to feel like it is not okay, but again, just let it slide… The next week what do you think will happen? Why? Reiterate: When we do not address a behavior of an individual that we know is wrong or harmful, we can expect that they will begin to think it is okay.

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We know that many of our members are bystanders within out chapters. Next we will discuss a few ways on how we can start to confront those behaviors and look at the process for having a board that will take care of the issues that we should confront. Mediation & Formal Internal Standards Board Discuss the following key points, and ask for examples that they may see of each. Reasons for Mediation: 1. The standards chair has identified low risk factors (i.e. cleanliness of house, inappropriate behavior at a function, etc.) 2. A brother can voice a concern about another brother’s behavior (can be anonymous) or 3. Typically first time an incident/complaint occurs Reasons for Internal Standards Board: 1. Used after mediation has already occurred and/or 2. If the incident/risk is of high concern or repetitive behavior

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Reiterate: These are all flexible and adaptable to the situation and incident. One behavior does not equal one set outcome. Also, in any of these situations, plant the thought of asking for outside resources when needed can happen at any time. (Example: Mental health discussion earlier explaining the recognition of when you cannot become a doctor or deal with the behavior). Mock Formal Process Create a fishbowl with the chairs. You will have group A or the volunteers asked for below to sit in a five chair circle , then you will structure the rest of the group (group B) in a circle on the outside of these five chairs. Ask for 1 volunteer to be the student with questioned behaviors Ask for 4 volunteers to hold the meeting. These five individuals will make up group A. The remaining students (group B) will be observing the conference. Have them look at page 28. Give them around 5 minutes to read, understand and define roles. Allow for 10 minutes for the activity. Processing Questions For the observers:  Did the conference meet all the criteria you are evaluating?  How did they do?  Anything stand-out to you while observing? For the students w/behaviors in question:  How did you feel?  What was it like? For those holding the meeting:  Did you feel like you accomplish your goals to change behavior?  What could have been better?  What did you do well? Dismiss to Dinner

General Session: Who are My Members? Friday, January 7, 2011 – 7:00 p.m. Learning Objectives:  A chapter president define the traits of the millennial generation  A chapter president will explore the challenges facing members of their chapter

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Supplies: Workbooks Flip Chart

Welcome Welcome students back to the session, address any issues that are currently in the parking lot or do a quick energizer if needed due to the after dinner slump. Understanding Your Members As a chapter leader, you are serving the members of your chapter. We must understand who are members are, before we can properly lead our members. Tonight we will talk about whom you and your members are and how you can help to better work with the members of your chapter. Have students turn to page 41 of their workbook. Ask them to read through the characteristics of the millennial generation. What interested you or surprised you about what you read? Do you see these characteristics playing out within your chapter? Make the correlation to the students that they fit into this generation and that as millennial leader they must be able to constructively work with their peers.

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Have students turn to page 42 of their workbook and write down the challenges that they are going to face with their members. Ask for participants to go around the room and share their challenges. Creating an Environment to Build Better Men Let’s take a look at the challenges that are facing your members. Facilitators should go through the five challenges that are facing college students as they transition within the institution/chapter. Participants can find these challenges on page 43 of their workbook. Write these areas on the flip chart. Personal Challenges Intellectual and Academic Challenges Physical Challenges Interpersonal Challenges Career/Lifestyle Challenges Ask participants what challenges they have faced or are currently facing as a member.

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Challenge Activity Break participants into triads, and have them think about the scenarios that their members may be dealing with and identify ways that the chapter may help on the grid on page 44 of their workbook. Have a few of the triads report out and write onto a flip chart sheet. Processing Questions Why is this information important? How is this information useful to you as a leader? How does this information help us serve our mission and principles? How do you plan to use this information within your chapter? As a leader it’s good to know who the members are that we serve, let’s take some time to identify who we are as individual leaders. Take a short break then head to your dot groups. Dismiss to Dot Groups

Portions of this curriculum/information adapted from: Raines, C. (2002). Managing millennials. Los Angeles: McGraw-Hill. Schneider, A. (2009). Pi kapp college. Charlotte, NC

Dot Group: Circles of Myself Friday, January 7, 2011 – 8:00 p.m. Learning Objectives:  A chapter president will examine his own identity and the stereotypes associated with that identity  A chapter president will be challenged through others’ stories and stereotypes

10/10 10/20

Supplies: Workbooks

Welcome An active energizer is highly encouraged to get participants moving. Introduction to Circles of Myself We just talked a lot about who your members are. Today we will continue that conversation on identifying what you consider to be the most important dimensions of who you are. Have participants turn to page 46 of their workbook.

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Ask participants to write their names in the center circle. They should then fill in each satellite circle with a dimension of their identity they consider to be among important in defining themselves. Give them several examples of dimensions that might fit into the satellite circles: male, homosexual, athlete, Jewish, brother, educator, Asian American, middle class, etc. Sharing their Stories Now have participants share two stories with the rest of the group. First, they should share stories about when they felt especially proud to be associated with one of the identifiers they selected. Next, they should share a story about a time it was particularly painful to be associated with one of the identity dimensions they chose. The third step will be for participants to share a stereotype they have heard about one dimension of their identity that fails to describe them accurately. Ask them to complete the sentence at the bottom of the workbook page by filling in the blanks: "I am (a/an) ____________ but I am NOT (a/an) _____________." Provide your own example, such as "I am a Christian, but I am NOT a radical right Republican." Instructions for steps 1, 2, and 3 should be given at once. Allow 8-10 minutes for participants to complete all three steps, but remind them with two minutes remaining that they must fill in the stereotype sentence. Advise participants that the next step will involve individuals reading their stereotype statement. You can either simply go around the room in some order or have members randomly read their statements. Make sure that participants are respectful and listening actively for this step, as individuals are making themselves vulnerable by participating. Start by reading your own statement.

This part of the activity can be extremely powerful if you introduce it energetically.

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It may take a few moments to start the flow of sharing; allow for silent moments. Processing Questions How do the dimensions of your identity that you picked as important to you differ from the dimensions other people use to make judgments about you? Did anyone hear somebody challenge a stereotype that you once bought into? If so, which one? How did it feel to be challenging your stereotype? There is usually some laughter when somebody shares common stereotypes such as “I may be Arab, but I am not a terrorist” or I may be a nerd, but I do have a social life.” I heard several moments of laughter. What was that about? How does this activity correlate to you as a leader of your chapter? How does this type of stereotyping occur within our chapters on a daily basis?

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As a leader, should you be participating in these types of stereotypical activities? Are you serving and leading your members with these types of activities? Action Continuum As leaders, we are fulfilling the mission of Building Better Men and sharing our shared-principles as we lead the men of our chapters. As leaders, we must take action against these types of behaviors within our chapters. We’ve learned about who are members are and how we can help prevent mental health issues within our chapters. Let’s take a look at the action continuum on page 47. This is broad look at how our different members may be facing issues on a daily basis. Individually, we need to think about how we are supporting or confronting these types of issues as a chapter leader as our membership continues to diversify. Processing Questions How have you seen these action take place within your chapter? Do you think it’s important as a chapter leader to help stop this type of behavior within our chapter? Why or Why Not? How does an environment free of stereotypes or prejudices help us build better men? Do stereotypes and prejudices only develop towards race, and sexual identity within our chapters?

Have each member of the group identify one take away from this activity to the rest of the group; make sure each participant is being genuine. Dismiss for Evening Portions of curriculum/information adapted from: Gorski, P.C. (2008, September). Circles of my multicultural self . Retrieved November 19, 2009 from, web site: http://www.edchange.org

Schedule at a Glance // Saturday, January 8, 2011 9:00 a.m.

Breakfast

10:00 a.m.

General Session: Decision-Making Style Inventory

Learning Objectives:  A chapter president will define the four primary decision-making styles  A chapter president will define the four individual styles that blend the primary styles  A chapter president will identify his own decision-making style

1:00 p.m.

Lunch

2:00 p.m.

Dot Group Session: Why Delegate?

Learning Objectives:  A chapter president will articulate why they should delegate  A chapter president will identify the steps for delegation success  A chapter president will investigate a delegation case study

3:00 p.m.

General Session: Looking to the Future

Learning Objectives:  A chapter president will understand and accept how and why we focus on the imperfections in his chapters but never move past them  A chapter president will look to the future by setting the stage to look at the past  A chapter president will create a bridge between current state and ideal state

4:30 p.m.

Dot Group Session: S.M.A.R.T. Goal Creation

Learning Objectives:  A chapter president will articulate the S.M.A.R.T. goal model in creation of personal and chapter goals

5:30 p.m.

Dinner

6:30 p.m.

General Session: Creating Your Chapter Plan

Learning Objective:  Participants will learn how to develop chapter action plans to be used during their term

8:30 p.m.

Speaker: Dr. Bernard Franklin with Delta Sigma Phi

9:30 p.m.

Needs and Leads Activity with Delta Sigma Phi

11:00 p.m.

Facilitator Debrief

General Session: Decision-Making Style Inventory Saturday, January 8, 2011 – 10:00 a.m. Learning Objectives:  A chapter president will define the four primary decision-making styles  A chapter president will define the four individual styles that blend the primary styles  A chapter president will identify his own decision-making style

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Supplies: Workbooks DMSI Inventory

Welcome An active energizer is highly encouraged to get participants moving. Decision Making Recap yesterday’s learning. Ask for key learning that individuals took away from the activities or knowledge. Today we will start out with talking about how we will make decisions as a leader. Most traditional views of leadership often assume that a group of organization has a formal leader (like you) with the authority and responsibility for making final decisions. Indeed, on many occasions the positional leader has to make a decision on behalf of the group. Some possible reasons for this are that there may not be time to hold a chapter meeting or consult with chapter members, or you may be representing the chapter in another meeting. As the leader, we will be faced with making a lot of individual decisions that could have an impact on the chapter or its membership.

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This morning we are going to identify your decision-making style. Administer the DMSI The decision-making style inventory is designed to help individuals understand themselves and those around them; for example, the ability to identify one’s own style of another member, and then to articulate those differences and respect one another’s decision-making styles can help us to avoid tensions and allow us to work together more effectively. Distribute the DMSI. When everyone has a copy, have the participants read the instructions on the bottom of page 1.

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When everyone has finished, reconvene the group. Introducing the Styles In a little while, you will score the DMSI, and then we’ll discuss the implications of your scores and how to put the information to use. First, let’s talk about the decision-making styles and that the inventory measures. We are going to explore a new way of thinking about how people are different in terms of the way they process new information and make decisions. I want to begin by describing some reactions people have when presented with new information and ask you to think about how you tend to react. Ask participants to turn to page 48.

You are going to ask them to make some marks on the figure, so you should make the same marks as an example on a flip-chart page. Use yourself as an example, making the marks as you would for yourself. This exercise is designed to get them thinking about decision-making styles and to make preliminary guesses about their own style. Have a participant read the question at the top page 48 (How will I think about new information and use it to make a decision?) Take your pen and make a mark above the horizontal line if your answer to the question is something like: “I don’t know. I’ll wait to see how it all goes. Once I have enough information, then I’ll decide.” Make a mark below the horizontal line if your answer to the question is liable to be something like: “Hmm, I don’t know whether this information is going to be useful. I’ll get to it if it is, probably tune out if it isn’t” If you are not sure, just guess. Make your own mark above or below the line on the example, and explain your reasons. Then give participants time to make their marks. Now move that dot sideways, depending on which of the following statement best describes your attitude about your thinking. Move the dot to the left if this statement describes your attitude: “I’d really like to be left alone to think about this.” Move the dot to the right if this statement describes your attitude: “Hey let’s talk about what we need to do.” Now circle the dot where it finally lands and place the number “1” next to it. Circle your own mark. Then give participants time to make their mark. What we have done in this exercise is make our first attempt to understand our own styles. With each activity in the workshop, we’ll gain a better understanding of our own styles. But let’s begin now trying to understand people who often seem un-understandable to us. Overview of the Styles Turn to page 49, Let’s take a look at the overview of the decision-making styles. I’ll begin by describing two general dimensions of decision making styles: the Structural style, which explains how people gather information, and the Processing style, which is the way they prefer to analyze the information they have gathered. Structural Style The Structural dimension defines how people gather information. The structural dimension has type styles: Systematic and Spontaneous. Ask participants to label the top and bottom of the vertical line on page 48 with the words “systematic” (top) and “spontaneous” at the bottom.

Processing Style The second dimension is the Processing style. The two Processing styles are Internal and External. The left side as you look at the figure is Internal, the right External. Ask participants to label the right and left ends of the horizontal line on their workbook page with these terms. Decision Making While we can use different styles at different times, each of us has a preferred natural style, a preferred style will emerge, usually when we are stressed because the consequences of a decision are high OR when we are relaxed and doing what comes naturally. The styles we want to explore today arise from the combination found between the structural style and the processing style. These two dimensions combine to define the four-decision making styles we will explore today: Systematic-Internal, Systematic-External, SpontaneousInternal, and Spontaneous-External. Page 49 shows this summary. Structural Breakdown The two types of structural styles, Systematic and Spontaneous, can be broken down into five characteristics: goal orientation, choosing among alternatives, thinking patterns, risk level, and reaction to events. These are the fundamental characteristics that define the styles and the ones you would attend to if you were trying to understand both your own style and style of someone else. Turn to page 50 and letâ&#x20AC;&#x2122;s take a look at those characteristics one at time, starting with goal orientation. Goal Orientation There are two different decision-making styles relating to goal orientation: focused and varied. People whose natural style is Systematic are very focused and goal-oriented. These individuals move from goal to goal in a deliberate manner. Having established a goal, they are not likely to deviate from it until it is accomplished or determined to be inappropriate. Goal orientation is quite different for spontaneous individuals, whose style is more varied. The spontaneous person moves from goal to goal easily and without deliberate thought. An established goal is easily forgotten or changed. Flexibility in goals is a hallmark of spontaneous individuals. What about you? What style best fits you when it comes to goal orientation? Give participants a few minutes to circle their response. Choosing This characteristic relates to the different ways in which systematic and spontaneous people choose among alternatives. When faced with a decision, systematic and spontaneous take radically different approaches among the alternatives. Systematic wants to analyze whatâ&#x20AC;&#x2122;s happening, think about the consequences of possible choices, and consider the pros and cons.

Spontaneous will personalize the alternatives to evaluate them, they must internally commit to an alternative to determine whether or not they like it. The internal commitment usually results in excitement about the new ideas, alternative thoughts, persons and so on. They will change a commitment as quickly as they committed in the first place, and they may become equally excited about the next alternative. Which style, Personalize or Analyze, seems best to describe you? Circle that style in your workbook. Thought Pattern The styles differ in the way they think – and differences in thought patterns may parallel a person’s “choosing” behavior in many ways. Systematic individuals are logical in their thinking process. They move from thought to thought in a deliberate manner. They need time to gather information – information that is more detailed and analytical than that gathered by spontaneous individuals. Spontaneous people think in a thought-chaining manner that, when carried to its extreme, represents a stream-of-consciousness flow of ideas. They will often begin a conversation on one idea and end up talking about a completely different idea within a short period of time. Ask participants to circle the thought patterns style, logical or chaining, that seems to best describe them. Risk Level Risk level and its consequences for action; give the different approaches to goal orientation and evaluating alternatives. It seems logical that there would be a different in the speed with which individuals commit to a new idea or goal. This is indeed the case: Spontaneous individuals will typically move quickly to a new goal or to endorse a new idea, which systematic individuals will be more cautious. Because they tend to commit to the decisions they make, the consequences and the risk, are high. Ask participants to circle the risk taking style that seems to best describe them. Reaction to Events The final set of characteristics we want to look at is a person’s general reaction to events. Systematic individuals are generally more likely to offer evaluations that are more tempered than those of spontaneous individuals. They are less likely to pronounce an event as having extreme qualities (for examples, “great” or “horrible”), because their analyses will find strengths and weaknesses in the event that would modify extreme assessments. Spontaneous individuals tend to over-generalize an experience. They would be the individuals who say “I loved it!” or “That was the worst event ever!”

Ask participants to circle the reaction to the events characteristic that is more like them – holistic or components. Now we’ve examined the final characteristic of structural style of decision making – how people seek, organize, and evaluate information. By now, you should have a good sense of whether your own structural style tends to be more systematic or spontaneous. Show a raise of hands on each of the styles. Processing Breakdown We need to add one more dimension now to complete our decision-making styles picture: the Processing style. This dimension describes the way that people make sense of information. There seem to be two processes by which we analyze information. We call those processes internal and external. External people need to think out loud. They do not feel certain about a decision unless they have had the opportunity to talk about it. The more complex the decision, that is, the more information that needs to be processed, the greater their need for discussion. Externals think and talk simultaneously. Internal individuals prefer to do their processing privately before speaking. If pressed to discuss an issue they have not thought about, they will often become confused or irritated. While external individuals think out loud, telling others what they are thinking, internal individuals tell others what they have already thought about. “Leave me alone, I want to think about that,” is the motto of internal. Internals think, and then talk.

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Which processing style do you think best describes you? Ask for a show of hands. Participants can look at how all of the information comes together on page 51. Assessment Scoring Now that we know how others might fall on the DMSI, let’s go ahead see what our preferred style is. Ask participants to turn to page 5 in their DMSI booklets. Ask them to read the scoring process and determine their score. They can reflect on their assessment on page 52. Break Processing Questions Were you surprised by your scores? If so, what surprised you? What implications does this information have for you? As a leader? Useful? How can you share this information with your executive board? How can you use the information about to your advantage when trying to make decisions within your chapter meeting?

Decision-making is the number one piece of tension in a membership driven organization. Make sure you keep indentify how you and others make decisions. Dismiss for a Small Break and Lunch Portions of curriculum/information adapted from: Coscarelli, W. C. (2007). The decision-making style inventory. San Francisco: John Wiley & Sons, Inc.

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Dot Group: Why Delegate? Saturday, January 8, 2011 – 2:00 p.m. Learning Objectives:  A chapter president will articulate why they should delegate  A chapter president will identify the steps for delegation success  A chapter president will investigate a delegation case study

5/5

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Supplies: Workbooks

Welcome Check-in with participants; see how lunch was and the session on decision making. Why Delegate? Why should you, as a chapter leader, want to delegate some of your work? If you don’t involve others, do you think you will struggle with your role as a chapter president?

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How does member apathy play into delegating to our executive boards or members? Making Delegation Successful Ask participants to turn to page 55. When you realize that you should be delegating, and you are comfortable with what tasks, projects, or responsibilities you can delegate, how will you go about it? There are some specific steps that you can follow that will help you ensure your success. Step 1: Analyze the Specific Task that Needs to be Done Ask a participant to read the steps out loud. Are these attainable? Process those steps that are not attainable. Once you have a clear understanding of the task, you are ready to move on to the next step. In order to take this next step, you must know your members – their skills, experience, and knowledge. What you don’t know about them you need to find out and the best source of information is the individual himself. Step 2: Identify the Best Member for the Job Ask a participant to read the steps out loud. Are these attainable? Process those steps that are not attainable. Step 3: Meet with the Member and Explain What You Need Done Ask a participant to read the steps out loud. Are these attainable? Process those steps that are not attainable. Step 4: Implement the Delegation Ask a participant to read the steps out loud. Are these attainable? Process those steps that are not attainable.

Step 5: Hold the Follow-Up Meetings Ask a participant to read the steps out loud. Are these attainable? Process those steps that are not attainable. As you proceed through these steps, keep in mind that delegation is a process, not an event. Keep the following in mind: -

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Make the entire delegation process as collaborative as possible. Keep the lines of communication open. Tailor your monitoring to the individual. Ask for regular progress reports. Provide timely feedback. Encourage solutions thinking. Recognize that mistakes are part of learning. Celebrate successes (even small ones).

As you begin to delegate, you must remember that it is important to select the right person for the task. You will need to be prepared to work with that person on developing new skills necessary for effective completion of the work. As you start to think of your plan for the year, on page there is a chart you can use as you start to get overwhelmed with the work of president. Too Much Delegation Read the case study on page 55, answer the questions under the case. Have the participants as a group discuss the following questions: What are the issues in this case? What are Davidâ&#x20AC;&#x2122;s options for handling the situation? How might each option play out? Which option do you prefer? Why is it easier for David to consider quitting the organization than to confront Cameron? What do you think David should say to Cameron? How can we effectively delegate in our chapters? Dismiss to the General Session

Portions of curriculum/information adapted from: Ellis, C. W. (2005). Management skills for new managers. New York: AMACOM.

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General Session: Looking to the Future Saturday, January 8, 2011 – 3:00 p.m. Learning Objectives:  A chapter president will understand and accept how and why we focus on the imperfections in their chapters but never move past them  A chapter president will look to the future by setting the stage to look at the past  A chapter president will create a bridge between current state and ideal state

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Supplies: Workbooks Flip Chart Bags of Supplies

Welcome Welcome the participants back.

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Introduction We have learned about many different skills, values, thoughts, beliefs so far this weekend. In the next section we are going to focus on how all of that knowledge comes together for you to create a plan to of action for the coming year. The traditional approach to action planning is usually problem-solving. This involves you looking for the problem; doing a diagnosis, finding a solution and then creates the task around that. The Black Spot Draw a small black spot on a flip chart sheet and ask participants to turn to page 56. Ask a participant to report what he sees on the flip chart. Most often, the respondent will say “a black spot.” Ask a number of other participants the same question and elicit their responses. Then affirm to them that you indeed also see a black spot, but note that the most individuals overlooked the large white space surrounding it. In the same way, the context around us is often missed or underestimated (as in the organization’s culture, or the importance of our interpersonal relationships within the chapter). Alternatively, you might point that individuals tend to identify small and large issues in our chapters, and many times they have the right to expect them to be fixed. Sometimes it is appropriate that we, too, should look for the “black spot,” while at other times we may need to force ourselves to consider the large white area of equal or greater importance. Why is that white space so important to our chapter? Why is the black spot important to you as a leader?

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Looking Towards the Past to Move Forward Have participants take a look at their CEP scorecard. (Handout if participants don’t ready have it. What does this scorecard tell you? How do you feel when you see this scorecard? Who is seeing the black spot? Who is seeing the white space? What other issues are occurring in your chapter that isn’t on this score card? Bring up common issues, member apathy, drugs, alcohol abuse, etc. Give the participants time to write down the black spots on page 58.

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Participants will have a mixed reaction based on where the chapter is operationally. Move the participants to thinking about fixing the black spots Creating the Future Have participants turn to page 59. We will take some time to look at the future of your chapter. This will take some imagination! You have come back to the chapter 20 years after you have graduated. While you walking around campus, you happen to meet with each of the three people, a high school senior, a university official, and a parent. What would you like each of these individuals to say about your chapter? What kind of group is it today? What are its values? What difference did your group have on the lives of these people? What kind of character did this group develop? What were the groups’ accomplishments since you graduated? What was the main purpose for its existence?

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What would you like for each one of them to say? Take some time to write down your notes on page 57 of your workbook for each of these individuals. Current State vs. Ideal State Now is the time to think about what the ideal state of your chapter will be. I am going to pass out two sheets of paper. One will be labeled “Current State” and the one labeled “Ideal State”. I want you to look at your notes of your black spots (current state) and themes of what others say of your chapter (ideal state) create keywords and write them down on the two sheets of paper in front of you. Please separate these sheets in front of you on the table. A brown bag will now be distributed; please do not look in the bag yet. (hand out the brown paper bags, putting them directly between the two sheets of paper) Call out the following rules: - After emptying the contents of the brown bag on the table. You will have one minute to plan. Do not touch anything.

The task is to build a bridge to the future between the current state and the ideal state of your chapter. (Note this is the first time during the activity you’ll identify the task as “bridge building.”) You will have three minutes to build a bridge connecting your current and ideal states.

Give the instructions to open the brown bags and begin building following the above three rules.

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Call out when one minute is up. Processing Questions Who completed their bridge? How often do we build bridges to the future without fixing the issues within our current state? What were the challenges to this task? What factors would have helped you complete this task? Is this doable? Can you build that bridge within your chapter? What does that bridge represent? How can this bridge help you as a chapter leader? (look for plans and task as we move into the next section of goal planning) Have participants clean up their bridges by throwing them in the trash or keeping them for the next section. Dismiss to Break and Dot Groups

Dot Group: S.M.A.R.T. Goal Creation Saturday, January 8, 2011 – 4:30 p.m. Learning Objectives:  A chapter president will articulate the S.M.A.R.T. goal model in creation of personal and chapter goals

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Supplies: Workbooks Flip Chart Smart Goal Sheets

Introduction We are going to focus on your creation of goals as the chapter president. What do you need to get completed during your term? We are going utilize the S.M.A.R.T. goal model to help you create those goals. We have already answered the foundational questions of S.M.A.R.T. goal model: – Where are we now? – Where do we want to be?

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Now we need to answer: – How will we get to where we want to be? – How will we know when we get there? Goal Creation The goals function will set you up for success when you join your vice president of membership recruitment this evening. Your goals should be tailored utilizing the smart criteria. Write S.M.A.R.T. model onto the flip chart. S – Smart M – Measurable A – Attainable R – Realistic T – Time-based

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Walk the participants through each of these identifiers and engage them on the meaning for each of the steps of goal creation. Smart - Well defined - Clear to anyone that has a basic knowledge of the chapter Measurable - Know if the goal is obtainable and how far away completion is going to be - Know when it has been achieved Attainable - Know if your goal is within reach of your given situation - Agreement between all the stakeholders what the goal should be Realistic - Within the availability of resources, knowledge and time

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Time-Based - Enough time to achieve the goal - Not too much time, which can affect the goal Have participants talk out examples of goals utilizing the S.M.A.R.T. Model. Perhaps use individuals examples as progression through the process by placing flip charts around the room and having participants move through each of the steps and offer their interpretation of the steps. Goal Creation Participants should complete at least three goals for their presidency on the supplied carbon copied sheets. Walk around the room and help participants complete the form. Please keep the top copy of the form. Once they have completed their goals, sign off at the top of the sheet if you feel their goals meet the S.M.A.R.T. criteria. Dismiss to Dinner

General Session: Creating Your Chapter Plan Saturday, January 8, 2011 – 6:30 p.m. Learning Objectives:  Participants will learn how to develop chapter action plans to be used during their term

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Supplies: Workbooks Flip Chart Action Plan Sheets

Sharing Goals This session will be conducted in conjunction with the Recruitment Symposium. Now you’ve arrived together. We have all learned different items to be successful within our positions but you must create a viable action plan for you chapter. Share with your chapter peer the goals that you have constructed for your position.

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Take some time to create some combined goals that you would like to complete utilizing the S.M.A.R.T. goal criteria. Write these combined goals on page**. Plan Creation Now the most crucial part of the action plan: the action steps. Essentially, the action steps are a realistic list of solutions and activities that will address the challenges/initiatives that you want to achieve. Thus, fulfilling the goals. Utilizing the workbook on page 61 and the example on page 62 which has been completed as an example of an action plan for a S.M.A.R.T. goal. Utilizing your S.M.A.R.T. goals, you will complete each section. Let’s go through these sections. Tactics/Tasks Required (What I will do) Specifically, how will the goal be accomplished? List the individual steps needed to achieve the goal. Members Responsible (Who will help us) Identify who is responsible to see that each task is completed. Additional Resources (What I will need) Identify any additional resources that are needed to complete the task. Timetable (When I will do it) Specify when each task will be completed. Measurement (How we know we have completed it) List measurements to be used to evaluate the success of the completion of the task.

Now create action plans for the S.M.A.R.T. goals that your chapter has identified as the S.M.A.R.T. goals that you want to complete. Handout the 2011 Action Plan sheets. This sheet must be written on hard (the form is duplicate). Have dot/idea group facilitators roam around the room and help members with their action plans, facilitators must sign off on all chapter action plans if they completed their plan during this session. Facilitators will find a place for their initials in the upper right hand corner. Also remind participants to place their chapter and name on the form. Participants will also see a place for their initials on the bottom of the form. Please have them read the plan commitment and initial that they commit to this action plan. If a chapter group is working on this plan, all members should initial at the bottom. Dismiss to Bernard Franklinâ&#x20AC;&#x2122;s Session

General Session: Needs and Leads Exercise Saturday, January 8, 2011 – 9:30 p.m. Learning Objectives:  Participants will demonstrate the power of resource networking

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Supplies: Note Cards Pens

Sharing Goals This activity will be in conjunction with the Recruitment Symposium and the Delta Sigma Phi Summit. Each participant is given 10 index cards in advance and asked to write their name, chapter, email and phone number on each card. Participants should be arranged into small groups totaling 20. Each group should be a combination of DU and DSP members. The facilitator(s) set up the exercise by explaining the objective and identify the power of resource networking. You can give an example. “I’m looking for how to solve my member apathy issue.” If you handled the issue or currently dealing with the same issue, you raise your hand with your index card. Facilitator explains that even if you can’t personally provide a direct connection, members might have chapter connections that could help. Facilitators serve as moderator throughout so that if repeating the need or asking for clarification was necessary, facilitators will help take the lead. Each member should offer a brief introduction of themselves including: chapter, organization, and class year. They then described their need. Facilitators serve as “runners” and take the card of the member providing the “lead” to the member with the “need”. They should stand in the four corners of the room and cover a pre-assigned section of the room so that the running will stay fairly organized. Once members exchange information, it is up to the member with the “need” to follow up with the members who provided the “leads”. Dismiss for the Evening

Energizers These activities are fun and can bring energy to the group throughout the weekend. Mirror Image People get into pairs. They must face each other standing up. They act like they are looking in the mirror. They must move and follow each other’s motions, all without talking. There is no leader/follower – they just try to lead and follow at the same time. Bippity Bop Bop Bop Ask the group to stand in a circle with ‘the pointer’ on the inside. When the pointer points to someone in the circle and says ‘Bippity Bop Bop Bop’, the person being pointed to must say ‘Bop!’ before the pointer finishes saying ‘Bippity Bop Bop Bop.’ However, if the pointer points to a person and says ‘Bop!’, the person pointed to must remain silent. If the person being pointed to makes a mistake, they must switch places and become the pointer. Once the group has grasped the game, you may add any number of the following, one at a time. If the pointer points to someone in the circle and says ‘Charlie’s Angels, one one-thousand, two one-thousand, three one-thousand,’ the person pointed to and the two on either side must strike the Charlie’s Angels pose before the pointer gets to ‘three one-thousand.’ If the three make a mistake, the person pointed at switches places with the pointer. Other possibilities are Popcorn, Millet, firehydrant, Flower, Disco Queen, Ballet. Ah So Gee Ask the students to repeat after you ‘Ah, So, Gee’. ‘Ah’ is always accompanied by the hand on the chest, like the pledge of allegiance. ‘So’ is always accompanied by the hand on the forehead like a salute. ‘Gee’ is with the palms together, pointing at someone in the circle, not next to you. You can choose to use your right or left hands for these gestures. If you use your right hand, your fingers are pointing to the left, so the person to your left is next. They say ‘So’. Then the next person says ‘Gee’ and the cycle of ‘Ah, So, Gee’ continues. If there are any mistakes, i.e. the person mixes up the gestures, or they wait a beat too long, they are out of the circle. Once out, they become hecklers and can make as much noise as they want on the outside of the circle to try and get those remaining to lose their concentration. Elbow Tag Ask the students to pair up and link elbows, spread out across the space being used. Two students do not pair up and start off being the chaser and the chasee. The chaser chases the chasee until the chasee links arms with any of the pairs. Only two people can link arms together at any given time, so the person on the far end is bumped off and the chaser is now chasing the new person. If the chaser succeeds in tagging the chasee, their roles reverse and they are now chasing in the opposite direction. Giants, Wizards, Dwarves or Cow Girl, Kung Fu Master, Grizzly Bear This is a large game of Rock, Paper, Scissors. Divide the group into two even teams. Each one has a gestureGiants have their arms above their heads, dwarves crouch down, and wizards have their arms outstretched and they wiggle their fingers. Giants defeat dwarves, dwarves defeat wizards and wizards defeat giants. Give the two teams a moment to huddle and decide on one of the three gestures. Have them line up along a line facing each other, about a foot apart. The whole team shouts together ‘Giants, Wizards, Dwarves!’ and they throw their gestures. Team A might have decided to all be Giants, while Team B was all Dwarves. The giants now chase the dwarves toward the end zone. If the dwarves are tagged, they must return to the other side, if they make it to safety, they may remain on their own side. Cloodle This is a good thing to do in between sessions. Have a volunteer pick a card, start the time, and have them go up to the board and draw something on one of the cards (or create your own cards). Whoever guesses it correctly can draw next – either right away or at the next break.

Zen Monkey Create a word and put this on a magnetic surface or tape in the room and let your group arrange the words during break times. Dorky Dice This can be played with the whole group or in small groups. You can use one die or two – depending on the number of groups you want to have and the number of dice you have. You will need to put this list of Actions on the board or on a flip chart. Use the Actions below or have the team make them up! Have a volunteer come up to the front of the room and role die/dice. They must act out the corresponding Action. They can redo their roll once, but risk getting something even sillier! Volunteers only! 1 – Squawk like a chicken! 2 – Make the dumbest face you can think of! 3 – Do a cheer! 4 – Pat your head and rub your belly at the same time! 5 – Say something in a language other than English 6 – Recite a poem! 7 – Sing a jingle from a commercial! 8 – Get down on one knee and thank the facilitator for choosing you! 9 – Do a touchdown dance! 10 – Snort like a pig! 11 – Spin around like a ballerina! 12 – Do an Elvis impersonation! Zap Everyone stands in a circle, shoulder to shoulder. The Facilitator asks everyone to look down and stare at someone else’s feet in silence. On the count of three, everyone pops their head up and looks into the face of the person at whose feet they were staring. If that person has also chosen your feet and your eyes are now locked, both must scream as loud as they can and then retreat to the outside of the circle. Put your heads down again and continue until you are done. Follow Me Ask for a volunteer to leave the circle and to move out of earshot. Meanwhile, choose a leader in the circle who will begin an action like clapping, patting their knees, snapping etc. Have the entire circle begin an action such as clapping. Call the volunteer back to stand in the circle. The leader must change the actions without letting the person in the middle notice. When the leader changes an action, the rest of the group must follow. The person in the middle gets 3 tries to identify the leader. If they guess correctly, the leader is now the person in the middle and the group can choose a new leader. Master Tracker The facilitator must get facilitator in on this fun joke. The facilitator says that they have studied tracking since they were a child and they want to share their unique skill with the group. Tell the group that the Tracker will leave the circle and one person should place the stick (Nalgene, pen etc) in the middle of the circle. When the Tracker comes back, he/she will use their skills to decide who left the object in the middle. When the students call the Tracker back, the Tracker will sniff the ground, test the direction of the wind, look into people eyes, feel the aura… anything silly. Meanwhile, the Tracker keeps an eye on the other facilitator. They will be mimicking the stance of the person who put the object in the middle (crossing arms, scratching head, putting their weight on one foot, etc). When the Tracker feels confident that he/she has identified the person who did it, and that they have acted up the tracking game, the Tracker will hand the object to the correct person.

Flashlight Hot Potato First, have your team assemble at night when all the stars are out. Have a moment of silence to appreciate the sky. After the moment of silence start the hot potato game. The group forms a circle. One person is selected IT and stands outside the circle with his or her back to the group. (The facilitator should be the first person who is IT to set the right tone and explain how things work). The IT team member chooses a song to sing. The song can be anything from the alphabet, to happy birthday, etc. While the IT person sings the group passes the flashlight around the circle. Whoeverâ&#x20AC;&#x2122;s IT sings as long as she wishes and then yells STOP randomly. Whoever is holding the glow stick when the music stops is now IT and must stand outside the circle and sing.

DELTA UPSILON 2011 WINTER EDUCATIONAL CONFERENCE

PRESIDENT’S WORKBOOK

DELTA UPSILON INTERNATIONAL FRATERNITY 8705 FOUNDERS ROAD INDIANAPOLIS, IN 46268 PHONE: 3178758900 WWW.DELTAU.ORG

2011 PRESIDENT’S WORKBOOK

TABLE OF CONTENTS LET YOUR LEGACY BEGIN ACADEMY SCHEDULE OUR FRATERNITY CODE OF CONDUC T POSITION DESCRIPTION MY POSITION WHY DOES DELTA UPSILON EXIST DELTA UPSILON VALUES OATH OF INITIATION INTERNATIONAL FRATERNITY FRATERNITY HEADQUARTERS STAFF FRATERNITY STRUC TURE WHO TO CONTAC T ADMINISTRATIVE DUE DATES REPORTING ASSOCIATE MEMBERS INTERNATIONAL FEES AND DUE DATES CHAPTER EXCELLENCE PLAN CRITERIA LOSS PREVENTION POLICY ALLOCATION MODEL MEMBER ACCIDENT PROTEC TION LOSS PREVENTION AC TIVITY MENTAL HEALTH STATISTICS RISK FAC TORS AND WARNING SIGNS HOW TO RESPOND ARTICLE:MASCULINE NORMS ACCOUNTABILITY BEGINS MOCK CONFERENCE AC TIVITY MILLENNIAL GENERATION TOP 10 CHALLENGES CHALLENGES FACING MEMBERS ENVIRONMENT FOR BROTHERHOOD CIRCLES OF MYSELF AC TION CONTINUUM STYLE INVENTORY DECISION-MAKING STYLES STRUC TURAL STYLE DECISION-MAKING SKILLS SCORING THE DMSI DELEGATE WORKSHEET DELEGATION DELEGATE CASE STUDY CREATING THE FUTURE COMBINED GOALS S.M.A.R.T. GOALS CREATION CREATING AC TION STEPS AC TION PLANNING SAMPLE NOTES AND IDEAS

4 5 6 7 8 9 10 12 13 14 14 15 16 17 18 19 20 24 25 26 28 39 30 30 31 39 40 41 42 43 44 46 47 48 49 50 51 52 53 54 55 58 59 60 61 62 63

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2011 PRESIDENTS’ AC ADEMY

LET YOUR LEGACY BEGIN It is our pleasure to welcome you to the 2011 Winter Educational Conference and Indianapolis, Indiana. This conference will better prepare you to lead and serve your chapter. Take advantage of the opportunity to network with your fellow chapter Presidents and volunteer brothers. Success will be determined by your involvement, hard work and dedication. Let us begin by thinking about our legacies. Are you in Delta Upsilon to do something, or are you here for something to do? If you’re in the chapter to do something, then what is it? What difference will you make? What will be your legacy? Leadership is not solely about producing results. Success in leadership is not measured only in numbers. Being a leader brings with it a responsibility to do something of significance. Being a chapter president brings the responsibility of bettering your chapter. The purpose of leaders is to mobilize others to serve a purpose. And if you’re here to serve a purpose, the purpose comes first. Our purpose is to build better men focusing on our non-secret heritage and Four Founding Principles: the Promotion of Friendship, the Diffusion of Liberal Culture, the Development of Character, and the Advancement of Justice Those four principles define who we are and what we stand for. They will be our focus this weekend. We’ll all be remembered for something. The question is, for what? What will others say about you when you’re no longer around? Each of us lives on in the memories we create, in the systems and practices we set in place (or don’t), and in the lives we touch. I guarantee that what people say about you will not be about what you achieved for yourself, but what you achieved for others. You are the most important leader in your chapter. You are more likely than any other leader to influence whether members will actively participate, be enthused to recruit, or be motivated to share the Four Founding Principles. Since you are the most important leader in your organization, the only solution is to LEAD. Those who sit around and wait don’t leave lasting legacies. Those who stand up and make something happen do. There is a 100 percent chance that you can be a role model for leadership. There is a 100 percent chance that you can influence someone else’s performance. There is a 100 percent chance that you can affect what someone else thinks, says, and does. There is a 100 percent chance that you will make a difference in other people’s lives. Leaving a legacy is all about making a difference. We can only make a difference when we take stands. Every one of us is capable of taking stands on things that matter. That’s what it really means to live a courageous life. It takes courage to realize your dreams and to give meaning to your values. If you’re going to leave a legacy of lasting significance, it’ll be the result of acting courageously. You can’t plan to be courageous, but you can choose to act that way. Courage is the virtue that makes all other virtues possible. Legacies aren’t the result of wishful thinking. They’re the result of determined doing. The legacy you leave is the life you lead. We lead our lives daily. We leave legacies daily. The people you see, the decisions you make, the actions you take-- they are what tell the story. Despite all of our talk about leader’s needing to be concerned about the future, the most important leadership actions are the ones you take today. You never know whose life you might touch. You just never know what change you might initiate and what impact you might have. You just never know when that critical moment might come. What you do know is that you can make a difference. You can leave Delta Upsilon better than you found it. That can be your legacy. Enjoy the 2011 Presidents’ Academy! Fraternally,

Justin Kirk Executive Director kirk@deltau.org 317-875-8900 4

2011 PRESIDENT’S WORKBOOK

ACADEMY SCHEDULE THURSDAY, JANUARY 6, 2011 TIME 8:00 p.m. 8:30 p.m. 9:15 p.m.

SESSION Welcome/Expectations General Session: My Role as a Chapter Leader Dot groups: Creating the Group Norms

FRIDAY, JANUARY 7, 2011 9:00 a.m. 10:00 a.m. 10:30 a.m. 12:00 p.m. 1:00 p.m. 2:00 p.m. 6:00 p.m. 7:00 p.m. 8:00 p.m.

Breakfast General Session: Our Core Purpose Dot Groups: Our Shared Values General Session: Policies and Procedures of DUIHQ Lunch General Session: Our Loss Prevention Policy/Mental Health Awareness Dinner General Session: Who are My Members? Dot Groups: Circles of Myself

SATURDAY, JANUARY 8, 2010 9:00 a.m. 10:00 a.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 4:30 p.m. 5:30 p.m. 6:30 p.m. 8:30 p.m. 9:30 p.m.

Breakfast General Session: Decision-Making Style Inventory Lunch Dot Groups: Why Delegate? General Session: Looking to the Future Dot Groups: S.M.A.R.T. Goal Creation Dinner General Session: Creating your Chapter Plan Dr. Bernard Franklin, Kansas State ‘75 General Session: Needs and Leads

SUNDAY, JANUARY 9, 2010 8:30 a.m. 9:00 a.m. 10:00 a.m.

Breakfast Clean and Packup Camp Load Buses for Airport

2011 PRESIDENTS’ AC ADEMY

OUR FRATERNITY VISION STATEMENT Delta Upsilon is a premier men’s fraternity committed to Building Better Men for a global society through service, leadership development and lifelong personal growth of our diverse membership.

MISSION STATEMENT Delta Upsilon’s mission is Building Better Men. We will accomplish this by: Focusing on our non-secret heritage and Four Founding Principles: The Promotion of Friendship The Development of Character The Diﬀusion of Liberal Culture The Advancement of Justice

PRESIDENTS’ ACADEMY LEARNING OBJEC TIVES • A chapter president will define his role as president • A chapter president will recognize and articulate Delta Upsilon’s founding principles and mission • A chapter president will acquire the operational policies and procedures to run a Delta Upsilon chapter • A chapter president will articulate and recognize loss prevention standards and procedures • A chapter president will investigate the risk factors and warning signs of mental health situations • A chapter president will define traits of his millennial peers and how to effectively work with them • A chapter president will examine his own identity and the stereotypes associated with that identity • A chapter president will define his own decision-making style • A chapter president will articulate the steps to success in delegation • A chapter president will identify the current and ideal state of his chapter • A chapter president will formulate a workable action plan with his peers

2011 PRESIDENTâ&#x20AC;&#x2122;S WORKBOOK

CODE OF CONDUC T I understand and will adhere to the following policies throughout the duration of the Academy:

1 2 3 4 5 6 7

As a Delta Upsilon brother, I will know and understand our founding principles â&#x20AC;&#x201C; friendship, character, culture, and justice, and will strive to incorporate them into my daily life.

As a Delta Upsilon brother, I will respect the dignity of all persons; therefore I will not physically, mentally, psychologically, or sexually abuse or haze any human being.

As a Delta Upsilon brother, I will protect the health and safety of all human beings.

As a Delta Upsilon brother, I will respect my property and the property of others; therefore, I will neither abuse nor tolerate abuse of property.

As a Delta Upsilon brother, I will neither use nor support the use of illegal drugs; I will neither misuse nor support the misuse of alcohol.

As a Delta Upsilon brother, I will challenge all my Fraternity brothers to abide by these fraternal expectations and will confront those who violate them.

2011 PRESIDENTS’ AC ADEMY

POSITION DESCRIPTION POSITION FUNC TION The chapter president will serve as the chief executive oﬃcer and chief operating oﬃcer of the chapter. He shall be the head of the chapter’s organizational structure. He will be the liaison between the chapter and the university, community, alumni, and International Fraternity.

PRIMARY RESPONSIBILITIES • Serve as an executive council officer within the chapter. Attend executive council meetings and contribute input as to the advancement of the Fraternity. • Lead executive council and chapter meetings. • Oversee all officers; ensure accountability and responsibility in all members. • Coordinate the goal setting process of the chapter and executive council. • Ensure all goals are actively pursued and achieved. • Approve major financial expenditures. • Serve as a positive role model by adhering to Fraternity, FIPG, university, city, county, and state/province laws and guidelines. • Recruit and cultivate new leaders. • Keep in contact with Delta Upsilon International Headquarters and return completed paperwork/reports in a timely manner. • Keep in contact with alumni chapter, chapter advisory board, chapter house corporation board, and alumni volunteers. • Keep in contact with province governor and undergraduate advisory board representative for your province. • Meet with the university officials/fraternity-sorority professionals on a regular basis. • Serve as the chapter spokesperson. • Develop and maintain a detailed account of presidential activities and compile an officer notebook to educate future officers and committee members. • Develop position goals and budget. • Properly and adequately train all executive board members and replacements.

2011 PRESIDENT’S WORKBOOK

MY POSITION EQUIPPED TO COMPLETE:

APPREHENSION IN COMPLETING:

2011 PRESIDENTS’ AC ADEMY

WHY DOES DELTA UPSILON EXIST

2011 PRESIDENT’S WORKBOOK

WHY IS THAT IMPORTANT?

“LEADERSHIP IS A RELATIONAL AND ETHICAL PROCESS OF PEOPLE TOGETHER AT TEMPTING TO ACCOMPLISH POSITIVE CHANGE.”

WHY IS THAT IMPORTANT?

WHY DOES DELTA UPSILON EXIST?

2011 PRESIDENTS’ AC ADEMY

DELTA UPSILON VALUES PROMOTION OF FRIENDSHIP

DEVELOPMENT OF CHARAC TER

DIFFUSION OF LIBERAL CULTURE

ADVANCEMENT OF JUSTICE

2011 PRESIDENTâ&#x20AC;&#x2122;S WORKBOOK

OATH OF INITIATION I, of my own free will and accord, in the presence of God and of these witnesses, do hereby solemnly declare that the principles of this Fraternity as they have been explained to me accord entirely with my own views; and I solemnly promise that as a member of this Fraternity I will faithfully adhere to those principles endeavoring in every way to perfect myself morally, intellectually, and socially, and endeavoring also to act towards others according to that high standard of conduct required by the Fraternity. I solemnly promise that I will be loyal to the Delta Upsilon Fraternity and to this chapter, abiding by their rules, discharging my obligations to them faithfully, and using all honorable means to promote their interests. I solemnly promise that I will share with my brothers the duties of my chapter; that I will uphold and encourage them in all that is honorable and right; that I will ever extend to each brother the right hand of sympathy; and that at all times and in all circumstances I will endeavor to cultivate those sentiments which should ever exist between brothers. All this I solemnly promise upon my honor, without any equivocation, mental reservation, or secret evasion of mind whatsoever.

2011 PRESIDENTS’ AC ADEMY

DELTA UPSILON INTERNATIONAL FRATERNITY

FRATERNITY HEADQUARTERS STAFF

FOUNDED

ADMINISTRATIVE STAFF

November 4, 1834 Williams College, Williamstown, Massachusetts Founded as the First Non-Secret Fraternity Sixth-oldest General Men’s College Fraternity

Justin Kirk, Executive Director kirk@deltau.org, Ext. 213 Brandy Cole, Director of Operations brandy@deltau.org, Ext. 205 Jana Cole, Executive Assistant jana@deltau.org, Ext. 200

FOUNDING PRINCIPLES Promotion of Friendship Development of Character Diﬀusion of Liberal Culture Advancement of Justice

EDUC ATIONAL SERVICES STAFF Andy Bergman, M.S., Assoc. Executive Director of Educational Services bergman@deltau.org, Ext. 206

FRATERNITY MOT TO

Zach Thomas, Communications Consultant thomas@deltau.org, Ext. 207

Dikaia Upotheke - Justice Our Foundation

FRATERNITY COLORS

CHAPTER SERVICES STAFF

Old Gold and Sapphire Blue

Eric Chamberlain, CAE, Assoc. Executive Director of Chapter Services chamberlain@deltau.org, Ext. 208

BOARD OF DIREC TORS

Ian Areces, Director of Chapter Performance areces@deltau.org, Ext. 215

President – Dr. E. Bernard Franklin, Kansas State‘75 Chairman – Richard X. Taylor, North Carolina State ’82 Secretary – Malcom P. Branch, Wisconsin ’69 Treasurer – E. Bruce McKinney, Missouri ‘74 Undergraduate Director – Justin Pierce, Kent State ‘11 Undergraduate Director – Bryan Griﬃn, Florida ‘10 Alumni Director – Charles E. Downton III, North Carolina ‘66 Alumni Director – Timothy C. Dowd, Oklahoma ‘75 Alumni Director – John W. Duncan, Jr., Oregon State ‘00 Alumni Director – Robert D. Fisher, Alberta ‘76 Alumni Director – Joseph R. Heerens, DePauw ‘84 Alumni Director – Brad Grabow, DePauw ‘65 Alumni Director – Brian Mudrick, Louisville ‘82

Laura Whitney, M.A., Director of Loss Prevention laura@deltau.org, Ext. 203 Aaron Clevenger, M.A., Part-time Chapter Development Coordinator Dominic Greene, M.A., Part-time Chapter Development Coordinator Matt Tokarz, Leadership Consultant tokarz@deltau.org, Ext. 209

COMMUNIC ATIONS STAFF Jean Lloyd, Director of Communcations lloyd@deltau.org, Ext. 211

HEADQUARTERS Delta Upsilon International Fraternity Headquarters 8705 Founders Road Indianapolis, IN 46268 Phone: (317) 875-8900 Fax: (317) 876-1629 e-mail: ihq@deltau.org Webpage: www.deltau.org

FINANCE/MEMBERSHIP SERVICES STAFF Mary Ellen Watts, Senior Staﬀ Accountant watts@deltau.org, Ext. 210 Roslyn Riall, Membership Records Coordinator roslyn@deltau.org, Ext. 202

MEMBERSHIP

FOUNDATION STAFF

76 Chapters and 3 Colonies with approximately 3,200 undergraduate members and 78,000 living alumni.

David R. Schumacher, Executive Director schumacher@deltau.org, Ext. 212

PUBLICATIONS

Craig S. Sowell, Director of Development sowell@deltau.org, Ext. 224

The Cornerstone – The oﬃcial Delta Upsilon member manual. Delta Upsilon Quarterly – Oﬃcial Fraternity magazine. Digital DU – Monthly newsletter for alumni and undergraduates. 14

2011 PRESIDENT’S WORKBOOK

FRATERNITY STRUC TURE

ASSEMBLY OF TRUSTEES

UNDERGRADUATE CONVENTION

CONSTITUTION AND BY-LAWS

UNDERGRADUATE ADVISORY BOARD (UGAB)

INTERNATIONAL FRATERNITY BOARD OF DIRECTORS

PROVINCE GOVERNORS

FRATERNITY COMMITTEES

IHQ EXECUTIVE DIRECTOR

HEADQUARTERS STAFF

ALUMNI CHAPTER

UNDERGRADUATE CHAPTER/COLONY

ADVISORY BOARD CHAPTER/COLONY OFFICERS

UNIVERSITY FRATERNITY/SORORITY PROFESSIONAL

CHAPTER MEMBERS

FACULTY/STAFF ADVISOR

HOUSE CORPORATION

ALUMNI VOLUNTEERS

2011 PRESIDENTSâ&#x20AC;&#x2122; AC ADEMY

WHO TO CONTAC T ACCOUNTS RECEIVABLE

Zach Thomas

thomas@deltau.org

ADDRESS UPDATES, LISTS, LABELS

Jana Cole

jana@deltau.org

ALUMNI CLUBS

Ian Areces

areces@deltau.org

AWARDS

Ian Areces

areces@deltau.org

BADGES

Jana Cole

jana@deltau.org

BRICK ORDERS

Craig Sowell

sowell@deltau.org

CHAPTER EMERGENCY/CRISIS

Justin Kirk

kirk@deltau.org

CHAPTER EXCELLENCE PLAN

Ian Areces

areces@deltau.org

CHAPTER SERVICES

Eric Chamberlain

chamberlain@deltau.org

CERTIFICATES

Jana Cole

jana@deltau.org

COLONIES

Laura Whitney

laura@deltau.org

Zach Thomas

thomas@deltau.org

DU ARCHIVES/HISTORY/MEMORABILIA

Zach Thomas

thomas@deltau.org

DELTA UPSILON EDUCATIONAL FOUNDATION

Dave Schumacher

schumacher@deltau.org

DELTA UPSILON QUARTERLY

Jean Gileno Lloyd

lloyd@deltau.org

DONATIONS TO DUEF

Craig Sowell

sowell@deltau.org

INCIDENTS

Laura Whitney

laura@deltau.org

EDUCATIONAL PROGRAMS/MATERIALS

Andy Bergman

bergman@deltau.org

EXPANSION

Justin Kirk

kirk@deltau.org

HOUSING

Ian Areces

areces@deltau.org

LEADERSHIP INSTITUTE

Jana Cole

jana@deltau.org

LIABILITY INSURANCE BILLING

Laura Whitney

laura@deltau.org

LOSS PREVENTION

Laura Whitney

laura@deltau.org

MEMBERSHIP RECORDS

Roslyn Riall

roslyn@deltau.org

PLEDGE PINS

Jana Cole

jana@deltau.org

PUBLIC RELATIONS

Jean Gileno Lloyd

lloyd@deltau.org

PUBLICATIONS

Jean Gileno Lloyd

lloyd@deltau.org

SCHOLARSHIPS

Craig Sowell

sowell@deltau.org

TAXES, TAX FORMS, FORM 990, ETC.

Zach Thomas

thomas@deltau.org

VOLUNTEERS

Eric Chamberlain

chamberlain@deltau.org

WEBSITE/SOCIAL MEDIA

Zach Thomas

thomas@deltau.org

WINTER EDUCATIONAL CONFERENCE

Andy Bergman

bergman@deltau.org

2011 PRESIDENT’S WORKBOOK

2010-2011 ADMINISTRATIVE REPORT DUE DATES BIOGRAPHICAL CARDS Due to IHQ at time of association/pledging.

BUDGET Due by May 1 for the following academic year (i.e. the budget for the 2011-2012 academic year is due by May 1, 2011)

CHAPTER EXCELLENCE PLAN (CEP) To make submissions visit www.CEP.celect.org Last date for submissions is June 1, 2011

INITIATION REPORT Due seven (7) days of initiation

LEADERSHIP INSTITUTE REGISTRATION: By June 1

WINTER EDUCATIONAL CONFERENCE REGISTRATION Registration for Presidents ‘ Academy and Recruitment Symposium by December 1.

MEMBER EXPULSIONS: Immediately

MEMBER RESIGNATIONS: Immediately

NEWS ARTICLES FOR QUARTERLY: Minimum one news submission each semester Deadlines: Oct. 1; Feb. 1; April 1; Aug. 1.

OFFICER LIST: • Fall – due October 1 • Spring – due February 1 Due immediately after oﬃcer elections

SUMMER OFFICER ADDRESSES: Due (for undergraduate oﬃcers only) May 1

2011 PRESIDENTS’ AC ADEMY

PROCEDURES FOR REPORTING ASSOCIATE MEMBERS AND INITIATION WHEN YOU TAKE AN ASSOCIATE MEMBER CLASS Send International Headquarters: 1. A completed biographical card for each man within 7 days 2. $70 per man associate member fee must be submitted electronically or postmarked within seven (7) days of pledging. Late fees are $10 per man for associate member fees that are seven (7) days past due of pledging.

INTERNATIONAL HEADQUARTERS WILL SEND YOU: • •

A copy of the Cornerstone for each paid associate member You may order pledge pins at anytime for $3 per pin plus shipping.

WHEN YOU INITIATE A GROUP OF MEN : Send International Headquarters: 1. A completed Initiation Report for each initiation date within seven (7) days of initiation 2. $200 per man initiation fee prior to or within seven (7) days of the Initiation ceremony. Late fees are $20 per man for initiation fees that are seven (7) days past due. International Headquarters will send you: 1. A goldklad member badge for each man 2. A membership certiﬁcate and membership card. Certiﬁcates and cards are personalized and will be sent as soon as possible (approx. 6-8 weeks).

WHEN YOU INITIATE AN ALUMNUS MEMBER: The Laws of the Fraternity provide for the initiation of an “Alumnus Member of the Fraternity.” The Laws of the Fraternity also provide for the method to be followed to elect an alumnus to membership in the Fraternity. After complying with the Laws of the Fraternity, the Chapter should send to IHQ: 1. A completed biographical card for each alumnus initiate 2. A completed initiation report for each initiation date (can be included with the undergraduate initiates) 3. $50 per alumnus initiate International Headquarters will send you: 1. A goldklad member badge for each man 2. A membership certiﬁcate and membership card

2011 PRESIDENT’S WORKBOOK

INTERNATIONAL FEES AND DUE DATES EXTENSIONS Because of the school calendar, the deadline of October 1 will apply to Cal Poly, Chicago, Massachusetts, Northwestern, Ohio, Ohio State, Oregon, Oregon State, San Diego, and Washington. The deadline of February 15 will apply to Carthage, DePauw, Lafayette, Massachusetts and St. Norbets. This applies to (1) chapter fee; (2) roster and roster fees; (3) Loss Prevention fees.

CHAPTER FEE • • •

Fall - $1,000 is billed August 15, but is due September 15 Spring - $1,000 is billed November 15, but is due February 1 An additional $50 per semester discount will be credited to any chapter who is current on all obligations as of September 15th and again on February 1st of each ﬁscal year.

ROSTER/MEMBERSHIP FEES • • •

Fall - Rosters listing last semester’s members will be mailed to chapters in mid-August, and are due with corrections, additions, and deletions by September 15, along with your payment of Membership Fees. Chapters are billed $80 per man for all men initiated on or before September 1. Spring – Rosters & billings are mailed in mid-November 15 and are due with corrections, & changes no later than February 1, along with your payment of Membership Fees. Chapters are billed $80.00 per man for all men initiated on or before February 1.

LOSS PREVENTION ASSESSMENT • •

Fall (75% of total) is billed August 15, and is due September 15 Spring (25% of total) is billed November 15, and is due February 1

ASSOCIATE MEMBER FEES •

$70 per man is due within seven (7) days of pledging. A late fee of $10 per new associate member will be assessed if payment is not received/postmarked within seven (7) days of pledging.

INITIATION FEES •

$200 per man is due within seven (7) days of initiation. A late fee of $20 per new initiated member will be assessed if the new initiate is not reported and paid for within seven (7) days of initiation.

FINANCE CHARGES •

1% / month (12% annually) on outstanding balances 30 days past due

2011 PRESIDENTS’ AC ADEMY

CHAPTER EXCELLENCE PLAN CRITERIA

The chapter has a written code of conduct for all members to sign once a year.

The chapter identiﬁes and arranges educational leadership opportunities for all interested members.

The chapter has a functioning Judicial Board, including documentation of its activities.

The chapter has at least 75% participation in GreekLifeEdu.

A link to the chapter CEP is provided to the University to showcase the value of Delta Upsilon to the campus community.

The chapter has a plan in place to help members and new members identify leadership areas in which they want to improve or gain experience.

At least one chapter member is an elected oﬃcer in student government excluding IFC.

The associate member program has a section on personal growth (e.g. health, cultural experience, book group).

The chapter has at least one member as an elected oﬃcer in IFC.

The chapter schedules one night for all interested members to discuss pre-selected current social or cultural topics.

The chapter has short- and long-term goals established for the fall semester.

The chapter has one brotherhood meal night where they eat and are educated on cultural/ethnic food.

The chapter has short- and long-term goals established for the spring semester and reviews the status of the goals from the fall.

The chapter hosts one workshop per year on proper meal etiquette and proper conduct.

The chapter must sponsor one cultural event per year that is open to the entire campus community.

The chapter alumni advisor completes and provides 100% verification using the IHQ provided verification document. This must be submitted at the end of the term so to provide full verification.

The chapter should participate in at least one campus sponsored cultural event.

The chapter’s associate member education program has a section speciﬁcally addressing ritual and its meaning.

The chapter alumni advisor completes and provides 100% verification using the IHQ provided verification document. This must be submitted at the end of the term so to provide full verification.

The chapter hosts an event in which a university professional leads a discussion in his/her area of expertise.

The chapter holds at least one educational program with another campus organization.

The associate member program includes an etiquette portion.

The chapter has one brotherhood meal night where they eat and are educated on cultural/ethnic food.

The chapter hosts an event in which a university professional leads a discussion in his/her area of expertise.

The ritual team properly prepares and rehearses the ritual before initiation.

PRESIDENT

The chapter Greek advisor completes the and provides 100% verification using the IHQ provided verification document. This must be submitted at the end of the year so to provide full verification.

The chapter is current with the IRS and has submitted their 2009 form 990 online.

The chapter has an advisory board made up of alumni and university oﬃcials.

The chapter utilizes at least one DU alumnus and at least one non-DU, other than Greek Advisor, as local advisors.

The chapter president prepares written executive board meeting agendas a minimum of two days before the meeting.

Develops a written, monthly membership education agenda of activities.

The chapter must hold at least one substance-free retreat.

Chapter oﬃcers meet with an advisor at least once a month.

The chapter has an updated Constitution and By-laws.

All members are surveyed to determine their needs and interests in membership programming.

The chapter hosts an executive retreat.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

VP MEMBERSHIP EDUCATION

All associate members are educated about the Loss Prevention policies of the Fraternity.

The chapter is involved in one women’s rights issue or LGBT event per year (e.g. “Take Back the Night”, Safe Zone training).

The chapter initiation ceremony is performed as outlined in the Delta Upsilon ritual book.

Pinning ceremony is performed as outlined in the Delta Upsilon ritual book.

The chapter has a written procedure for supporting members who show signs of drug abuse, mental health issues, ﬁnancial issues, or alcohol abuse, with referral to campus/community resources as part of the program.

The date of initiation will be made clear at the beginning of the associate member period.

2011 PRESIDENT’S WORKBOOK

The associate member program (pledging ceremony to initiation) is no longer than 8 weeks.

The chapter has an Associate Member Education Program separate from the Associate Member handbook.

The chapter should submit a press release to the university newspaper, IHQ, and at least one additional media outlet on philanthropies and programming.

All members are surveyed to determine their needs and interests in membership programming.

The chapter has at least one cultural event per year in which parents and alumni are invited.

The chapter must have at least 50% of members attend one cultural event per year that takes place oﬀ campus in the community.

The chapter should submit a press release to the university newspaper, IHQ, and at least one additional media outlet on philanthropies and programming.

The chapter maintains accurate records of members’ contributions to philanthropy and service projects.

The chapter publishes an alumni newsletter.

The chapter maintains accurate records of members’ contributions to philanthropy and service projects.

The chapter publishes an alumni newsletter.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

The chapter has an alumni recognition program.

The chapter should organize and host one alumni event.

The chapter attends two campus sports games per year wearing letters.

The chapter should publish a parent/alumni newsletter at least twice per year.

Invite parents, faculty and alumni to the Initiation Ceremony by written correspondence.

The date of initiation will be made clear at the beginning of the associate member period.

The chapter hosts an executive retreat.

Associate members attend chapter meetings and the associate member class president gives a report.

Associate members are asked to organize one brotherhood/ non-alcoholic event in conjunction with the chapter AME/ Brotherhood chair to learn the process of organizing events for the chapter.

The chapter maintains an open ceremony for the initiation of its members and alumni and faculty are given formal invitations.

The chapter hosts one workshop/seminar on topics related to collegiate males.

All “big brother” programming is outlined and communicated to associate members.

The chapter hosts one workshop/seminar on topics related to collegiate males.

The chapter maintains an open ceremony for the initiation of its members and alumni and faculty are given formal invitations.

VP EXTERNAL RELATIONS

Each member participates in at least one philanthropy event.

The chapter hosts an appreciation event to thank any faculty/administration who has supported the chapter.

The chapter must publicize and invite parents/alumni to one service event.

The chapter must host one alumni speaker outside of initiation.

Each member participates in at least one service event per semester and debriefs using the IHQ provided facilitation guide.

The chapter hosts an appreciation event to thank any faculty/administration who has supported the chapter.

The chapter has an alumni mentoring program in place where they match each undergraduate with an alumnus.

Each member participates in at least one philanthropy event.

The chapter should organize and host one alumni event.

The parents of associate members are provided an overview of the Associate Member Education Program and the expectations of membership.

Each newsletter should have a write-up about at least one alumnus.

Each member participates in at least one service event per semester and debriefs using the IHQ provided facilitation guide.

VP LOSS PREVENTION

The chapter must participate in a minimum of one philanthropy/service event sponsored by another Greek organization or campus group.

The chapter schedules at least one day to participate in a campus beautiﬁcation or clean up project.

The chapter should sponsor a minimum of two alumni and/or parents events per year, such as Founders Day, Initiation, Parents’ Day, Homecoming, etc. 21

The chapter hosts one meeting each year in which the purpose of FIPG and Loss Prevention policies are discussed.

The chapter has a rotation set up among all chapter members for serving on event management duty.

The chapter will schedule one speaker per semester dealing with issues concerning Loss Prevention, such as alcohol/ drug abuse, hazing, sexual abuse, STD’s, legal liability, etc. and have a minimum of 75% of the chapter in attendance.

The chapter has at least one speaker talk to at least 75% of membership about alcohol abuse.

2011 PRESIDENTS’ AC ADEMY

The chapter follows the BYOB checklist and policy to ensure that any event where alcohol is present adheres to Fraternity and university/college policies.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

The chapter has a documented crisis management procedure which is reviewed with members once a year.

The chapter has a relationship with university health service personnel to assess/survey the chapter members.

Campus police/security is invited to attend one chapter meeting per year to discuss safety issues related to the campus.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

The chapter promotes each member’s activities, honoraria and community involvement on the chapter website.

FINANCE

The chapter has a collection policy in place for all members and families to review.

The chapter hosts one program per year with an alumnus or local resource on either personal or organizational budgeting.

The chapter hosts one program a year relating to developing members’ understanding of the larger ﬁnancial issues of the world.

Develops a balanced budget for all expenses with the assistance of the Executive Board and the Alumni Treasurer.

VP ACADEMIC EXCELLENCE

The chapter utilizes campus resources related to academics such as tutorials, workshops/seminars, and library tours.

The chapter has an academic eligibility requirement for oﬃcer and voting written into the by-laws. They must be a minimum of 2.75 for oﬃcer and 2.5 for voting privileges.

The chapter maintains a recognition program for scholastic achievement.

Develops a balanced budget for all expenses with the assistance of the Executive Board and the Alumni Treasurer.

Receipts are required for any reimbursement to members who use personal funds for chapter supplies.

The families of all chapter members receive appropriate ﬁnancial information.

Chapter ﬁnancial information is disclosed to potential new members and initiates.

A source independent of Delta Upsilon conducts an annual audit or compilation report of the chapter ﬁnances (i.e. books).

The chapter actively pursues all accounts receivable and total accounts receivable will not exceed 5% of the chapter’s total income.

A promissory note is secured from each brother who does not pay his dues on time. Past due or extended payment plans should be disclosed at each chapter meeting in the treasurer’s report.

The chapter has an internal academic mentor program.

The chapter’s scholarship program includes an academic review committee that meets with all members not meeting the chapter minimum standards.

The chapter GPA must be above the all-men’s average.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

The chapter recognizes an academic advisor who is faculty/ staﬀ and follows a job description.

VP ADMINISTRATION

Each member should be involved in at least one campus activity outside of the chapter.

At least 25% of all initiated members hold elected leadership positions in other campus organizations.

Campus cultural events are included on the chapter’s master calendar.

The chapter submits all paperwork to IHQ by their respective due dates.

Two oﬃcer signatures are required on all checks written by the chapter and no chapter credit cards are in existence.

The chapter creates and distributes to all members by the ﬁrst week of classes a master calendar that includes all chapter events.

The chapter annually saves at least 5% of its total budget for emergency reserve.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

The chapter has and utilizes a standard meeting agenda.

The chapter roll book and ritual books are in good condition and stored in a ﬁreproof location.

The chapter must be current on all ﬁnancial obligations to the Fraternity and outside vendors.

The chapter creates and distributes to all members by the ﬁrst week of classes a master calendar that includes all chapter events.

Parliamentary procedure is reviewed yearly with the chapter and is used during chapter meetings.

2011 PRESIDENT’S WORKBOOK

VP RECRUITMENT

GLOBAL SERVICE INITIATIVE: NEGRIL, JAMAICA THE DELTA UPSILON GLOBAL SERVICE INITIATIVE OFFERS MEMBERS A UNIQUE OPPORTUNITY TO ENGAGE IN DIREC T SERVICE, WHILE UNITING DELTA UPSILON COMPETENCIES AND PRINCIPLES WITH THE CUSTOMS AND CULTURES OF THE INTERNATIONAL HOST COUNTRY.

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The chapter provides all potential members with the explicit ﬁnancial obligations of membership.

The chapter advertises to all potential members any ﬁnancial scholarships available to members or new members.

The chapter has a minimum of one justice event during each recruitment cycle in which potential new members are invited and do attend.

The chapter utilizes a formal information session that describes DU and outlines requirements of membership.

The chapter has written eligibility standards for new members and describes those standards during the recruitment process. Including diversity and nondiscrimination policies.

The chapter has at least one service event in which potential members are invited and attend.

The chapter hosts a minimum of one cultural event during each recruitment cycle in which potential new members are invited and do attend.

The chapter utilizes its website for recruitment and updates the site regularly.

The chapter size must be equal to or above the median size on campus.

The chapter is involved in freshman orientation activities.

The chapter retention rate of new members is equal to or greater than 85%.

VP of recruitment maintains an up-to-date names list through out the entire year and asks brothers for updates weekly.

The chapter conducts at least one skill set recruitment seminar.

The chapter maintains a year round recruitment program that reﬂects chapter standards and utilizes the Four Founding Principles.

The chapter conducts at least one skill set recruitment seminar.

The chapter maintains an active recruitment committee with written committee goals as well as individual goals.

The chapter utilizes alumni in the recruitment process.

The chapter utilizes technology in the recruitment process.

The chapter retention rate of new members is equal to or greater than 85%.

The chapter has a written procedure for the extension of membership bids.

The chapter utilizes new members in the recruitment process and includes recruitment training of new members.

Develop position goals, budget, and oﬃcer manual to pass on and train his replacement.

2011 PRESIDENTS’ AC ADEMY

DELTA UPSILON LOSS PREVENTION POLICY Delta Upsilon Fraternity is a member of the Fraternity Risk Management Trust (FRMT, Ltd.). The Loss Prevention Policy of Delta Upsilon includes the following provisions and shall apply to all fraternity entities and all levels of fraternity membership. All activities of all Delta Upsilon chapters and colonies must be in compliance with all Federal, state, and local laws at all times.

morally degrading or humiliating games and activities; and any other activities which are not consistent with academic achievement, fraternal law, ritual or policy or the regulations and policies of the educational institution, or applicable state/provincial law.”

ALCOHOL AND DRUGS

The Fraternity will not tolerate or condone any form of sexist or sexually abusive behavior on the part of its members, whether physical, mental or emotional. This is to include any actions which are demeaning to women or men, such as verbal harassment. The Fraternity will not tolerate sexual assault in any form.

9. 10.

SEXUAL ABUSE AND HARASSMENT

The possession, sale, use or consumption of ALCOHOLIC BEVERAGES, while on chapter premises, during a fraternity event, in any situation sponsored or endorsed by the chapter, or at any event an observer would associate with the Fraternity, must be in compliance with any and all applicable laws of the state, province, county, city and institution of higher education, and must comply with either the BYOB or Third Party Vendor Guidelines. No alcoholic beverages may be purchased through or with chapter funds nor may the purchase of same for members or guests be undertaken or coordinated by any member in the name of, or on behalf of, the chapter. The purchase or use of a bulk quantity or common source(s) of alcoholic beverage, i.e. kegs or cases, is prohibited. OPEN PARTIES, meaning those with unrestricted access by nonmembers of the Fraternity, without specific invitation, where alcohol is present, are prohibited. No members, collectively or individually, shall purchase for, serve to, or sell alcoholic beverages to any minor (i.e., those under legal “drinking age”). The possession, sale or use of any ILLEGAL DRUGS or CONTROLLED SUBSTANCES while on chapter premises or during a fraternity event or at any event that an observer would associate with the Fraternity is strictly prohibited. No chapter may co-sponsor an event with an alcohol distributor, charitable organization or tavern (tavern defined as an establishment generating more than half of annual gross sales from alcohol) where alcohol is given away, sold or otherwise provided to those present. This includes any event held in, at or on property of a tavern as defined above for the purposes of fundraising. A chapter may rent or use a room or area in a tavern as defined above for an event held within the provisions of this policy, including the use of a third party vendor and guest list. No chapter may co-sponsor or co-finance or attend or participate in a function where alcohol is purchased by any of the host chapters, groups or organizations. All recruitment or rush activities associated with any chapter will be non-alcoholic. No recruitment or rush activities associated with any chapter may be held at or in conjunction with an alcohol distributor or tavern as defined in this policy. No member or pledge / associate / new member / novice, shall permit, tolerate, encourage or participate in “drinking games.” No alcohol shall be present at any pledge/ associate / new member / novice program, activity or ritual of the chapter. This includes, but is not limited to activities associated with “bid night,” “big brother / big sister night” and initiation.

PHYSIC AL ABUSE No member shall resort to or engage in any physical acts of violence of any kind against another individual or any acts of vandalism of any kind against another person’s property for any reason, except for the purpose of the defense of one’s self, or one’s own property and to the limited extent that the law would otherwise permit.

FIRE, HEALTH AND SAFETY 1. 2.

3. 4.

All chapter houses should meet all local fire and health codes and standards. All chapters should have posted by common phones and in other locations, emergency numbers for fire, police and ambulance and should have posted evacuation routes on the back of the door of each sleeping room. All chapters should comply with engineering recommendations as reported by the insurance company or municipal authorities. The possession and/or use of weapons of any kind within the confines and premises of the chapter house is expressly forbidden. The term “weapon” means any object, substance or chemical designed or intended to inflict a wound, cause injury or incapacitate, including but not limited to, all firearms, pellet guns, switchblades, knives and knives with blades five or more inches in length or dangerous chemicals.

EDUC ATION Each fraternity shall annually instruct its students and alumni in the Loss Prevention Policies. Additionally, all student and alumni members shall annually receive a copy of said Risk Management / Loss Prevention Policy. A copy of said Risk Management / Loss Prevention Policy is available on the Fraternity’s website.

REPORTING Each chapter shall report promptly each failure to adhere to any of these policies to the Fraternity. Self-reporting of loss prevention violations and the steps taken to address the violation will be considered positive factors in the deliberations of the Fraternity when reacting to violations of these policies.

DISCRIMINATION

HAZING

Article 2, Section 2: Non-discrimination In any membership decision, including rushing, pledging, suspension, expulsion, or electing one to Membership in the Fraternity, a Member, Associate Member, Undergraduate Chapter, Colony, Alumni Chapter or the Board of Directors may not discriminate against any person on the basis of his race, color, age, religion, sexual/aﬀectional orientation, national origin, citizenship or physical disability.

No chapter, colony, student, alumnus, or employee of the Fraternity shall conduct nor condone hazing activities. Hazing activities are defined as: “Any action taken or situation created, intentionally, whether on or off Fraternity premises, to produce mental or physical discomfort, embarrassment, harassment, or ridicule. Such activities may include but are not limited to the following: use of alcohol; paddling in any form; creation of excessive fatigue; physical and psychological shocks; quests, treasure hunts, scavenger hunts, road trips or any other such activities carried on outside or inside of the confines of the chapter house; wearing of public apparel which is conspicuous and not normally in good taste; engaging in public stunts and buffoonery;

2011 PRESIDENT’S WORKBOOK

ALLOCATION MODEL LOSS PREVENTION VIOLATION: 5% credit if there has been No violation of the Fraternity’s Loss Prevention Policies in the previous two ﬁscal years. 15% credit if No violations of the Fraternity’s Loss Prevention Policies have occurred in the previous four ﬁscal years.

CLAIMS/LOSS HISTORY: 5% credit if the chapter has experienced no losses over $750 (paid or reserve) in the previous two ﬁscal years. 15% credit if the chapter has experienced no losses over $750 (paid or reserve) in the previous four ﬁscal years.

NO FACILITY: 15% credit if the chapter does not own or lease a facility.

GREEKLIFEEDU TRAINING: (SUBSTITUTE PROGRAMS WILL NOT BE ACCEPTED) 5% credit if the chapter has 50% of the membership certiﬁed by GreekLifeEdu (minimum of 5 members). 10% credit if the chapter has 75% of the membership certiﬁed by GreekLifeEdu (minimum of 10 members).

EDUC ATIONAL CONFERENCES: 5% credit if the chapter representative has attended the organized Loss Prevention Seminar at the last two Leadership Institutes, Winter Educational Conferences, and Regional Leadership Seminars. 10% credit if the chapter representative has attended the organized Loss Prevention Seminar at the last four Leadership Institutes, Winter Educational Conferences, and Regional Leadership Seminars.

NON-PARTICIPATION/ALCOHOL FREE HOUSING (AFH) INCENTIVE PROGRAM 10% credit to the chapters that adhere to the AFH Policy. To be eligible for this discount, chapters must have adhered to the AFH Policy for a minimum of one semester prior to the beginning of the next school year. Any chapter that violates the AFH Policy will not be eligible for the discount the following year.

PROPERTY INSPEC TION COMPLIANCE INCENTIVE PROGRAM 10% credit for chapters who have had an insurance inspection of their chapter facility and who have on ﬁle with the Fraternity a report that they are in compliance with all recommendations of the inspection report or Loss Prevention Committee approval to defer such compliance.

2011 PRESIDENTS’ AC ADEMY

MEMBER ACCIDENT PROTEC TION PROGRAM WHAT IS THE MEMBER ACCIDENT PROTEC TION PROGRAM? The member accident protection program of the fraternity is a beneﬁt of membership. The program is intended to complement the health insurance of every undergraduate member of the fraternity for injuries as a result of an accident. The premium for this program is paid by the fraternity and the program may be cancelled or changed at the sole discretion of the fraternity at anytime. The information provided is for informational purposes only and is not intended to replace the insurance contract. For speciﬁc information regarding any claim, please contact HRH/Kirklin & Co, LLC.

WHO IS AN INSURED PERSON UNDER THE MEMBER ACCIDENT PROGRAM? All eligible undergraduate members, associate members\pledges of the fraternity are insured for covered injuries which are incurred while the policy is in force and occur while: In good standing with the fraternity. Membership will be veriﬁed with the (inter)national administrative oﬃce of the fraternity so be certain your membership has been reported and all pledge, initiation, undergraduate dues and risk management\insurance fees have been paid; and Enrolled as a student at an institution of higher learning where there is an undergraduate chapter of the fraternity, except during appropriate holiday or summer breaks. If a covered injury occurs during a holiday or summer break, the eligible member will have had to have been an enrolled student during the prior school term and continuing at an institution of higher learning the following term.

WHAT PROTEC TION IS PROVIDED? The following limits of protection are provided; • $100,000 Accident Medical Expense and/or Dental Accident Injury Maximum • $5,000 Accidental Dismemberment and/or Accidental Death Beneﬁt • 52 Week Beneﬁt Period • $0 Deductible

HOW ARE BENEFITS PAID? • • • • •

The policy will pay the first $500 of covered medical expense incurred without regard to the available coverage. Additional benefits will be paid only when eligible medical expense is not recoverable from any other insurance policy, service contract or workers’ compensation policy. This policy will reimburse deductibles and co-pays of health insurance programs. The medical deductible must be satisfied after payment of the first $500 of covered medical expense incurred before additional payments are paid. Benefits for any one accident shall not exceed, in the aggregate, the Medical Expense Maximum. In the absence of any other applicable coverage, this coverage is primary.

WHAT IS ACCIDENTAL DISMEMBERMENT? When, because of a covered injuries, the Insured sustains any of the following losses within 52 weeks after the date of the accident, the Company will pay beneﬁts for loss of: • Paraplegic or Greater 100% • Two or more members 100% • One member 50% Member is deﬁned as hand, foot or sight of eye. The percentage shown is applied to the Accidental Dismemberment Principal Sum. Loss means severance of the limb at or above the joint and total and irrecoverable loss of the entire sight. Loss must occur within 52 weeks after the date of the accident. Only one of the amounts (the largest applicable) will be paid for any one accident.

WHAT IS ACCIDENTAL DEATH? The Company will pay the Accidental Death Principal Sum when a covered injury results in the Insured’s death. Death must occur within 52 weeks of the covered accident. If Accidental Dismemberment Benefits have been paid for a loss resulting from the same accident, the Accident Death Benefit will not bepayable. To receive benefits, loss must be independent of sickness and all other causes. 26

2011 PRESIDENT’S WORKBOOK

TO WHOM ARE CLAIMS REPORTED? HRH/ Kirklin & Co, LLC., PO Box 540673,Omaha, NE 68154 Phone 800-736-4327, Facsimile 800-328-0522, E-Mail: Claims@Kirklin.com, www.kirklin.com When you call to report a claim you will need to reference that you are reporting this claim as a member of the fraternity program.

WHAT IS EXCLUDED UNDER THIS COVERAGE? The Policy does not cover Loss nor provide benefits for: Expenses for treatment on or to the teeth, except for treatment resulting from Injury to natural teeth; Eyeglasses, hearing aids, and examination for the prescription or fitting there of; Suicide, attempted suicide or intentionally self-inflicted Injury; Injury due to participation in a riot; Cosmetic surgery; Loss resulting from air travel, except as a farepaying passenger on a commercial airline; Injury resulting from any declared or undeclared war; Injury while in the armed forces of any country; Injury covered by any worker’s compensation or occupational disease law; Treatment provided in a government Hospital unless the Insured is legally obligated to pay such charges; Infections except pyogenic or bacterial infections caused wholly by a covered Injury; Claims occurring while parachuting or hang-gliding; Expenses covered by any other policy; Hernia in any form; Sickness or disease, in an form; Fighting (unless an innocent victim); Injuries due to intramural tackle football, hockey or rugby. All other intramural activities are covered; All intercollegiate sport participation including off season conditioning. Injuries resulting from the use of any narcotic unless administered on the advice of a physician. Note: The listed exclusions are for illustration and does not list all exclusionary terms of the policy.

IMPORTANT NOTES: 1. The Member Accident Protection Program is NOT a substitute for health insurance. It provides NO protection for sickness or illness. Every member of the fraternity must be certain that they obtain health insurance coverage from their parents or other source. 2. Coverage does not apply to students in Canadian Chapters. 3. Policy requires reporting within 180 days. A delay in reporting can cause your claim to be denied or have your beneﬁt payments delayed.

2011 PRESIDENTS’ AC ADEMY

LOSS PREVENTION AC TIVITY CASE STUDY #1

C ASE STUDY #3

Your chapter tends to play by the rules. When hosting social functions, you, the chapter president, have a strict guest list, use a third party vendor, and have designated drivers. You are invited to attend a Delta Upsilon party at another party. You notice that this chapter is nothing like your own. Alcohol ﬂows freely, no one is carded, and everyone is very intoxicated. When you return to campus, the members of your chapter start to complain about the Delta Upsilon loss prevention policies. They do not want to become as out of control as the other chapter; they just want to loosen up a bit. They don’t understand why they always have to be goody-goody chapter.

This past semester the chapter’s house has continuously been abused by the members of the fraternity. The housing/alumni board has replaced over $2,000 in broken doors alone last year. The members also have a habit of opening the third ﬂoor window locks and hanging out on the roof in the daytime and at night. Members within the fraternity do not feel it is an issue, but your alumni are asking the chapter to take responsibility for the ﬁnancial costs and repairs.

What are the issues in this case?

What, if any, Loss Prevention policies were violated?

What are your options for handling the situation? How might each option play out?

Which option do you prefer?

Who would be able to help you address these behaviors?

What are the issues in this case? Why are these actions happening?

C ASE STUDY #4

Should you contact the International Fraternity to inform it of the neighboring chapter’s behavior? Why or why not?

After a party at the fraternity house, you witness one of your brothers walking upstairs to his room with a sorority member who appears to be highly intoxicated. She seems to be resisting, but he gently pushes her up the stairs and continues to whisper to her that it will be okay.

CASE STUDY #2 Over the course of the semester, you learn that one of your brothers is regularly using cocaine. Other members of your chapter spotted him buying drugs them using them at a local party. He has also encouraged other chapter members to try the drug. You know that he regularly smokes marijuana but a handful of your members in your chapter also do and no one says anything.

What are the issues in this case? Why are these actions happening? What, if any, Loss Prevention policies were violated?

What are the issues in this case?

What are your options for handling the situation? How might each option play out?

What are your options for handling the situation? Which option do you prefer?

Which option do you prefer?

What should you do if he recruits other members to use the drugs?

Who would be able to help you address these behaviors?

In deciding whether or not to keep the member in the chapter, do you do what is best for him or what is best for the chapter? Would it make a diﬀerence if the member was using drugs in the facility (if you have one) or his apartment? What should you do if your chapter starts to get a reputation for having members who use drugs?

2011 2 0 11 1 PRESIDENT’S PR RE ES S ID I D EN N T’ T ’S WORKBOOK WO O RK R K BO OO OK K

MENTAL HEALTH STATISTICS • • •

•

• • • •

EMERGING LEADERS EXPERIENCE

Nearly 15% of college students have been diagnosed with depression. 7% of college students have an anxiety disorder. About one-third of college students (32%) report that stress impedes their academic performance. 15% report that depression and anxiety are impediments to their academic performance. 77% of college juniors reported feeling depressed either “frequently” or “occasionally” during the past year, compared to 61% who reported those feelings when they ﬁrst entered college. The number of students who rate their emotional health as either “below average” or in the “bottom 10%” more than doubled between their freshman and junior years. About one student in ﬁve reports that they have sought personal counseling since entering college. The suicide rate among males between the age of 15 and 24 has nearly quadrupled over the last 60 years. 1,100 college students per year die from suicide. Second leading cause of death among college students.

THE DELTA UPSILON EMERGING LEADERS EXPERIENCE (DUEL) IS UNIQUELY DESIGNED TO HELP YOUNG LEADERS PREPARE TO MEET THE CHALLENGES AND RESPONSIBILITIES IN LIFE AND IN THEIR CHAPTER. THIS PROGRAM ALSO INCLUDES A HANDS-ON EXPERIENCE OF RETRACING THE FOOTSTEPS OF DELTA UPSILON FOUNDERS DURING A VISIT TO OUR FOUNDING SITE AT WILLIAMS COLLEGE IN WILLIAMSTOWN, MASS.

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2011 PRESIDENTS’ AC ADEMY

RISK FAC TORS AND WARNING SIGNS • •

HOW TO RESPOND Remain calm. Ask to talk to the member in private and give him/ her your full attention.

#1 Risk Factor: Depression 90% of suicide completers have a depressive illness

ASK Ask the suicide question. (Have you thought about suicide?) If he says “yes” don’t panic! Question further:

SYMPTOMS OF DEPRESSION: • • • • • •

Appearance: red swollen eyes, tired, changes in hygiene Mood: depressed, anxious/nervous, angry, irritable Sleep: too much or too little; frequent naps Energy: low Appetite/Weight: increase or decrease Cognitive: diﬃculty concentrating, poor memory, indecisive

UNDERSTAND Help the students talk to you, and agree to seek help.

LISTEN • • • •

OTHER FAC TORS: • • •

•

• • • •

Recent loss or disappointment; feeling trapped, hopeless (Suicide may seem like the only solution left.) Isolation (Minimizes the chance to get an outside perspective on problems) Substance use (Increases depression, guilt/shame, impulsivity more likely at least 50 % of college students who completed suicide were intoxicated.) Directly or indirectly talking, hinting, joking or writing about death or suicide, even if the person is intoxicated when doing so, acquiring the method (gun, pills, etc.) Preparing to go away, giving away possessions, saying goodbye Sudden increase in energy, happiness, or calmness after and intense depression Assume every threat/hint/joke is real This includes signs found on social networking sites and statements made while intoxicated

To his concerns Help him understand he can get help Educate him about resources for help Instill help

DON’T • •

• • • • •

Beat around the bush Try to talk him out of suicide, say, “things aren’t that bad”, “but you have so much to live for,” or “it will hurt your family” Tell him suicide is wrong Say you know how he feels, if you don’t Promise to keep his suicidal thoughts a secret Refer: educate the member about how and where to seek professional help on campus. “I don’t know if you know this, but (enter college/ university) has a counseling center and their counselors often help students with exactly the kinds of things you’re going through right now. You can use my phone and make an appointment. Here’s the number …“

2011 PRESIDENT’S WORKBOOK

Gender organizes people’s lives. Gender role norms foster identity development (e.g., Bem, 1981; Chodorow, 1978; Kagan, 1964; Kohlberg, 1966), can contribute to gender role strain (Eisler, 1995; Pleck, 1981, 1995), and affect the process of counseling and psychotherapy (Brown, 1986; Gilbert & Scher, 1999; Good & Brooks, 2001). Given the importance of gender roles, then, psychologists are increasingly interested in integrating gender role analyses into their work. In working with men, specifically, masculinity is thought to play a role in affecting both men’s presenting concerns and their potential resources to address problems (Levant, 1995). As such, clinicians may want to explore masculinity issues in their work with men but may have difficulty identifying ways in which to do so. The focus of this paper is to describe a process for exploring masculine gender role norms (i.e., rules and standards that guide and constrain men’s behavior, emotions and thoughts) with male clients using the Conformity to Masculinity Norms Inventory (CMNI). Specifically, we will describe (a) how men’s degree of conformity to masculine norms produces a variety of benefits and costs, (b) the CMNI as a tool that can be used with male clients, (c) a process to use the CMNI for exploring men’s masculine selves, and (d) an example of this process with a clinical case.

USING THE CONFORMITY TO MASCULINE NORMS INVENTORY TO WORK WITH MEN IN A CLINIC AL SET TING James R. Mahalik Boston College W. Tracy Talmadge Independent Practice Benjamin D. Locke Pennsylvania State University Ryan P. J. Scott Independent Practice Given that gender roles are increasingly viewed as salient in clinical work with men, this article describes a process of exploring masculine gender roles with male clients in therapy by using the Conformity to Masculine Norms Inventory (CMNI). Specifically, this article (a) discusses how men’s degree of conformity to masculine norms may be connected to a variety of benefits and costs, (b) describes the CMNI as a tool that can be used to explore men’s degree of conformity to masculine norms, (c) describes a process by which to use the CMNI to explore the relevance of men’s masculine selves to their presenting concerns, and (d) illustrates the process with a case example. As such, the paper is intended to provide a systematic procedure for clinicians working with men who want to explore the benefits and costs that both conformity, and nonconformity, to specific masculinity norms brings for male clients. © 2005 Wiley Periodicals, Inc. J Clin Psychol 61: 661–674, 2005.

Benefits and Costs to Enacting Masculinity One of the assumptions the authors make in this paper is that there are benefits and costs to men for enacting traditional and nontraditional masculine gender roles (Mahalik, 2000). We also assume that these benefits and costs, if carefully explored with the male client, will connect to many of the issues men talk about in the clinical work. Supportive of this connection between conformity to masculine norms and presenting problems, research reports that a number of masculinity scripts are associated with poorer psychological and physical health (see Mahalik, Good, & Englar-Carlson [2003] for a review). A man’s depression, for example, may be connected to a pattern of isolation brought about through conformity to masculine norms around self-reliance or winning, or a man’s substance abuse may be affected by conformity to masculine norms around risk-taking or emotional control. Conformity to masculinity norms may also negatively affect important others in his life such as family members Mahalik, 1999a). A male client who conforms to a number of traditional masculine norms including emotional control, dominance, self-reliance, and primacy of work may be described by others as emotionally distant and interpersonally dominant in his relationships. He may describe himself as having difficulty with and being uncomfortable with attending to his own, his partner’s, and his children’s emotional lives. He may be uncomfortable asking for, or giving, support and affection to his partner and children. Instead, he may find it easier to avoid their needs by investing himself in work. Because of this, he may expect his partner and children not to placeemotional demands on him, and he may resent their needs because of the time and energy they take away from achieving at work. Conformity to masculine norms may also produce benefits for male clients and significant others in helping males develop identity as men, in fostering acceptance from social groups, and in providing social and financial rewards as a result (Mahalik, 2000). For example, the man who conforms to norms about putting work first, pursuing status and winning, likely derives a sense of identity from working and being in competitive roles. He is also likely to be seen by certain persons in his life as having the right priorities to “get ahead in the world” and probably gains acceptance from coworkers or other family members who value

Keywords: masculine norms; gender roles; men; assessment

2011 PRESIDENTS’ AC ADEMY

choose to explore men’s conformity and nonconformity to specific masculinity norms. One useful method is to discuss directly with their male clients which masculine norms are salient in clients’ lives and the consequent effects on the client, his family, friends, and coworkers. This strategy has the benefit of hearing from the client directly and avoids the time and distraction of administering, scoring, and interpreting a paper-and-pencil inventory. There may be advantages, however, to administering such inventories with male clients. For one, asking the question, “How does masculinity play a role in your life?” for male clients may be like asking the fish to describe the effect of water. Clients may simply be too close to the phenomenon to be able to stand back and identify how they enact gender or to be aware of the effects in their lives.An inventory may produce a more objective and comprehensive assessment of potentially salient masculinity norms in a relatively short period of time. The structured task of completing an inventory and the typically structured interpretation process may also be more comfortable for some men and a good bridge to less structured work following the interpretation. Administering an inventory assessing masculinity at the beginning of the clinical work may also provide an opportunity to measure change during the therapeutic work providing concrete evidence of client movement. Clinicians have several choices of measures that are available to assess masculinity, and clinicians should consider what constructs are important to assessing their male clients and choose accordingly. Given our belief that assessing an array of masculinity dimensions has clinical value, we encourage clinicians not to use unidimensional measures such as the Bem Sex Role Inventory (BSRI) (Bem, 1974) or the Psychological Attributes Questionnaire (Spence & Helmreich, 1980) as these ignore the multiple dimensions of masculinity in U.S. society (Thompson & Pleck, 1995). Two multidimensional measures frequently used in research on the psychology of men and validated by factor analysis include O’Neil’s Gender Role Conflict Scale (O’Neil, Helms, Gable, David, & Wrightsman, 1986) and Eisler’s Gender Role Stress Scale (Eisler & Skidmore, 1987) that assess conflict and stress, respectively. In doing so, these two measures focus on pathology that may be associated with masculinity, rather than on conformity or nonconformity to masculine norms alone. Although all of the measures listed above are likely to be useful, we believe that measures specifically assessing masculinity norms are important for clinicians to consider for use with their male clients. We suggest this because conformity to masculine gender role norms may also be adaptive and healthy for male clients, and nonconformity may be associated with social stressors. As such, clinicians may be interested in using a normative measure of masculinity such as Brannon and Juni’s (1984) Brannon Masculinity Scale, Thompson and Pleck’s (1986) Male Role Norms Scale, Levant et al.’s (1992) Male Role Norms Inventory, or Mahalik, Locke, et al.’s (2003) CMNI. We believe the CMNI has some advantages over the other normative measures, though, in that the other measures have either not been factor validated (i.e., the Brannon Masculinity Scale) or have only found support for three masculine norms (e.g., the Male Role Norms Scale [Thompson & Pleck, 1986] and the Male Role Norms Inventory [Levant et al., 1992]). That is, although they assess masculinity more complexly than global indices, these normative measures only assess a small number of potentially salient masculine norms, whereas there is empirical support for the 11-factor structure of the CMNI. As such, the CMNI has the advantage of allowing exploration of a larger number of potentially salient masculinity norms with clients.

him in that role. His family is also likely to benefit from his investment in these norms (e.g., more discretionary income, living in better houses or school districts). It is also important for clinicians to explore how a male client’s nonconformity to specific masculine norms may also produce both benefits and costs to the client. Benefits to nonconformity may include avoiding some of the psychological distress noted in the research literature connected to traditional masculine gender roles (e.g., Good et al., 1995; Hayes & Mahalik, 2000; Mahalik et al., 2003), as well as to avoid problems associated with the “dark side of masculinity” such as violence, high-risk behaviors, and absent fathering (Brooks & Silverstein, 1995). As such, nonconforming males may be more likely to avoid some of the negative psychological and health consequences associated with conformity to masculine norms discussed above. For example, a man who is emotionally expressive and views asking for help with problems as normal (i.e., nonconforming in terms of emotional control and self-reliance) is likely to have more supportive and connected interpersonal relationships in his life that may both improve the quality of his life and serve as useful resources for coping during stressful periods. However, nonconformity to masculine gender norms may also have negative consequences for men. For example, research on the psychology of social norms suggests that nonconformers are more likely to experience group rejection (Cialdini & Trost, 1999), and research on gender role norms reports that people are evaluated negatively when they transgress traditional gender roles, with men evaluated more negatively compared with women (Antill, 1987; McCreary, 1994; Sirin, McCreary, & Mahalik, 2004). Thus, other men (and women) may react negatively to a man who is perceived as too emotional, does not have a “fire in his belly” about winning, cannot take care of his own problems (i.e., nonconforming on self-reliance), always “plays it safe” (i.e., nonconforming on risktaking), or is a “wimp” (i.e., nonconforming on dominance).

Exploring Masculinity With Male Clients We suggested in the previous section that men’s conformity and nonconformity to specificmasculinity norms likely contributes to their presenting concerns, and we also suggested that clinicians working with men may find it useful to explore systematically these contributions with their male clients. We believe this type of exploration provides several benefits in the clinical work. First, the exploration process itself is likely to help clients develop greater self-awareness and understanding of the sources of their presenting concerns. Second, clients may be more likely to identify and use coping resources because the exploration process focuses on identifying benefits and strengths to conformity and nonconformity (e.g., the self-reliant man may be very comfortable and effective using self-help materials). Third, conflicts between men’s life roles (e.g., father, worker, son, partner, friend) can be better understood through exploring this material (e.g., coworkers may admire that he can “keep his cool,” but wife and children feel he is emotionally absent from family life). Exploration of this material can also help facilitate treatment planning from a variety of theoretical perspectives. For example, the clinician can help the client identify (a) masculinity-related cognitive distortions that may be modified using cognitive therapy (Mahalik, 1999b), (b) cyclical maladaptive interpersonal patterns that may become more flexible using interpersonal therapy (Mahalik, 1999a), or (c) defensively enacted masculinity that may be modified using analytic psychotherapy (Pollack, 2000). We recognize several ways in which clinicians may 32

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tool for exploring some of these connections. If it sounds reasonable to you, I’d like you to answer a number of short questions related to your thoughts, feelings and actions about both traditional and nontraditional gender roles for men. The inventory does not measure your ability to be a man or your sexual orientation, but it tries to get at how much your thoughts, feelings and actions go along with, or don’t go along with, some of society’s messages about being a man. This is the type of information that the inventory can help us learn.

Description of the Conformity to Masculine Norms Inventory The CMNI assesses the extent to which an individual conforms, or does not conform, to 11 masculinity norms found in the dominant culture in the U.S. and identified asWinning, Emotional Control, Risk-Taking, Violence, Dominance, Playboy, SelfReliance, Primacy of Work, Power Over Women, Disdain for Homosexuality, and Pursuit of Status. The inventory consists of 94 items answered on a 4-point scale (0Strongly Disagree to 3 Strongly Agree). Regarding validity, Mahalik et al. (2003) reported that factor analyses supported the 11-factor structure, and that the CMNI significantly related to other masculinity measures, including the Brannon Masculinity Scale (Brannon & Juni, 1984), the Gender Role Conflict Scale (O’Neil et al., 1986), and the Masculine Gender Role Stress Scale (Eisler & Skidmore, 1987). Additionally, CMNI scores were found to relate significantly and positively to psychological distress, social dominance, aggression, the desire to be more muscular, and significantly and negatively to attitudes toward psychological help seeking. Addressing reliability, Mahalik et al. (2003) reported that internal consistency estimates ranged from .75 to .91 for the 11 Masculinity Norms with a coefficient alpha of .94 for the CMNI Total score. Test–retest over 2–3 weeks ranged from .76 to .95 for the 11 Masculinity Norms with a test–retest coefficient of .96 for the CMNI Total Score.

Because the CMNI is a self-report inventory about issues that are likely to be very personal to the client, it is critical for the validity of the interpretation that the client feels comfortable giving honest answers when completing the CMNI. We recommend, therefore, that the clinician also address with the client issues about who will see the results, what will be done with the proﬁles, and any other issues that could aﬀect the client’s ability to answer the CMNI truthfully.

Completing the CMNI The client should ﬁnd a quiet place to complete the CMNI. Although there are 94 items to the inventory, most men typically take 10–15 minutes to complete the CMNI. After completing the inventory, and before exploring the results with the client, we recommend that the clinician ask the client what his general experience was when he completed the measure (e.g., was it boring, interesting, or hard to answer). Also, did he have any strong reactions to answering the questions. His reaction to the experience of completing the inventory is likely to color how he experiences the interpretation of his scores. Also, based on his experience of completing the questions, the client may reach inaccurate conclusions about what the inventory is measuring. For example, the client may believe that the questions about homosexuals are meant to assess his sexual orientation—as opposed to his attitudes toward homosexuals.We believe that providing correct information about the purpose of the inventory before the interpretation is the best way to ensure that the client understands what the inventory does and does not measure. For example, the clinician could say that, “although it seemed to you that the inventory was asking questions about your sexual orientation, the questions actually measure your thoughts, feelings and actions toward homosexuals, not your own sexual orientation.” If the clinician believes that the client’s misunderstanding of the items was profound enough to make the interpretation of the ﬁndings invalid, then before scoring the items, the clinician should ask the client to answer the inventory questions again.

Orienting the Client to the CMNI When using the CMNI with male clients, the client should first be oriented to (a) the purpose of assessing conformity to masculine norms in your work with him and (b) what the inventory measures and does not measure. In addressing the rationale for using the CMNI with a male client, we think it important for the clinician to focus first on determining if the client’s history and presenting concerns seem to be connected to masculinity issues. We believe that many issues of substance abuse, conflicts in relationships, depression, anxiety, interpersonal violence, problems in identity development including sexual identity, vocational development, and even his stress and physical health may be connected, at least in part, to a man’s conformity or nonconformity to masculinity norms (Mahalik et al., 2003). We think it important that clinicians be able to identify a connection between a man’s enactment of masculine gender roles and the clinical issues he presents to have a rationale for using the CMNI. This becomes important to do because the first step in orienting the client to take the CMNI is to suggest a tentative connection between the concerns that the client has brought to counseling and the norms he perceives that go along with being male in U.S. society. For example, the clinician can say to the client:

Examining the CMNI Scores The CMNI is scored to yield a CMNI Total score and scores on 11 Masculinity Norms. We recommend starting with the CMNI Total score, then exploring the 11 Masculinity Norms. Raw scores are first converted to Transformed scores (T-scores) using a mean of 50 and standard deviation of 10 (see Mahalik, 2004, for normative data), which are then interpreted with the client to reflect one of four conformity statuses (i.e., extreme conformity, moderate conformity, moderate nonconformity, and extreme nonconformity). Specifically, T-scores ranging from 50.01 to 60 are interpreted as reflecting moderate conformity, scores ranging from 49.99 to 40 reflect moderate nonconformity, scores ranging from 60.01 and above reflect extreme conformity, and scores ranging from 39.99 and below reflect extreme nonconformity to the masculinity norm (see Figure 1 for sample profile). It is important to recognize that the CMNI Total score

As we’ve been talking about your feelings of depression, it seems like a lot of your tiredness seems to be connected to your trying to live up to your view of what makes a successful man. I wonder if we could explore the connection between what it means to be a man for you and some of the feelings of depression that you are having.

Such a tentative clinical hypothesis can be explored systematically using the CMNI as a tool to generate material that may either support or not support the hypothesis. After developing a rationale for using the CMNI, the clinician needs to introduce the idea of using the inventory. For example, the clinician could say: Because we both think that there may be a connection between living up to some of the messages about what it means to be a man and your depression, it might be useful to carefully look at some of those messages. Sometimes a paper and pencil measure can be a useful

2011 PRESIDENTS’ AC ADEMY

case, moderate nonconformity involves viewing a given gender role norm as problematic but not in a way that completely rejects that norm. For example, if aman wasmoderately nonconforming to the masculine norm of Violence, hewould likely view it as an important societal problem and believe that people and institutions should refrain from violence. However, if someone threatened his family or if his country justifiably went to war, he would likely condone or engage in violence to protect persons who were important to him. However, if the extreme nonconformer was drafted into military service, one would expect him to resist the draft or act as a conscientious objector. As these moderate conforming and moderate nonconforming positions on the continuum are less rigid and more flexible than the extreme positions, individuals who are moderate in gender role conformity should experience less interpersonal stress than extreme conformers or nonconformers. This assertion is consistent with Kiesler’s model of interpersonal behavior, where rigid interpersonal behavior is posited to be the source of interpersonal conflict (Kiesler, 1983). Thus, positions reflecting extreme conformity and extreme nonconformity are especially important foci in the interpretation of the CMNI. We suggest beginning the interpretation of this section by examining those scores that reflect extreme conformity, or his highest scores if none fall above 60. First, does this score make sense to the client? How does it fit with his personal history and family background? How does it contribute to presenting concerns? What are the benefits that he experiences by conforming to this norm so extremely? What are the costs? For example, does the client’s sense of identity seem connected to his extreme conformity to Risk- Taking (e.g., pride because, “A real man takes chances in life.”). How do his peer group and important others view him for investing heavily in the Risk-Taking norms? (e.g., Do they admire him or is his life viewed as a cautionary tale?) What physical costs has he paid for conforming to this norm (e.g., injuries, health issues)? Have there also been interpersonal costs (e.g., hurting relationships through his taking chances)? After examining those scales that reflect extreme conformity, the clinician should move through the scales that reflect the other three conformity statuses (i.e., moderate conformity, moderate nonconformity, and extreme nonconformity). The clinician may choose to explore these scores with the client to determine if the scores seem relevant to his personal history and presenting concerns. The clinician should pay special attention to the well-documented phenomenon in the social norms literature that conformity to norms often leads to acceptance but sometimes at the cost of individuality (Cialdini & Trost, 1999) and explore this with the client. Conversely, the social norms literature finds nonconformity to social norms has benefits in terms of making choices that feel congruent with the individual’s values (Cialdini & Trost, 1999). However, nonconformity to norms also leads to negative social reactions (Cialdini & Trost, 1999), which may also cause stress for the client. Finally, clinicians should explore with their male clients what CMNI scores mean in relation to each other. Specifically, how a client’s high scores on Self-Reliance, Emotional Control, and Risk-Taking may reflect a particular set of experiences that are different from another man whose high scores are on Pursuit of Status, Playboy, and Power OverWomen. Clinicians should also explore what their male clients’ high scores mean in relation to their lowest scores. For example, how does a client’s high scores on Primacy of Work and Status interact with his low scores on Emotional Control and Power Over Women? Similar to working with the single-scale scores, clinicians focusing on the highpoint and low-point constellation of scores should explore issues, such

is a gross indicator of conformity to masculine norms and may mask important variability for the individual in terms of what masculinity norms are most and least salient for the client. For example, a T-score of 50 for the CMNI Total would indicate average conformity to masculinity norms. However, the 11 Masculinity Norms subscales will present a more complex picture of the client’s conformity to masculinity (see Figure 1). Using the CMNI With Men

Figure 1.

Masculinity norms for Julio.

If a client’s CMNI Total score is noticeably toward either conformity or nonconformity, then the clinician can expect that most of the client’s subscale scores will also score in this direction. However, a male client with a very high or very low Total score could also have one or more of the specific norms scoring in the opposite direction (e.g., a Total score of 60 would have most of the subscales also reflecting conformity, but some of the subscale scores could also reflect nonconformity). Following examination of CMNI Total score, the interpretation should move to examining the 11 Masculinity Norms subscales. These 11 subscales are interpreted to reflect the degree to which the client conforms to each of 11 different masculinity norms. Like the CMNI Total score, T-scores for the 11 Masculinity Norms ranging from 50.01 to 60 are interpreted as reflecting moderate conformity, scores ranging from 49.99 to 40 reflect moderate nonconformity, T-scores ranging from 60.01 and above reflect extreme conformity, and T-scores ranging from 39.99 and below reflect extreme nonconformity to the masculinity norm (see Figure 1). Thus, the client who scores over 60 on Winning would be viewed as extremely conforming to that norm, a score of 55 on Risk- Taking would indicate moderate conformity to that norm, a score of 45 on Emotional Control would indicate moderate nonconformity to that norm, and a score of 39 or less on Primacy of Work would reflect extreme nonconformity to that norm. This continuum of conformity ranging from extreme conformity to extreme nonconformity reflects Mahalik’s (2000) thesis that an individual, in response to any gender role norm, either conforms or does not conform to that norm and does so in either a moderate or an extreme way. Moderate conformity reflects the tendency to value a specific gender role norm but not in a rigid way. For example, the male who conforms to the norm of Winning in a moderate way may believe that winning is important. By comparison, extreme conformity to a gender role norm involves conforming to that norm in its most stereotypical way and is likely to have particular clinical usefulness in working with male clients. For example, the male who conforms to Winning in an extreme way may believe that “winning isn’t everything; it’s the only thing.” This attitude likely to negatively affect his relationships at home and work and even his health. On the nonconformity side of the continuum, one can also be nonconforming in a moderate or extreme way. In this 34

2011 PRESIDENT’S WORKBOOK

maintained their social connections).

as how these scores, taken together, ﬁt with his personal history and family background. How do they contribute to his presenting concerns? What are the beneﬁts that he experiences from this particular constellation of scores? What are the costs? To illustrate the interpretation process more concretely, we present a case example.

Using the CMNI in Treatment With Julio

Case of Julio Julio is a 32-year-old Brazilian male who is a widower and, at the time he completed the CMNI, had been in counseling with one of the authors for a year. Julio is near the end of his medical training with a career goal of becoming a teaching physician at a teaching hospital in Brazil. He describes his family as a traditional Brazilian family in which family members were close and relied on each other for support. He was one of the younger siblings and experienced that his family members, particularly his father, were often out of the house working long hours. Growing up, Julio’s family also moved frequently while his father was being educated and beginning his career. Many of his relatives, including his father and favorite uncle, hold prestigious academic positions in Brazil. The meanings he made of these experiences were that it was important for men to achieve and that his father’s work and career advancement came first in the family’s priorities. As a result, the success Julio experienced early in academia was the primary source of recognition within his family. As Julio made academia a priority, he sacrificed most other interests, including sports and other social activities that boys his age engaged in, to pursue that goal. After graduating at the top of his class in his major during college, and holding the record for highest grade-point average in a demanding undergraduate major, he came to the United States for medical training and quickly excelled in his program. Apart from his family, whom he viewed as his primary support system, Julio has always had a limited circle of friends and reports having difficulties in social situations. He describes himself feeling more comfortable working with peers in his academic program than having any personal involvement with them. He reports that he often feels disconnected from them because of the intense competition he experienced with them around grades and other evaluations. Even though he never prioritized dating, he met his future wife after coming to the U.S., and they married after a relatively short courtship. He felt she was supportive of him and his goals and viewed their marriage as fairly traditional. In fact, he looked for a wife that would be willing to prioritize his career advancement in the same way his family made sacrifices for his father’s career advancement. Although he never prioritized dating, he met his wife in college, and they shared similar interest in medicine. They moved to the U.S. after they were married to attend medical school. Whereas he was more intense in the pursuit of his goals in academia, he felt supported by her because of their shared goal to become a physician. Her support of him was a fundamental part of their marriage contract. Shortly after their marriage, she was diagnosed with cancer and was ill during most of their three-year marriage. Eight months before self-referral to counseling, he lost his wife to cancer. During her battle with cancer, however, Julio had been only marginally involved in supporting her. That is, he continued to prioritize his studies, research, and training over helping care for her. Because of this, the major focus of clinical work with Julio was his sense of loss, grief, and guilt he experienced for not being a good husband. In addition, Julio also experienced rather intense social isolation because of his poor social skills and lack of a real social support system in his geographic area (i.e., his wife had 35

Research indicates that the CMNI predicts psychological distress, hostility, social discomfort, social dominance, aggression, the desire to be more muscular, the experience of violence during the last 6 months, trouble with the law, tobacco use, and problem drinking (Mahalik et al., 2003). However, the CMNI is a very new measure without strong empirical support for all of the subscales and has only been normalized using a White, heterosexual, college sample. Although two case studies have suggested that the CMNI is a useful tool for exploration with clients (Locke & Mahalik, 2000; Scott & Talmadge, 2000), no between-group studies have validated the clinical usefulness of using the CMNI with clients. Because the measure seems promising but is still at the early stages of validation of its subscales and interpretation procedures, we recommend that subscale scores be used to form tentative clinical hypotheses that can be validated or invalidated with further assessment or exploration with the client. If the use of an inventory is supported, clinicians may use the CMNI score to structure interventions by focusing on aspects of masculinity that are problematic for the client. Using the CMNI in clinical work with men should serve two main purposes. First, men should become more aware of how their degree of conformity to masculine norms has both benefits and costs to them and importance to others. Psychologists can help accomplish this by exploring how the CMNI scores reflect men’s personal biographies and the types of problems they are currently experiencing. The second purpose, linked to the first, is to identify areas to address in the clinical work that are associated with costs connected to either conformity or non-conformity in clients’ lives. In Julio’s case, a review of his CMNI scores helps us to understand the benefits and costs associated with his conformity and nonconformity to masculine gender roles. We see that his Total CMNI score is 50 indicating that, on a global level, Julio conforms in an average way to masculinity norms in U.S. society. The 11 Masculinity Norms scores, however, provides us with a more specific picture of how Julio enacts masculine gender roles and the benefits and costs to him and important others in his life. Focusing on his highest scores indicates that Julio is extremely conforming to the norms of Primacy of Work (T-score 68), Pursuit of Status (T-score 64) and Dominance (T-score 61). These scores seem to be consistent with his personal history of seeking to enter into a prestigious profession, his single-minded focus on his work, and his desires to be, in his words, the “alpha dog” in relation to his peers through achieving academic and career distinctions. Scores also seem to be consistent with his family background, where men’s roles were cast as putting work first and pursuing status. Specifically, men in his family were all highachieving professionals who were well known and received a lot of respect in their communities. Julio receives many benefits from his extreme conformity to these three masculine norms. Specifically, in addition to positioning himself to succeed in a prestigious and well-paying career, Julio derives his identity almost exclusively from excelling in his academic training and being the alpha dog. In addition, he receives tremendous admiration from his family, recognition from his professors and others in his field for his achievements that fuel this identity. Further, during times of emotional difficulties (e.g., the loss of his wife), he always found he could focus on his work to cope with difficult feelings and experiences. However, we can also see many costs of Julio’s extreme

2011 PRESIDENTS’ AC ADEMY

mental health center. He described his experience in therapy as very positive during which he felt the benefits of exploring his emotional life and being able to rely on the therapist for support. In terms of Risk-Taking, Julio reported that he is someone who avoids risk (e.g., does not use alcohol or drugs). He felt this avoidance benefited him as he did not do anything that jeopardized his education and career advancement. However, he came to view his lack of risk-taking in terms of interpersonal relationships (e.g., the risk of rejection) as a problem for him in initiating relationships and establishing social networks. The second purpose of using the CMNI with clients is to identify areas of focus in clinical work. In general, goals of therapy are to reduce the rigidity with which clients enact extreme conformity and nonconformity, to reduce social costs of nonconformity, and to use strengths tied to both conformity and nonconformity. In Julio’s case, the likely foci of intervention would be his rigid enactment of dominance, putting work ahead of all else, and pursuing status. The treatment goal is not to change his conformity to masculine gender roles but to reduce the costs associated with his rigid enactment of these roles. Goals would include helping him change the pattern of being interpersonally absent from important others, which leads to feelings of intense guilt and regret as well as interpersonal conflict and isolation. Additional therapeutic goals identified from the CMNI would be to have him place less of his identity and self-worth in his work and accomplishments and to develop greater identity in a variety of other roles (e.g., husband, father, community member). The treatment goal is also not to have him become nonconforming to these gender roles but to enact these roles more flexibly and with less negative interpersonal, psychological, and health consequences for him. Because flexibility is a hallmark of health in many clinical orientations, treatment to reduce Julio’s rigidity in these areas could be planned from several clinical orientations. The clinician could focus on masculinityrelated cognitive distortions using cognitive therapy (Mahalik, 1999b). If his rigidity was viewed as a cyclical, maladaptive, interpersonal pattern, the clinician could help Julio become more interpersonally flexible by using interpersonal therapy (Mahalik, 1999a). Alternatively, if Julio’s symptoms were viewed as defensively enacted masculinity, the clinician could work with Julio using analytic psychotherapy (Pollack, 2000). A clinician working with Julio may also note the social costs associated with nonconformity. Although not as pervasive for him as the costs of extreme conformity, Julio’s strong reliance on his major professor was not welcomed. In any situation involving social isolation, clinicians may wish to focus on helping to get the client connected to social support systems. In Julio’s case, where he already is connected to both a church group and a psychotherapist, the clinician may help him experience greater support in his academic program through encouraging his involvement in a student support group, for example. This may provide both reassurance and support for him, as well as help him become more flexible in his enactment of primacy of work, pursuit of status, and dominance if he can engage in the group in a supportive and noncompetitive way with others.

conformity to these three norms in the issues he presents in therapy. Most notably, he was a largely absent husband to his wife and was not available to her during her long terminal illness. Apart from the intense guilt and regret he experiences in relation to that now, his prioritizing of work over everything else in his life led to conflicts and resentments in his marriage. In addition, Julio recognizes his extreme focus on advancement, and work had left him with poor social skills, poor relationships with peers, and a rather intense sense of social isolation and loneliness. Finally, Julio also recognizes that, in placing so much of his identity and selfworth in his work and accomplishments, he is very vulnerable to experiencing career disappointments or frustrations as devastating. Looking at his other scores on the CMNI, we see moderate conformity scores on Winning (T-score55), Power Over Women (T-score51), and Disdain for Homosexuals (T-score59). Certainly, the Winning score seems consistent with his emphasis on competition with peers. However, the score is not as extreme as the Primacy of Work, Pursuit of Status, and Dominance scores. Power Over Women is also not extreme but seems consistent with interest in a traditional wife who would be supportive of his work and consistent with the traditional gender roles in his family. Although not a focus of the therapeutic work, issues around his Disdain for Homosexuals score may be a reflection of the negative attitudes toward homosexual men pervasive in Latino culture (Marin & Gomez, 1997). Working with these scores, the clinician would explore with Julio how well these fit with his experiences, as well as the benefits and costs associated with each. For example, his score on Power OverWomen indicates that he tends to have a traditional view of women as subservient to men. This may have had benefits to him in terms of having his needs met in his relationship with his wife or with other women in his extended family. However, it may also have had costs in his marriage where a more equal relationship between him and wife would have benefited him and might have strengthened their marriage. Interestingly, Julio reported that he likely would have scored higher on Power Over Women years ago, but after the loss and his guilt he experienced from not being there for her during her illness, he felt that women deserved more consideration. In terms of moderate nonconformity, Julio scored between 49 and 40 on Violence (T-score 43) and Playboy (T-score 48). These scores indicate that he does not see fighting and violence, nor having many sexual partners, as salient features to his construction of masculinity. Similarly, his scores on Emotional Control (T-score 38), Risk- Taking (T-score33) and Self-Reliance (T-score30) all reflect extreme nonconformity. In exploring these scores, Julio talked about how his family valued the expression of feeling in men (e.g., He was very close to his family and extended family.) and how there has always been a mutual dependence among extended family members, which is also always highly valued in their family, and felt comforted by knowing that would always be able to ask for help from them. Noteworthy, however, is his extreme nonconformity to Self-Reliance, which placed him in conflict with his major professor in medical school. Julio described wanting much more guidance and validation from his supervisor than was forthcoming from him, and this caused him some distress. Julio commented on the benefits of his extreme nonconformity to self-reliance, though, noting that as soon as his wife died, he sought help by going to church, a grief group, and coming to therapy, and this was relieving him of some grief and isolation. He states that he likely would not have been able to continue his studies if he had not sought help and would have had to return home in shame without his degree. In addition, after his wife’s death, his world had just fallen apart, and he reached out for help from his family and the community

A Note About Context During our discussion of using the CMNI with male clients, we described men’s enactment of masculinity as measured on the CMNI as if it were relatively stable across contexts and time. We recognize that most men internalize certain masculine gender roles, and these have some stability over time and across situations. For example, some male clients may talk about never having 36

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cried since childhood or never showing tender feelings even in situations when it would be important to do so (e.g., following the loss of a family member). However, we also recognize that men’s enactment of masculinity is contextually influenced (see Addis & Mahalik, 2003; Mahalik, 2000) so that certain masculine roles may be enacted in one situation (e.g., putting a lot of energy into winning at work) but not in another (e.g., playing Candyland with his 5-year-old child).We believe that the CMNI would also be useful in examining men’s enactment of masculine gender roles in different contexts, in exploring what types of benefits and costs are associated with men’s enactment of masculinity in these different contexts, and in examining this enactment at different points in the therapeutic work as an indicator of change.

REFERENCES Addis, M.E., &Mahalik, J.R. (2003). Men, masculinity, and the contexts of help-seeking. American Psychologist, 58, 5–14. Antill, J.R. (1987). Parents’ beliefs and values about sex roles, sex differences, and sexuality: Their sources and implications. Review of Personality and Social Psychology, 7, 294–328. Bem, S.L. (1981). Gender schema theory:Acognitive account of sex typing. Psychological Review, 88, 354–364. Bem, S.L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155–162. Brannon, R., & Juni, S. (1984). A scale for measuring attitudes toward masculinity. JSAS Catalog of Selected Documents in Psychology, 14, 6. (Ms. 2012). Brooks, G.R., & Good, G.E. (2001). The new handbook of psychotherapy and counseling with men: A comprehensive guide to settings, problems, and treatment approaches (Vol. 1 & 2). San Francisco: Jossey-Bass. Brooks, G., & Silverstein, L.B. (1995). Understanding the dark side of masculinity: An interactive systems model. In R.F. Levant & W.S. Pollack (Eds.), The new psychology of men (pp. 280– 336). New York: Basic Books. Brown, L.S. (1986). Gender role analysis: A neglected component of psychological assessment. Psychotherapy, 23, 243–248. Chodorow, N. (1978). The reproduction of mothering. Berkeley: University of California Press. Cialdini, R.B., & Trost, M.R. (1999). Social influence: Social norms, conformity, and compliance. In D. Gilbert, S. Fiske, & G. Lindzy (Eds.), The handbook of social psychology (Vol. 2, pp. 151–192). Boston: McGrawHill, Inc. Eisler, R.M. (1995). The relationship between masculine gender role stress and men’s health risk: The validation of the construct. In R.F. Levant & W.S. Pollack (Eds.), A new psychology of men (pp. 207–225). New York: Basic Books. Eisler, R.M., & Skidmore, J.R. (1987). Masculine gender role stress: Scale development and component factors in the appraisal of stressful situations. Behavior Modification, 11, 123–136. Gilbert, L.A., & Scher, M. (1999). Gender and sex in counseling and psychotherapy. Needham Heights, MA: Allyn & Bacon. Good, G.E., Robertson, J.M., O’Neil, J.M., Fitzgerald, L.F., DeBord, K.A., Stevens, M., et al. (1995). Male gender role conflict: Psychometric properties and relations to distress. Journal of Counseling Psychology, 42, 3–10. Hayes, J.A., & Mahalik, J.R. (2000). Gender role conflict and psychological distress in male counseling center clients. Psychology of Men and Masculinity, 1, 116–125. Kagan, J. (1964). American longitudinal research on psychological development. Child Development, 35, 1–32. Kiesler, D.J. (1983). The 1982 interpersonal circle: A taxonomy for complementarity in human transactions. Psychological Review, 90, 185–214. Kohlberg, L. (1966). Moral education in the schools: A developmental view. School Review, 74, 1–30. Levant, R.F. (1995). Toward the reconstruction of masculinity. In R.F. Levant & W.S. Pollack (Eds.), A new psychology of men (pp. 229–251). New York: Basic.

Conclusions We suggested at the beginning of the article that men’s conformity and nonconformity to specific masculinity norms are likely to contribute to their presenting concerns in therapy. It was also suggested that clinicians working with men could find it useful to explore systematically the benefits and costs that both conformity and nonconformity bring to their male clients.To do so, clinicians have several options for assessing men’s enactment of masculine gender roles and integrating that into their work with male clients. This article presented a paper-and-pencil tool, the CMNI, as a means to facilitate that exploration and described a procedure by which to explore systematically the benefits and costs of men’s personal constructions of masculinity. Although research needs to evaluate the therapeutic utility of the CMNI as described in this paper, we believe such systematic approaches to exploring masculinity will help inform the therapeutic process when working with men.

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Spence, J.T., & Helmreich, R.L. (1980). Masculine instrumentality and feminineexpressiveness: Their relationship with sex-role attitudes and behaviors. Psychology of Women Quarterly, 5, 147–163. Thompson, E.H., & Pleck, J.H. (1995). Masculine ideologies:Areview of research instrumentation on men and masculinities. In R.F. Levant &W.S. Pollack (Eds.), The new psychology of men (pp. 129–163). New York: Basic Books. Thompson, E.H., & Pleck, J.H. (1986). The structure of male role norms. American Behavioral Scientist, 29, 531–543.

Levant, R.F., Hirsch, L., Celentano, E., Cozza, T., Hill, S., MacEachern, M., et al. (1992). The male role: An investigation of contemporary norms. Journal of Mental Health Counseling, 14, 325–337. Locke, B.D., & Mahalik, J.R. (2000). Examining masculine gender role conformity in two male clients. Symposium—Masculine gender role conformity: Examining theory, research, and practice. Annual meeting of the American Psychological Association, Washington, DC. Mahalik, J.R. (2004). Manual for the Conformity to Masculine Norms Inventory. Unpublished paper, Chestnut Hill, MA. Mahalik, J.R. (2000).Amodel of masculine gender role conformity. In J.R. Mahalik’s Symposium— Masculine gender role conformity: Examining theory, research, and practice. Annual meeting of the American Psychological Association, Washington, DC. Mahalik, J.R. (1999a). Interpersonal psychotherapy with men who experience gender role conflict. Professional Psychology: Research and Practice, 30, 5–13. Mahalik, J.R. (1999b). Incorporating a gender role strain perspective in assessing and treating men’s cognitive distortions. Professional Psychology, 30, 333–340. Mahalik, J.R., Good, G.E., & Carlson, M. (2003). Masculinity scripts, presenting concerns and help-seeking: Implications for practice and training. Professional Psychology: Theory, Research, and Practice, 34, 123–131. Mahalik, J.R., Locke, B.D., Ludlow, L.H., Diemer, M., Scott, R.P.J., Gottfried, M., et al. (2003). Development of the Conformity to Masculine Norms Inventory. Psychology of Men and Masculinity, 4, 3–25. Marin, B.V., & Gomez, C.A. (1997). Latino culture and sex: Implications for HIV prevention. In J.G. Garcia & M.C. Zea (Eds.), Psychological interventions and research with Latino populations (pp. 73–93). Needham Heights, MA: Allyn & Bacon. McCreary, D.R. (1994). The male role and avoiding femininity. Sex Roles, 31, 517–531. O’Neil, J.M., Helms, B., Gable, R. David, L., & Wrightsman, L. (1986). Gender Role Conflict Scale: College men’s fear of femininity. Sex Roles, 14, 335–350. Pleck, J.H. (1995). The gender role strain paradigm: An update. In R.F. Levant & W.S. Pollack (Eds.), A new psychology of men (pp. 11–32). New York: Basic Books. Pleck, J.H. (1981). The myth of masculinity. Cambridge, MA: MIT Press. Pollack, W.S. (2001). “Masked men”: New psychoanalytically oriented treatment models for adult and young adult men. In G.R. Brooks & G.E. Good (Eds.), The new handbook of psychotherapy and counseling with men: A comprehensive guide to settings, problems, and treatment approaches (pp. 527–543). San Francisco: Jossey-Bass Inc. Scott, R.P.J., & Talmadge, W.T. (2000). Client responses to interpretation of the Conformity to Masculine Norms Inventory. Paper presented at the Annual Conference of the American Psychological Association, Washington, DC. Sirin, S.R., McCreary, D.R., & Mahalik, J.R. (2004). Differential reactions to men and women’s gender role transgressions: Perceptions of social status, sexual orientation, and value dissimilarity. The Journal of Men’s Studies 12, 119–132. 38

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ACCOUNTABILITY BEGINS WITH BROTHERHOOD “Most human organizations that fall short of their goals do so not because of stupidity or faulty doctrinesm but because of internal decay and rigification. They grow stiff in the joints. They get in a rut. They go to seed.” – Brother James A. Garfield, Williams (1856), President of the United States A chapter that is “self-governing” is one that has the ability to take the responsibility of brotherhood into their own hands. You are encouraged to develop systems that allow you to Build Better Men through: • Promotion of Friendship • Diffusion of Liberal Culture • Development of Character • Advancement of Justice The Delta Upsilon International Headquarters and university administration are there to assist these values and advise membership throughout the accountability process.

IN AC TION The mediation and internal standards board needs to be timely and adaptable; as well as educated on and dedicated to moving brothers forward. If we fail to adjudicate AND educate we are missing a critical component to Building Better Men.

THE MEDIATION 1. 2.

3. 4. 5.

WHAT DOES ACCOUNTABILITY LOOK LIKE?

Notify Advisor and pick appropriate time Approach the brother about the behavior − What happened? − Why? − What steps are you willing to avoid this again? − What is needed from here? (monetary ﬁne, education, referral, etc.) Determine next steps Sign agreement Keep information on ﬁle and follow-up with individual

THE INTERNAL STANDARDS BOARD “We learn a lot more by listening than we do by talking.” –Brother Tommy R. Franks, Texas ‘67, Four-Star General US Army

1. 2.

1. Recognition of Behavior The moment where a brother’s behavior is recognized not in line with the values set forth by Delta Upsilon. Can be reported to the standards chair by any member of the chapter.

3. 4.

2. Mediation The ﬁrst step in addressing the recognition of behavior. This is a moment where the standards chair approaches the brother to learn more about the behavior and listen. This is the ﬁrst assessment of what actions are needed to move forward. 3. Internal Standards Board This is the formal process that will include multiple brothers within the fraternity providing recommendations to help improve the individual. When to go to a standards board? • The mediation shows concern and cannot be resolved informally • The behavior is repetitive after mediation

Notify the individual of a conference The Conference: − Fact-Finding − Determine Responsibility − Educate and Adjudicate Decision Letter Follow-up conference with individual

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MOCK CONFERENCE AC TIVITY THE CONFERENCE CHECKLIST

BOARD ADDRESSING THE BEHAVIOR (FOUR STUDENTS) : 1. 2. 3. 4. 5.

• • •

Read the scenario closely and prepare questions in advance. Who will ask questions, or if all will be involved. Use the conference checklist as a guide, but do not feel you need to read directly form the format. Set up the conference chairs/table how you feel appropriate. Begin the conference.

• •

•

This brother has been reported to you by a concerned member within the fraternity. They are worried his recent arrest is something that has stemmed from a lot of problems this past year. A mediation with this brother for low grades (right at the minimum requirement) occurred three weeks ago. Last week he was arrested by the city police outside a party for public intoxication. The brother was aggressive with the oﬃcers upon his arrest, and repeatedly used Delta Upsilon’s name when arguing. He is 21 and holds an executive position.

•

BROTHER COMING BEFORE THE BOARD (ONE): 1. 2. 3.

Read your scenario closely describing the incident. Wait until the board asks you to begin. Answer the questions to the best of your ability given the information available

• •

Establish rapport and thank the brother for attending Talk about the Delta Upsilon and its mission Let the brother explain what he knows about the incident/ concern Fact-Finding Stage ask questions about: − Who; What; Where; When (If a witness(s) is/are being used, ask them to step in and give their statement at this point and open questions to the brother in discussion, and then they are free to leave.) Determine responsible or not responsible for the behavior − Ask the brother if he feels he is or is not, then the board will make the ﬁnal decision − If the brother does not admit responsibility ask him to step outside while you determine responsibility, then invite him back in after a decision is made. − If the brother admits responsibility, no deliberation is needed and the board can acknowledge his response and move forward to education. Educational Stage − Why did this happen? − What can we do to help you? − Do you need any resources or help? − What will you do to avoid this from happening again? − What do you think is appropriate for us to do? Ask the brother to step outside the room… Decide on the appropriate initiatives needed

(one or more administrative + one or more educational, MUST be a combination) Administrative examples: − Warning − Disciplinary Probation − Restrictions (appropriate to the nature of the concern) − Monetary fine (appropriate to the nature of the concern) − Suspension of Membership − Removal of Membership Educational examples (include but DO NOT limit to): − Reflection paper − Self Action plan − Run an educational program or philanthropic event − Referral to professional resources • Invite the brother back in and explain the recommended initiatives, why they are in place and how they will be beneficial to building a better man. • Thank him for attending the conference and he will receive the final decision letter once it is approved

You have been asked to attend a meeting about your recent arrest outside of a Delta Upsilon party last week for public intoxication. That afternoon of the arrest, you found out that you received a D in your class and all week you have been ﬁghting with your girlfriend/partner. You are working on your grades, and have been at study tables every week. You feel as though your arrest is not a big deal since you had such a hard time recently and you believe all the other brothers drink when they are stressed.

OBSERVERS (4-5): Think about the following questions as you watch the conference: 1. What does the set-up of the conference indicate? 2. What was the tone of the conference? 3. Did they identify the behavior? 4. Did the board identify the reasons for the behavior? 5. Did they provide initiatives that will address this behavior? 6. Did they talk about how to assess the behavior and followup with the student?

2011 PRESIDENT’S WORKBOOK

MILLENNIAL GENERATION BACKGROUND • • • • •

•

Born in or after 1980 More numerous, more affluent, more educated and more ethnically diverse than any generation First generation to grow up around digital media Busiest generation of kids we’ve ever seen - parents who micromanaged schedules to accommodate for tee-ball, karate club, trumpet lessons and soccer camp. They are used to structured schedules and being busy. Having seen the TV coverage for the Oklahoma City bombing, Columbine High School shootings, and Sept. 11, this generation has growup around terrorism (domestic and global), and as a result, saw the re-emergence of the American Hero (police officer, firefighters, civil servants plastered on the news). Raised by very active, involved parents who have probably been a part of almost every decision students have made.

MESSAGES THEY RECEIVED GROWING UP • • • • •

Be smart-you are special. They’ve been catered to since they were tiny. Think Nickolodeon, and Baby Gap. Leave no one behind. Taught to be inclusive and tolerant of other races, religions, and sexual orientations. Connect 24/7. They learned to be interdependent-on family, friends, and teachers. More Millennials say they can live without the television than the computer. Many prefer chatting on line to talking on the phone. Achieve now! Some parents hired private agents to line up the right college; others got started choosing the right pre-school while the child was still in the womb. Serve your community. Fifty percent of high school students reported volunteering in their communities, many of their high schools requiring community service hours for graduation. On one Roper Survey, when Millennials were asked for the major cause of problems in the U.S., they answered selﬁshness

CHARAC TERISTICS •

•

• • • •

Confident. Raised by parents believing in the importance of self-esteem, they characteristically consider themselves ready to overcome challenges and leap tall buildings. Managers who believe in “paying your dues” and coworkers who don’t think opinions are worth listening to unless they come from someone with a prerequisite number of years in the organization may find this attitude unsettling. Hopeful. They’re described as optimistic yet practical. They believe in the future and their role in it. They’ve read about businesses with basketball courts, alternative work schedules, and companies that pay your way through school. They expect to enter a work environment that is challenging, collaborative, creative, fun, and financially rewarding. Goal- and achievement-oriented. Just a day after she won a totally unexpected Olympic gold medal, skater Sara Hughes was talking about her next goal, scoring a perfect 1600 on her SATs. Many Millennials arrive to their first day of college classes or jobs with personal goals on paper, already knowing their five or ten-year plan. Civic-minded. They were taught to think in terms of the greater good. They have a high rate of volunteerism. They expect the organizations they join to contribute to their communities and to operate in ways that create a sustainable environment. Inclusive. Millennials are used to being organized in teams and to making certain no one is left behind. They expect to live and work in an environment that is fair to all, where diversity is the norm and they’ll use their collective power if they feel someone is treated unfairly.

WORKING WITH MILLENNIALS •

•

• • • •

You be the leader. This generation has grown up with structure and supervision, with parents who were role models. Millennials are looking for leaders with honesty and integrity. It’s not that they don’t want to be leaders themselves, they’d just like some great role models first. Challenge me. Millennials want learning opportunities. They want to be assigned to projects they can learn from. A recent Randstad employee survey found that “trying new things” was the most popular item. They’re looking for growth, development and a career path. Let me work with friends. Millennials say they want to work with people they click with. They like being friends with coworkers. Let’s have fun. A little humor, a bit of silliness, even a little irreverence will make an organizational environment more attractive. Respect me. “Treat our ideas respectfully,” they ask, “even though we haven’t been around a long time.” Be flexible. The busiest generation ever isn’t going to give up its activities just because of jobs or organizational obligations. A rigid schedule is a sure-fire way to lose your Millennial members. 41

2011 PRESIDENTS’ AC ADEMY

TOP 10 CHALLENGES The most signiﬁcant challenges I expect to face are: 1. _______________________________________ 2. ________________________________________ 3. ________________________________________ 4. ________________________________________

Other presidents expect to face these challenges: 5. ________________________________________ 6. ________________________________________ 7. ________________________________________ 8. ________________________________________ 9. ________________________________________ 10. ________________________________________

2011 PRESIDENT’S WORKBOOK

CHALLENGES FACING MEMBERS PERSONAL CHALLENGES Moving into a new environment, living with a roommate, leaving loved ones behind, making decisions on your own, facing peer pressure around drugs and alcohol or behaviors that conﬂict with personal values

INTELLEC TUAL AND ACADEMIC CHALLENGES Speaking up in class, visiting professors outside of class, managing heavy course demands and schedules, diﬃcult classes, understanding registration/drop/add/withdrawal procedures, ﬁnding a tutor, seeking assistance when problems occur, balancing an academic and social life

PHYSICAL CHALLENGES Weight gain or loss, learning to control diet and alcohol consumption, athletic competition with more gifted students, ﬁnding time to exercise, forming positive health habits, managing stress or illness on your own interpersonal challenges

MAKING NEW FRIENDS, MANAGING LONG DISTANCE RELATIONSHIPS, ASSERTING YOURSELF WHEN YOUR RIGHTS ARE VIOLATED, INTERAC TING with members of ethnically or otherwise diﬀerent groups, managing conﬂict situations, working in group projects, managing and showing emotions in appropriate ways

CAREER/LIFESTYLE CHALLENGES Choosing a major, changing a major, ﬁnding internships and practicums, deciding to transfer or leave school, coming to terms with decisions around career, marriage, income needs and the impact of those decisions on lifestyle What challenges did you face in your ﬁrst year of college?

2011 PRESIDENTSâ&#x20AC;&#x2122; AC ADEMY

CREATING AN ENVIRONMENT FOR BROTHERHOOD Personal Challenges

Intellectual & Academic Challenges

Physical Challenges

What scenarios will they face?

Ways your chapter may help?

Ways your chapter might complicate?

Interpersonal Challenges

Career & Lifestyle Challenges

2011 PRESIDENT’S WORKBOOK

“IF WE C ANNOT NOW END OUR DIFFERENCES, AT LEAST WE C AN HELP MAKE THE WORLD SAFE FOR DIVERSITY.” - JOHN F. KENNEDY

2011 PRESIDENTS’ AC ADEMY

CIRCLES OF MYSELF

1. 2. 3.

Share a story about a time you were especially proud to identify yourself with one of the descriptors you used above. Share a story about a time it was especially painful to be identiﬁed with one of your identiﬁers or descriptors. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence:

I am (a/an) ____________________________ but I am NOT (a/an)______________________________. (So if one of my identiﬁers was “Christian,” and I thought a stereotype was that all Christians are radical right Republicans, my sentence would be: I am a Christian, but I am NOT a radical right Republican.

2011 PRESIDENTâ&#x20AC;&#x2122;S WORKBOOK

AC TION CONTINUUM

Actively Participating

Denying, Ignoring

SUPPORTING ACTIONS

Recognizing, No action

Recognizing, Action

Educating Self

Educating Others

Supporting, Encouraging

Initiating, Preventing

CONFRONTING ACTIONS

Actively Participating: Telling jokes, putting down people from chapter, intentionally avoiding members, discriminating against target group of members, verbally or physically harassing a targeted group members. Denying: Denying that action towards a targeted group of members does not exist.

Recognizing, No Action: Is aware of actions of self or others and their harmful eďŹ&#x20AC;ects, but takes no action to stop this behavior. This inaction is the result of fear, lack of information, confusion about what to do. Recognizing, Action: Is aware of the behavior, recognizes discriminating of self and others and takes action to stop it.

Educating Self: Taking actions to learn more about stereotypes, experiences and heritage of a targeted group of members. Through reading, attending workshops, seminars, cultural events, and participating in discussions.

Educating Others: Moving beyond only educating self to question and dialogue with others too. Rather than only stopping comments or behaviors, also engaging people in discussion to share why you object to a comment or action. Supporting, Encouraging: Supporting others who speak out against actions.

Initiating, Preventing: Working to change individual and institutional actions and policies that discriminate against a targeted group of members. Through planning educational programs or other events, protecting a targeted group of members from discrimination.

2011 PRESIDENTS’ AC ADEMY

STYLE INVENTORY WHAT IS YOUR DECISION-MAKING STYLE? How will I think about new information and use it to make a decision?

“Once I have enough information, then I’ll delegate”

“Left Alone”

“Let’s Talk”

“I’ll either get into this soon or tune out.”

2011 PRESIDENTâ&#x20AC;&#x2122;S WORKBOOK

OVERVIEW OF DECISION-MAKING STYLES The theory describes two dimensions in decision-making style: Structural and Processing. A personâ&#x20AC;&#x2122;s structural style--how he seeks, organizes and weighs information--can be either Systematic or Spontaneous. The Systematic person prefers logical processes and the analysis of parts in a problem. The Spontaneous person prefers thought chaining and tends to focus on the whole, not the parts. ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ The processing style--how people make sense of the information in their structural style--can be Internal or External. The Internal prefers to analyze privately. The External needs to hear the words to analyze inforamtion. ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ The two dimensions combine to form four decisio-making styles: Systematic Internal, Stystematic-External, Spontaneous-Internal and Spontaneous-External. ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ Systematic

SystematicExternal

SystematicInternal

Internal

External

SpontaneousExternal

SpontaneousInternal

Spontaneous 49

2011 PRESIDENTSâ&#x20AC;&#x2122; AC ADEMY

CHARAC TERISTICS OF THE STRUC TURAL STYLE

Goal Orientation

Varied

Focused

Choosing

Personalize

Analyze

Thought Patterns

Chaining

Logical

Risk Level (Deciding)

Lower (Quicker)

Higher (Slower)

Holistic

Components

Spontaneous

Systematic

Reaction to Events

2011 PRESIDENTâ&#x20AC;&#x2122;S WORKBOOK

SUMMARY OF DECISION-MAKING SKILLS

Goal Orientation

Choosing

Varied

Focused

Personalize

Talk to Think

Analyze Think then Talk

Thought Patterns

Chaining

Logical

Risk Level (Deciding)

Lower (Quicker)

Higher (Slower)

Reaction to Events

Holistic

Components

Spontaneous

Systematic

Information-Gathering

al ern Ext ng yzi nal A n al atio ern Int Inform

2011 PRESIDENTS’ AC ADEMY

SCORING THE DMSI REFLEC TING ON YOUR DMSI SCORES What was your style on the DMSI?

Systematic

Internal

Spontaeous

External

How did the DMSI classiﬁcatyion compare with your assessments? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ Were you surprised by your scores? If so, what surprised you? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ What implications does this information have for you? How can it be useful to you? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

2011 PRESIDENT’S WORKBOOK

DELEGATE WORKSHEET STEP 1: ANALYZE THE SPECIFIC TASK THAT NEEDS TO BE DONE • • • • • •

What is the scope of work of the work? How important or visible is the outcome? When does it need to be done? Is it urgent? What are the speciﬁc goals? What is the level of responsibility you are delegating? What resources (tools, budgets, members) are available?

STEP 2: IDENTIFY THE BEST MEMBER FOR THE JOB • • • •

What skills and experience do you need? Whom do you have in your membership that can meet these needs? Is there time on the delegated task to use this as a learning activity? What training and/or support will the member need to be successful?

STEP 3: MEET WITH THE MEMBER AND EXPLAIN WHAT YOU NEED DONE • • • •

Describe the task and the goals. Specify why this member has been selected. Be speciﬁc about responsibilities and authority. Get the person’s agreement that he will take the project.

STEP 4: IMPLEMENT THE DELEGATION • • •

Share the member’s information of the project with other members. Allow the member to “run with the project” – don’t interfere unnecessarily. Establish a follow-up plan.

STEP 5: HOLD THE FOLLOW-UP MEETINGS • • • •

Make yourself available for support. Discover problems early. Determine what you need to do to ensure success. Praise what has been done well, and redirect what could have been done better.

2011 PRESIDENTS’ AC ADEMY

DELEGATION FOR GROW TH AND DEVELOPMENT

Activity

Eliminate

Delegate

1. 2.. 3. 4. 5. 6. 7. 8. 9. 10.

Keep and Prioritize

2011 PRESIDENTâ&#x20AC;&#x2122;S WORKBOOK

CASE STUDY Each year your organization coordinates a zoo trip for a group of local disadvantaged youth. Cameron is the president of the organization and he tends to delegate everything. Most of the members wonder what he actually does as president. David is the vice president and often the person who receives most of the delegated tasks. David has diďŹ&#x192;culty saying no and is getting overwhelmed and frustrated because Cameron keeps dumping things on him. Cameron asks David to coordinate the zoo trip. David gets upset by the request and is ready to quit the organization.

2011 PRESIDENTS’ AC ADEMY

2011 PRESIDENT’S WORKBOOK

HIGH SCHOOL SENIOR

UNIVERSITY OFFICIAL

CURRENT DELTA UPSILON MEMBER

PARENT

2011 PRESIDENTS’ AC ADEMY

CREATING THE FUTURE WHAT WOULD YOU LIKE EACH OF THESE INDIVIDUALS TO SAY ABOUT YOUR CHAPTER?

WHAT KIND OF GROUP IS IT TODAY?

WHAT ARE ITS VALUES?

WHAT DIFFERENCE DID YOUR GROUP HAVE ON THE LIVES OF THESE PEOPLE?

WHAT KIND OF CHARAC TER DID THIS GROUP DEVELOP?

WHAT WERE THE GROUPS’ ACCOMPLISHMENTS SINCE YOU GRADUATED?

WHAT WAS THE MAIN PURPOSE FOR ITS EXISTENCE?

2011 PRESIDENT’S WORKBOOK

COMBINED GOALS

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15

___________________________ ___________________________ ___________________________

2011 PRESIDENTS’ AC ADEMY

S.M.A.R.T. GOALS CREATION SPECIFIC : A specific goal has a much greater chance of being accomplished than a general goal. A general goal would be, “Recruit more members.” But a specific goal would say, “Recruit 10 new members by September 30.” To set a specific goal you must answer the six “W” questions: WHO: Who is involved? WHAT: What do I want to accomplish? WHERE: Identify a location. WHEN: Establish a time frame. WHICH: Identify requirements and constraints. WHY: Specific reasons, purpose or benefits of accomplishing the goal.

MEASURABLE: Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience achievement. To determine if your goal is measurable, ask questions such as, How much? How many?

AC TIONABLE: When you identify goals that are most important to you, you begin to ﬁgure out ways you can make them come true. You develop the attitudes, abilities, skills, and ﬁnancial capacity to reach them. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable. Ensure that you have control over the outcome of the goal.

REALISTIC : To be realistic, a goal must represent an objective toward which you are both willing and able to work. You are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. Your goal is probably realistic if you truly believe that it can be accomplished.

TIME-BOUND : Make sure there is a specific timeline developed for any project. If you don’t lay out a timeline, it will be easy for the idea to stagnate and stall out. Keep the fire burning by keeping yourself and others on task. Timelines can range from specific dates to “before our February newsletter, make sure to send out thank-you cards.”

2011 PRESIDENT’S WORKBOOK

CREATING AC TION STEPS TAC TICS/TASK REQUIRED (What I will do) Speciﬁcally, how will the goal be accomplished? List the individual steps needed to achieve the goal.

MEMBERS RESPONSIBLE (Who will help us) Identify who is responsible to see that each task is completed.

ADDITIONAL RESOURCES (What I will need) Identify any additional resources that are needed to complete the task.

TIMETABLE (When I will do it) Specify when each task will be completed.

MEASUREMENT (How we know we have completed it) List measurements to be used to evaluate the success of the completion of the task.

2011 PRESIDENTS’ AC ADEMY

AC TION PLANNING SAMPLE

SMART GOAL

Creation of an 8-week associate member program by the end of the spring semester

Write out old program and identify old hazing problems. Write new program Review new program with officers, alumni, Greek advisor and IHQ Vote in approved program as ‘official’ program of the chapter. Send official program to IHQ Monitor new member program

• • • • •

President VP Recruitment VP Membership Education Associate Member Educator Brotherhood Chairman

TAC TICS/TASKS MEMBERS (WHAT I WILL DO) RESPONSIBLE (WHO WILL HELP US) •

• •

•

• •

Sample new member program Brainstorming of activities on campus Resources from Greek Life Oﬃce Cornerstone

ADDITIONAL RESOURCES (WHAT I WILL NEED) • • • •

Research activities and programs speciﬁc to campus by Jan. 30 Create sample program by Feb. 30 Review with membership by March 15 Review with IHQ and university by April 15 Vote in approved program by April 30

TIMETABLE (WHEN I WILL DO IT) •

• •

MEASUREMENT (HOW WE KNOW IT’S DONE)

•

Program has an outline Program has buy-in from members Program is completed and approved by all stakeholders Program is implemented into new member period

2011 PRESIDENT’S WORKBOOK

NOTES AND IDEAS

MEMBER RESOURCES AVAILABLE ONLINE AT DELTAU.ORG

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

MAKE SURE TO VISIT, REGISTER AND LOG INTO THE MEMBERS PAGE ON THE ALL NEW FRATERNITY WEBSITE.

6 63

2011 PRESIDENTS’ AC ADEMY

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 64

2011 PRESIDENT’S WORKBOOK

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 65

2011 PRESIDENTS’ ACADEMY OVERALL QUALITY Excellent Below Average

7 6 5 4 3 2 1 n/a 

1. Overall quality of the Academy?

LARGE GROUP FACILITATORS Strongly Agree Strongly Disagree

7 6 5 4 3 2 1 n/a 2. The facilitators were knowledgeable         about the subjects. 7 6 5 4 3 2 1 n/a 3. The facilitators were responsive to  participants questions. 7 6 5 4 3 2 1 n/a 4. The facilitators effectively engaged the         group. 7 6 5 4 3 2 1 n/a 5. Participants were encouraged to  actively engage in session discussions.

DOT GROUP FACILITATORS 6. My group color was: Red Orange Green Yellow Blue

Strongly Agree Strongly Disagree

7 6 5 4 3 2 1 n/a 7. The facilitators were knowledgeable         about the subjects. 7 6 5 4 3 2 1 n/a 8. The facilitators were responsive to  participants’ needs and questions. 7 6 5 4 3 2 1 n/a 9. The facilitators effectively engaged the         group. 7 6 5 4 3 2 1 n/a 10. Participants were encouraged to  actively engage in session discussions.

ENVIRONMENT Strongly Agree Strongly Disagree

7 6 5 4 3 2 1 n/a  7 6 5 4 3 2 1 n/a  7 6 5 4 3 2 1 n/a 

11. The large group environment was conducive to learning. 12. The small group environment was conducive to learning. 13. The camp site was conducive to learning.

MATERIALS/CONTENT Strongly Agree Strongly Disagree

14. The material/curriculum was organized logically. 15. The examples presented helped me understand the content. 16. The presidents workbook will be useful within my position. 17. The curriculum and materials were:  Too Advanced  Too Remedial

7 6 5 4 3 2 1 n/a  7 6 5 4 3 2 1 n/a  7 6 5 4 3 2 1 n/a   Just about right

LEARNING EFFECTIVENESS Strongly Agree Strongly Disagree

18. I learned new knowledge and skills from this Academy.

7 6 5 4 3 2 1 n/a 

To what extent do you feel the Academy achieved the goals listed below: Completed Successful Failed 7 6 5 4 3 2 1 n/a 19. To define your role as president  7 6 5 4 3 2 1 n/a 20. To articulate DU principles and mission         7 6 5 4 3 2 1 n/a 21. To acquire operational policies and  procedures 7 6 5 4 3 2 1 n/a 22. To recognize and investigate loss  prevention policies 7 6 5 4 3 2 1 n/a 23. To define traits of millennial peers  7 6 5 4 3 2 1 n/a 24. To investigate the risk factors and  warning signs of mental health issues 7 6 5 4 3 2 1 n/a 25. To examine personal stereotypes  7 6 5 4 3 2 1 n/a 26. To define decision-making style  7 6 5 4 3 2 1 n/a 27. To articulate steps in delegation  7 6 5 4 3 2 1 n/a 28. To understand the concept of  bystander behavior. 7 6 5 4 3 2 1 n/a 29. To formulate a workable action plan.        

POSITION IMPACT Strongly Agree Strongly Disagree

7 6 5 4 3 2 1 n/a 30. I will be able to apply the knowledge         and skills learned in at the Academy to my position. 31. On a scale of 0% (not at all) to 100% (extremely critical), how critical is applying the content of the Academy to your success as a president? Check only one. 0% 10% 20%30% 40% 50%60%70% 80% 90%100%

32. What percent of new knowledge and skills learned from the Academy do you estimate you will directly apply to your presidency? Check only one. 0% 10% 20%30% 40% 50%60%70% 80% 90%100%

CHAPTER IMPACT Strongly Agree Strongly Disagree

7 6 5 4 3 2 1 n/a 33. This Academy will improve my  position performance. 34. The Academy will have a significant impact on: (check all that apply)

 increasing quality  increasing developing leaders  increasing programming  increasing values conversations  decreasing loss prevention incidents  increasing chapter member satisfaction  increasing executive board efficiencies

RETURN ON EXPECTATION Strongly Agree Strongly Disagree

35. This Academy was a worthwhile investment in my development. 36. This Academy was a worthwhile investment for my chapter.

7 6 5 4 3 2 1 n/a  7 6 5 4 3 2 1 n/a 

Please write any comments on the back of this sheet.

6.20

5.60

6.14

5.90

‘09 LG

4.63

Camp ‘10

2010 6.56

2010 3.50

6.34

‘11 SG

6.63

2010 5.91

2010 5.21

2010 5.12

6.64

‘09 SG

6.68

‘09

6.64

‘09

6.62

2009 6.10

2009 5.96

2009 5.70

5.86

Hotel ‘09

2009 6.48

2009 4.46

6.64

‘10 SG

6.63

‘10

6.77

‘10

6.51

Just about Right – 2.96/3.00

Curriculum/Materials were:

2011 6.50

Workbook:

2011 5.54

Examples:

2011 5.77

Materials/Content: Organized logically:

4.80

Camp ‘11

Facility:

2011 6.34

Small Group:

2011 4.95

Environment: Large Group:

‘10 LG

‘11 LG

Encouraging:

5.63

6.18

‘11

6.54

6.22

6.00

Engaging: ‘11 ‘10 ‘09

6.51

‘11

Responsive: ‘11 ‘10 ‘09

6.54

6.38

6.06

5.73

2009 5.96

Learning objective achievement: Define your role as president: 2010 2011 5.81 6.10 Articulate DU’s principles and mission: 2010 2009 2008 2011 6.02 6.34 6.21 6.40 Acquire operational policies and procedures: 2010 2009 2011 5.61 5.58 5.71 Recognize loss prevention policies and procedures: 2010 2009 2008 2011 5.83 5.86 5.16 5.96 To define traits of millennial peers: 2010 2011 5.02 5.27 To investigate the risk factors of warning signs of mental health issues: 2010 2011 5.02 6.50 To examine personal stereotypes: 2010 2011 5.08 5.77 To define decision-making styles: 5.34 To articulate steps in delegation: 5.66 Formulate a workable action plan: 2010 2009 2008 2011 5.86 6.10 5.95 5.21

Overall learning objectives achievement: 2010 2009 2011 5.70 5.41 5.86

2010 5.80

Learned new knowledge and skills:

Overall quality: 2011 2010 2009 2008 5.16 5.62 5.15 5.81 Facilitators: Knowledgeable: ‘11 ‘10 ‘09 ‘11 ‘10 ‘09 2011 5.63

Learning objectives completion (1 – 7 scale)

End-of-program evaluation (1-7 scale)

2010 6.12

2009 6.06

2010 83%

2009 78%

2011 77%

2010 76%

2009 67%

% of new knowledge and skills directly applying to my presidency:

2011 83%

(0% - Not at all, 100% - Critical)

Applying Academy content to success as a president:

2011 6.20

Apply knowledge and skills to my position:

Self-assessment on knowledge impact

Position Impact

2011 Presidents’ Academy Scorecard Learning

Satisfaction

Chapter Results

2011 5.86

2010 5.91

2009 6.06

Academy will improve my position performance:

Self-assessment of improvement areas

2010 5.71

2009 6.16

2011 5.84

2010 5.81

2009 6.24

Academy worthwhile investment for my chapter:

2011 5.90

Academy worthwhile investment in my development:

Self-assessment of investment value

Return on Expectation

GLOBAL SERVICE INITIATIVE The Global Service Initiative offers members a unique opportunity to engage in direct service, while uniting Delta Upsilon competencies and principles with the customs and cultures of the Negril, Jamaica community. Members travel to, study in, and work with this community where social and economic conditions are substandard. During the global experience, members engage in a variety of cultural, educational, recreational and reflective activities. Participants will roll up their sleeves to build or rebuild in areas of need, teach literacy skills to children and engage in dialogue of social justice with other Delta Upsilon members.

CURRICULUM MAP SCORECARD

Delta Upsilon - Global Service Initiative Day

Saturday

Sunday

Monday

Tuesday

Notes:

Theme Building Brotherhood and Community

Pre-Conceived Ideas

Perception and Perspective

Community Advocacy

Content/Topic

Team Creation

Social Class

Authentic Leadership

Community vs. Philanthropy & Advocacy for a Cause

Participants Initial Stage

Learning Outcomes/Skills

Participants will not have knowledge of other participants and have limited knowledge of the expectations of the experience.

- Participants will have an understanding of the expectations of the program. - Participants will have a greater understanding of the Jamaican Culture.

- Name Aerobics - Team Builder - Secret Buddies

Learning Activity

Participants will have baseline expectations of the program and have knowledge of other members that are there with them during the weekend.

Participants Developed Stage

Participants may not have an understanding of their social class privilege in regards to how it will relate to the Jamaican culture.

- Participants will articulate social classes and the groups within them. - Participants will discover what is required to effect positive change. - Participants will discuss ways to work and reside with members of other social classes.

- Social Class Defined Activity

Participants will understand how social class standing can affect their actions. Most participants will not have an understanding of how this experience will impacted their learning, growth and development as a leader.

- Participants will define what it means to be an Authentic Leader. - Participants will define their core values. - Participants will write a leadership credo statement.

- Assumptions Reflection Activity - Authentic Leadership Lecture and Credo Writing

Participants will have experienced two days of service work. However as (Dugan 2008) points out students in fraternity and sororities have deficiencies on citizenship based on the MSL and students aren’t proficient in understand the differences between philanthropy and community service along with demonstrating empathic concern for a cause.

- Participants will differentiate between community service and philanthropy. - Participants will explore how planning and implementing powerful advocacy initiatives - Participants will theorize how making partnerships and collaborations work within their community. - Participants will design effective outreach strategies. - Participants will examine how to sustain advocacy even after leaving college.

- Lecture/Discussion - Reflection Activity - Outreach strategies design activity

After completing simulation participants will understand the subtle rules of our unjust “class” system, which is often not defined. This game highlights the isolation of some individuals who live within the system. Participants will begin to understand that the system directly opposes the kind of co-operations that enables a society to run. Participants will have self-reflected on how this cultural experience where assumptions may have turned out for the worst, and how it relate to their leadership and personal decision making abilities and bring about how they use their leadership judgment to be effective or successful leaders. Participants will have an understanding of how their chapter is currently playing a role in community and philanthropic activities on their campus. Participants will have an understanding of how to plan and sustain community advocacy within their chapter or individually.

Measurement Participants will be able to verbally articulate weekend expectation and other participant’s names and how culture of Jamaica will affect them this weekend. Participants will be able to verbalize how social class can create systems of despair and isolation.

Completion and dialogue of personal self-reflection activity and completed leadership credo that will be used throughout the week.

Participants will verbally articulate the difference between community service and philanthropy and verbally draft a plan for community advocacy.

Delta Upsilon - Global Service Initiative

Wednesday

Thursday

Friday

Notes:

Globalization, Healthcare and the Economy

Male Socialization and Masculinity

Gratitude for the Challenges of Life

Life and Debt Movie

Male Socialization, Health Risk and Masculinity

Closing the Experience

Participants will have an understanding from the social class activity how “class systems” work and can create economies of despair and a basic understanding of the Jamaican Culture. Participants may not have an understanding of how the International Monetary Fund (IMF) has affected economies and health care of Jamaica.

Participants will have engaged with male students from the Jamaican culture and will have met adult males. Students should have an understanding of how these adult males have been marginalized and have left their family to seek work and funding for their families. Many participants will not have prior knowledge of how masculinity and socialization can play out for them as they continue their journey into adulthood. Participants will have experienced six days of learning based on working on a project site, curriculum developed themes of leaderships, globalization, masculinity and social class.

- Participants will be able to analyze IFIs (specifically the IMF)—their mission, why they give loans, and how those loans affect countries that receive them. - Participants will be able to identify major stakeholders in IFIs and in the development of less wealthy nations. - Participants will be able to make connections between the IMF’s conditionality loans and agricultural decline in Jamaica linking this decline to recent forms of conflict. -By examining news articles, participants will also be able to identify what mainstream media sources often omit when talking about these issues. - Participants will identify how male socialization within the Caribbean nation has come about to the economic conditions and family social classes. - Participants will interpret how masculinity can affect how they work, lead, and interpret other members of society. - Participants will investigate how Jamaican and college male health risk have similar qualities.

- Participants will define how this experience had an impact on them personally. - Participants will talk about the next steps on taking the learning and experiences back to their community. - Participants will write a plan of action for their next steps on their social justice/community advocacy journey.

- Reflection - Discussion - Manufacturing a Food Crisis Article

Participants will have watched the film Life and Debt and will have further analyzing international financial institutions through discussion; participants will achieve a better understanding of IFIs and the United States’ role in “development” in certain parts of the world. Participants will understand how Jamaica has come to a state of social and economic decline from when the British gave up control.

Completion and dialogue of manufacturing good crisis article and discussion of the movie Life and Debt. Participants will also be able to verbalize to the facilitator how the IMF and IFI have affected the Jamaican economic class.

- Lecture - Discussion

Participants will have an understanding of how marginalized males play out in different societies and how the traditional masculinity roles have created unprecedented health risk to the Jamaican culture and college male student.

Participants will verbalize how they have experienced and seen socialization and masculinity during the week.

- Candle Pass - Global Citizenship Discussion - Personal Letter Activity

Participants will have reflected and thanks the individuals who have contributed to the success of the week. Participants will also write a plan of action letter to themselves on how they will take the learning back to their communities.

Participants will turn in a completed plan of action letter and verbalize how the experience made them feel.

2011 Global Service Initiative Scorecard Satisfaction

Learning

End-of-program evaluation (1-7 scale)

Learning completion (1 – 7 scale)

Overall quality: 6.62 Environment: 6.62 Materials/Content: Organized logically: 6.25 Curriculum/discussions helped me think differently: 6.12 Workbook: 5.75

Learned new knowledge and skills: 6.50

Program Impact Self-assessment on knowledge impact (1 – 7 scale) Able to apply new knowledge and skills learned to improve myself: 6.75 As a result of this experience: I can successfully transition this experience to my future career: 6.12 I will continue to expand my cultural/international learning because of the GSI: 6.88 I will immediately invest what I have learned at the GSI back into my chapter: 6.38 I will continue to examine/expand my ability to help others: 6.88 I will continue to volunteer in my local community: 6.88

Return on Expectation Self-assessment of investment value (1 – 7 scale) GSI was a worthwhile investment in my development: 6.75 GSI was a worthwhile investment for my chapter: 6.50

Global Perspective Inventory Developed to measure a person's global perspective.

(1-5 Scale) Cognitive development is centered on one's knowledge and understanding of what is true and important to know. It includes viewing knowledge and knowing with greater complexity and no longer relying on external authorities.

Cognitive Knowing: DU National Norm 3.53 3.60 Cognitive Knowledge: DU National Norm 3.88 3.66 Intrapersonal development focuses on one becoming more aware of and integrating one's personal values and self-identity into one's personhood.

Intrapersonal Identity: DU National Norm 4.25 4.07 Intrapersonal Affect: DU National Norm 3.83 3.79 Interpersonal development is centered on one's willingness to interact with persons with different social norms and cultural backgrounds, acceptance of others, and being comfortable when relating to others.

Interpersonal Social Responsibility: DU National Norm 3.85 3.74 Interpersonal Social Interaction: DU National Norm 3.71 3.71 Well-Being: DU 3.86

National Norm 3.78

Global Citizenship: DU National Norm 3.80 3.76 *The higher the average scale score for the first six cognitive, intrapersonal, and interpersonal scales, the more the group is considered to have a Global Perspective.

CAREER DEVELOPMENT PLAN

DELTA UPSILON STAFF DEVELOPMENT

CAREER DEVELOPMENT PLAN

Name: ________________________________________ Title: _________________________________________ Date: _________________________________________

DEFINING FULFILLING WORK

DELTA UPSILON STAFF DEVELOPMENT

Directions: Describe what fulfilling means to you in terms of ideal work goals you would like to reach: position, audience, workplace, work scope, and income and benefits. Be as specific as possible.

1. What would you like to do? Describe your ideal position. Including areas of expertise (AOEs), competencies, and skills you’d use, role and responsibilities you’d have, and activities in which you’d participate.

2. Who would you serve? Describe your ideal audience. Include the type of organization, industry, and clientele or customer with whom you’d be working.

3. Where would you like to work? Describe your ideal work conditions. Include work environment, organization culture and mission, geographic location, and organization size.

4. What would your ideal scope of work be? Describe how narrow or wide the impact or results of your work would be. Include whether you would work with individuals or groups, organizations or companies locally, regionally, nationally, and/or globally.

5. What would be your compensation and benefits be? Describe your ideal yearly salary, bonus, vacation and sick days, medical and dental coverage, plus other benefits that would meet your needs (for example, daycare, life insurance, education tuition).

DRAFTING A DEVELOPMENT PLAN Directions: Complete the following grid below of the skills gained at DU and the skills needed for your ideal job.

What skills have you obtained during your time at Delta Upsilon?

DELTA UPSILON STAFF DEVELOPMENT

What skills are needed for your ideal job?

What skills, AOEs or competencies are needed to reach your ideal job that are not currently part of your current role? 1.

10.

INDIVIDUAL DEVELOPMENT PLAN

DELTA UPSILON Directions: Complete the following grid below for your development activities. STAFF DEVELOPMENT

Goals

Skills or Competencies

Resources

Activities

Status

To be achieved

To be learned or acquired

What is needed (money, time, etc.)

Possible learning opportunities/projects to try

(Started/Completed Results)

Short-range Critical within present or ideal position (6 months)

Mid-range Important for growth within present or ideal position (1 year)

Long-range Helpful for achieving career goals (2 to 3 years)