FACILITATOR MANUAL
Emerging Phase
Table of Contents WEEK 1
1-4
Introduction Welcome & StrengthsFinder Facilitator Notes - Activity 1:1 At My Best Activity 1:1 At My Best
1 2 3
Notes
4
WEEK 2
5 - 22
StrengthsFinder: Discover & Discussion Facilitator Notes - Supplemental Activity 1.B Name Tag/ Name Tent Facilitator Notes - Activity 1:3 StrengthsFinder Reflection Activity 1:3 StrengthsFinder Reflection Facilitator Notes - Activity 1:5 Writing Challenge Activity 1:5 Writing Challenge Facilitator Notes - Personal Value Sort Personal Value Sort Cards Personal Value Sort Worksheet
5 6 7 8 9 10 11 12-20 21
Notes
22
WEEK 3
23 - 34
StrengthsFinder: Communication Styles & Social Change Model Facilitator Notes - Communication Styles Inventory Communication Styles Worksheet Communication Styles Model Communication Styles Information Social Change Model of Leadership Social Change Model Overview Social Change Model of Leadership Notes
23 24-25 26 27 28-29 30 31 32-33 34
WEEK 4
35 - 44
StrengthsFinder: Communication Jetfighter Activity Notes
35 36-43 44
WEEK 5
45 - 52
Notes
45 46-47 48 49-51 52
WEEK 6
53 - 60
StrengthsFinder: Conflict Resolution Conflict Resolution Style Inventory Conflict Resolution Styles Facilitator Notes - Fishbowl of Controversy
StrengthsFinder: Wrap Up & Transition to Phase II Facilitator Notes - What is in ME for IT What is in ME for IT Matrix Facilitator Notes - What is in ME for IT Matrix Facilitator Notes - Traps of Cynicism Gallery Walk Cycle of Cynicism & Hope Activity Notes
53 54-55 56 57 58 59 60
Week 1 EMERGING PHASE Introduction: Welcome & StrengthsFinder Objectives: ••To learn about the overall program. ••To learn how to take the StrengthsFinder assessment. ••To begin a dialogue about leadership development.
Materials Needed: ••StrengthsFinder Books ••At My Best activity sheets ••LEAD Academy Phase I Pre-Assessment ••Student Learning Outcomes ••ATU Action Day sheet ••LEAD Academy student manuals ••Pens
Facilitation Directions: ••Lead an icebreaker of your choosing.
10 minutes
••Have participants complete Phase I pre-assessment.
5 minutes
•• Go over Student Learning Outcomes.
••Hand out student manuals. ••Hand out StrengthsFinder books. ••Explain StrengthsFinder Assessment. ••Lead At My Best activity (complete directions in binder).
45 minutes
••Explain the Action Day completion expectation. •• Participants must complete at least ONE Action Day. •• They will swipe in at the event. •• Must log their service hours on theLink.
••Remind that their StrengthsFinder assessment must be completed for next week in order to participate. ••Collect student manuals.
Emerging Phase : Week 1 | 1
FACILITATION NOTES Activity 1:1 At My Best Learning Outcome: ••Introduce students to each other. ••Evaluate your own understanding about what you do best. ••Recognize the unique, but different, talents of others. ••Introduce the Clifton StrengthsFinder assessment.
Activity Description: Part 1: At My Best This activity can be used as an icebreaker, or it can be used anywhere in the curriculum to facilitate discussion about talent and strengths. The purpose of this activity is to get students to think about what they do well and how people use their strengths in order to be successful. This activity can also be used when discussing the difference between a “strengths” paradigm and a “weakness-fixing” paradigm. Allow students 10-15 minutes to reflect on their answers. Then, break the students into small groups to share their answers and discuss. Allow 30 minutes for discussion.
Part 2: Introducing the Clifton StrengthsFinder You have a couple of options when it comes to administering the StrengthsFinder assessment. 1. Group Activity: Campus Computer Lab: With adequate resources, you can have your students all take the assessment at the same time in a campus computer lab. Be prepared for the fact that some students may be less computer savvy than others and will require more assistance. We recommend that you have several proctors on hand to answer questions and offer assistance. 2. Homework Assignment: Students can take the assessment at their own pace. This allows students with disabilities to seek the accommodation they require (instructions are provided that describe how to contact Gallup and ask for the 20-second timer to be turned off).
Provide students with a copy of the handout entitled “Navigating the StrengthsFinder Web Site.” The handout is available on the Web at https://www.strengthsquest.com/library/ documents/SQWebNavigationStudentFlier.pdf.
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Emerging Phase : Week 1 | 2
At My Be st Complete the following statements, then in groups, share your responses with your peers. A time when I was at my best was . . .
The best thing about me is . . .
What I enjoy doing the most is . . .
The best time in my life was . . .
My most fulfilling experience was . . .
I earn my best grades when I . . .
The best job or project I ever had was . . .
The things I like best about myself are . . .
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Activity 1:1 At My Best Worksheet | 3
Note s Page
Notes | 4
Week 2 EMERGING PHASE StrengthsFinder: Discover & Discussion Objectives: ••To familiarize strengths/signature themes. ••To learn about group members’ Signature Themes. ••To engage in strengths-based discussion. ••To discover personal values.
Materials Needed: ••StrengthsFinder Book ••Nameplates (cardstock paper) ••Colored Pencils ••Activity Sheets •• Reflection •• Writing Challenge •• Values Sort Cards & Participant Worksheet
Facilitation Directions: ••Facilitate the nameplates Activity for an Icebreaker.
15 minutes
•• Have students share their Signature Themes by showcasing their name tags (Collect at the end of each session). •• Facilitate the StrengthsFinder Reflection activity as a part of (complete directions within binder).
••Facilitate Writing Challenge Activity (complete directions within binder). ••Facilitate the Values Sort Activity (complete directions within binder).
10 minutes 30-40minutes
••Collect student manuals.
Emerging Phase : Week 2 | 5
FACILITATION NOTES Name Tags/Name Tents Learning Outcome: ••Share Signature Themes with fellow students. ••Create opportunity for strengths-based discussions.
Resources: ••Paper ••Colored Markers ••Magazines ••Scissors ••Glue ••String
Activity Description: Ask students to create name tags or name tents to use throughout your sessions. On the name tags or tents, ask students to print their names and their five Signature Themes. Encourage students to be creative and personalize their name tags or tents.
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Emerging Phase : Week 2 | 6
FACILITATION NOTES Activity 1.3: StrenthsFiner Reflection Learning Outcome: ••Analyze the Signature Themes Report.
Activity Description: This activity helps students analyze the content presented in their Signature Theme Report. There are two options for conducting this exercise:
Option 1: In-Class Activity Ask students to use their Signature Theme Report and use the questions to analyze their results. To generate conversation, use the pair-share-compare strategy. Have students work in groups of two (or three) and share their responses to each of the questions. Once students have had the opportunity to share their responses in the small group, come back together as a large group, and ask each group to report on their discussion.
Option 2: Journalizing Alternatively, you can ask students to use the journaling function of the StrengthsFinder Web site to complete this and other activities. Click Journal from the homepage, and follow the directions to add, sort, print, or make an entry. Upon returning to class, you can ask students to turn in their responses and/or facilitate a discussion regarding their reactions to the StrengthsFinder assessment.
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Emerging Phase : Week 2 | 7
St rengthsFinder Reflection After reading your Signature Themes Report, complete the following questions: Which of your Signature Themes describe you best?
Which of your Signature Themes do you use most frequently?
Were you surprised by anything in the report?
Which of your Signature Themes do you anticipate using most in college?
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Activity 1.3 : StrengthsFinder Reflection | 8
FACILITATION NOTES Activity 1.5 Writing Challenge Learning Outcome: ••Discuss the role talent and strength play in the success of top achievers.
Activity Description: Ask students to complete the following exercise. First, have your students sign their name five times on the lines provided. Second, ask your students to sign their name five more times, but this time using their non-dominant hand. Debrief this exercise by discussing the following questions: What did it feel like to sign your name five times? On the other hand, what words describe the feelings associated with signing your name with your non-dominanthand? Several students will comment that writing with their dominant hand was “fluid and easy.” Others will describe it as “mindless.” Both descriptions are valid. Reinforce for students that because talents are natural, they are a part of our ordinary lives, not ordinary in and of themselves. On the other hand, students will describe the experience of writing with their non-dominant hand as “awkward and clumsy.” We have a propensity to focus on weakness. If writing with your non-dominant hand is like a weakness, does it feel awkward and clumsy when we are asked to approach a task from a place of weakness? Draw this analogy to school. Do we sometimes want to quit (or do we quit) an academic task when forced to approach it from a place of weakness? You can also ask students if their signature got better over the course of writing their name five times with their non-dominant hand. Some will say yes, others no. Could we get better if we practiced writing with our nondominant hand? Of course, but how much effort would be required to get our signature to look like it does with our dominant hand? Alternatively, look at the signatures with our dominant hand. Are they different? Likely, the answer is no. That’s because coming from a place of strength, we provided “consistent, near-perfect performance.”
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Emerging Phase : Week 2 | 9
Writing Challenge In the space provided below, sign your name five times.
Now, switch hands. In the space below, sign your name five times with your non-dominant hand.
What did it feel like to sign your name five times?
On the other hand, what words describe the feelings associated with signing your name with your non-dominant hand?
Adapted from “StrengthQuestTM Activity Workbook,” Clifton StrengthsFinder, Gallup®
Activity 1.5 : Writing Challenge | 10
FACILITATION NOTES Personal Value Sort 30-40 minutes 1. Give each participant a stack of personal value cards. 2. Ask students to create three different piles consisting of: • Very important to me • Important to me • Not important to me 3. Have students sort all values into these three piles. • At this time students may also write in “other” values on the blank cards that they might want to add to their very important or important pile. 4. Have students discard their “Not important to me” pile. 5. Ask students to take their “Very important” and “Important” pile and narrow these town to a combined pile of only 15 values . • Note that some participants might choose to completely throw out their important pile, and that is totally acceptable. 6. Once students have 15 values, ask them to then narrow their values down to only five values. 7. Once students have five values, have them rank their values in a “Top 5” order, with 1 being the most important and 5 being the least important. • Note that students might get a little stressed by this concept, so it is important to remind them that this does not mean that they don’t value any of the other values at all, these are just the values that guide their thoughts, decisions, dreams, etc. 8. After students have ranked their values, have them pair up and answer the following questions with one another. • Was it easy or hard to separate your values into the initial three piles? Why or why not? • What was the hardest part of this whole activity? Did you have a process or strategy that you used to sort your values? • What is your number one value? How did you go about reaching this conclusion? • How will you use this new knowledge of your top values to further grow and develop as a leader?
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Emerging Phase : Week 2 | 11
PERSONAL VALUES Card Sort
IMPORTANT TO ME
W.R. Miller, J. C’ de Baca, D.B. Matthews, P.L. Wilbourne University of New Mexico, 2001
VERY IMPORTANT TO ME
ACCEPTANCE
NOT IMPORTANT TO ME
To be accepted as I am
Achievement To have important accomplishments
ACCURACY To be accurate in my opinions and beliefs
Adventure
To have new and exciting experiences
ATTRACTIVENESS
AUTHORITY
To be physically attractive
To be in charge of and responsible for others
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 12
AUTONOMY
BEAUTY
To be self-determined and independent
To appreciate beauty around me
CARING
CHALLENGE
To take care of others
To take on difficult tasks and problems
CHANGE
COMFORT
To have a life full of change and variety
To have a pleasant and comfortable life
COMMITMENT
COMPASSION
To make enduring, meaningful commitments
To feel and act on concern for others
CONTRIBUTION To make a lasting contribution in the world
COOPERATION To work collaboratively with others
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 13
COURTESY
CREATIVITY
To be considerate and polite toward others
To have new and original ideas
DEPENDABILITY
DUTY
To be reliable and trustworthy
To carry out my duties and obligations
ECOLOGY
EXCITEMENT
To live in harmony with the environment
To have a life full of thrills and stimulation
FAITHFULNESS
FAME
To be loyal and true in relationships
To be known and recognized
FAMILY
FITNESS
To have a happy, loving family
To be physically fit and strong
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 14
FLEXIBILITY
FORGIVENESS
To adjust to new circumstances easily
To be forgiving of others
FRIENDSHIP
FUN
To have close, supportive friends
To play and have fun
GENEROSITY
GENUINENESS
To give what I have to others
To act in a manner that is true to who I am
GOD’S WILL
GROWTH
To seek and obey the will of God
To keep changing and growing
HEALTH To be physically well and healthy
HELPFULNESS
To be helpful to others
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 15
HONESTY
HOPE
To be honest and truthful
To maintain a positive and optimistic outlook
HUMILITY
HUMOR
To be modest and unassuming
To see the humorous side of myself and the world
INDEPENDENCE
INDUSTRY
To be free from dependence on others
To work hard and well at my life tasks
INNER PEACE
INTIMACY
To experience personal peace
To share my innermost experiences with others
JUSTICE
KNOWLEDGE
To promote fair and equal treatment for all
To learn and contribute valuable knowledge
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 16
LEISURE
LOVED
To take time to relax and enjoy
To be loved by those close to me
LOVING
MASTERY
To give love to others
To be competent in my everyday activities
MINDFULNESS
MODERATION
To live conscious and mindful of the present moment
To avoid excesses and find a middle ground
MONOGAMY To have one close, loving relationship
NON-CONFORMITY
To question and challenge authority and norms
NURTURANCE
OPENNESS
To take care of and nurture others
To be open to new experiences, ideas, and options
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 17
ORDER
PASSION
To have a life that is well-ordered and organized
To have deep feelings about ideas, activities, or people
PLEASURE
POPULARITY
To feel good
To be well-liked by many people
POWER
PURPOSE
To have control others
To have meaning and direction in my life
RATIONALITY
REALISM
To be guided by reason and logic
To see and act realistically and practically
RESPONSIBILITY
RISK
To make and carry out responsible decisions
To take risks and chances
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 18
SAFETY
ROMANCE To have intense, exciting love in my life
To be safe and secure
SELF-ACCEPTANCE
SELF-CONTROL
To accept myself as I am
To be disciplined in my own actions
SELF-ESTEEM
SELF-KNOWLEDGE
To feel good about myself
To have a deep and honest understanding of myself
SERVICE
SEXUALITY
To be of service to others
To have an active and satisfying sex life
SIMPLICITY
SOLITUDE
To live life simply, with minimal needs
To have time and space where I can be apart from others
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 19
SPIRITUALITY
STABILITY
To grow and mature spiritually
To have a life that stays fairly consistent
TOLERANCE
TRADITION
To accept and respect those who differ from me
To follow respected patterns of the past
VIRTUE
WEALTH
To live a morally pure and excellent life
To have plenty of money
WORLD PEACE
OTHER VALUE:
To work to promote peace in the world
OTHER VALUE:
OTHER VALUE:
Adapted from “Personal Values Sort,” W.R Miller, J. c’de Baca, P.B. Matthews, P.I. Wilbourne, University of New Mexico, 2001
Personal Value : Card Sort | 20
Personal Value s Sort List your Top 5 Values: 1. 2. 3. 4. 5. Was it easy or hard to separate your values into the initial three piles? Why or why not?
What was the hardest part of this whole activity? Did you have a process or strategy that you used to sort your values?
What is your number one value? How did you go about reaching this conclusion?
How will you use this new knowledge of your top values to further grow and develop as a leader?
Personal Values Sort Worksheet | 21
Note s Page
Notes | 22
Week 3 EMERGING PHASE StrengthsFinder: Communication Style & the Social Change Model of Leadership Objectives: ••To engage in strengths-based discussion. ••To understand personal style of communication & communication styles of others. ••To learn about the Social Change Model of Leadership. ••To understand how strengths, values, and communication styles influence the individual, the group, and the community.
Materials Needed: ••Communication Style Inventory •• Communication Style Model Plot •• Communication Style Descriptions
••Social Change Model of Leadership handout ••Chart Paper ••Markers
Facilitation Directions: ••Facilitate the Communication Style Inventory.
30 minutes
•• Facilitate the small group & large group discussion.
••Introduce/Present the Social Change Model of Leadership. 30 minutes ••Give students time to fill out the SCM questions. •• This might have to be a homework assignment if time is pressing; if so, make sure to discuss questions at the beginning of week 4. •• Have students pair & share their responses.
••Collect Student manuals.
Emerging Phase : Week 3 | 23
FACILITATION NOTES Communication Style Inventory 1. Make sure students ONLY look at the Communication Style Inventory and Communication Style Model Plot. 2. Have participants fill out the Communication Style Inventory by scaling how they MOST perceive themselves. • Have them place an “x” under the scaled number that most accurately describes them. • Notice that there is no middle ground; they are asked to choose between only two options that best describe them. • Let them know that the more honest they are with themselves, the more accurate the results of their communication style will be. • Students will complete the Dominance Rating and Sociability Rating, then wait for directions on how to score their results. 3. Scoring: • Participants will multiple the number of x’s they have under each section, and multiple by number value column. For example: if a participant has 4 x’s marked under the “3” column, their total value will be 12. • Once each column is totaled, have students add all totals and divide by 10. This number should be between 1 and 4. 4. Plotting: • Using the Communication Style Model Plot, have participants place a dot for their dominance score on the horizontal plane. • Next, have participants place a dot for their sociability rating on the vertical plane. • Participants should find their dots to be in one of four quadrants that represent a communication style. 5. Break out discussion: • Have students break out into four separate small groups depending on their communication style: • Supportive • Emotive • Reflective • Director • Give each group a large post-it paper and ask them to discuss how they like to communicate and be communicated with. Have them write these responses on the post-it paper. 6. Large Group sharing:
Emerging Phase : Week 3 | 24
• After each group has finished their list, bring everyone back as a large group. • Ask one representative from each group to share what they discussed. • After a group shares what they discussed, read the description of their communication style. • This should be in a handout in your facilitator guide. 7. Wrap up: • Once every group has shared, give everyone a hand out of the communication style descriptions. • Ask students probing questions about why it is important to not only understand their communication style, but the communication style of other people around them. What does communication have to do with leadership?
Emerging Phase : Week 3 | 25
Communications Style—Dominance Rating I perceive myself as somewhat:
1 2 3 4
Cooperative
l_____________l_____________l_____________l_____________l
Competitive
Hesitant
l_____________l_____________l_____________l_____________l
Decisive
Reserved
l_____________l_____________l_____________l_____________l
Outgoing
Cautious
l_____________l_____________l_____________l_____________l
Risk-Taking
Patient
l_____________l_____________l_____________l_____________l
Hurried
Easygoing
l_____________l_____________l_____________l_____________l
Intense
Quiet
l_____________l_____________l_____________l_____________l
Talkative
Shy
l_____________l_____________l_____________l_____________l
Bold
Supportive
l_____________l_____________l_____________l_____________l
Demanding
Restrained
l_____________l_____________l_____________l_____________l
Assertive
TOTAL
_____________+_____________+____________+____________=
Dominance Rating = TOTAL/10 =
Communications Style— Dominance Rating I perceive myself as somewhat:
1 2 3 4
Controlled
l_____________l_____________l_____________l_____________l
Expressive
Serious
l_____________l_____________l_____________l_____________l
Lighthearted
Methodical
l_____________l_____________l_____________l_____________l
Unstructured
Calculating
l_____________l_____________l_____________l_____________l
Spontaneous
Guarded
l_____________l_____________l_____________l_____________l
Open
Aloof
l_____________l_____________l_____________l_____________l
Friendly
Formal
l_____________l_____________l_____________l_____________l
Causal
Reserved
l_____________l_____________l_____________l_____________l
Attention-Seeking
Conforming
l_____________l_____________l_____________l_____________l
Unconventional
Restrained
l_____________l_____________l_____________l_____________l
Impulsive
TOTAL
_____________+_____________+____________+____________=
Dominance Rating = TOTAL/10
Adapted from “Communication Styles,” Pearson Education Canada Inc., 2004
Communications Style | 26
Adapted from “Communication Styles,” Pearson Education Canada Inc., 2004
Communication Styles Model | 27
1
Supportive
Reflective
Low Dominance
2
Low Sociability
1
2
3
4
High Sociability
Communications Styles Model
3
Director
Emotive
High Dominance
1
Communication St yle s Dominance Rating: Tendency to command, control or prevail over others (in the context of communication).
Sociability Rating: Amount of control we exert over our emotional expressiveness (in the context of communication).
Emotive: High dominance, high sociability • • • •
Sociable Emotional Dynamic Spontaneous
•
Excitable
When in communication with an emotive person, it is important to… • • • •
Be enthusiastic. Not be too formal. Take time to build the relationship. Provide support for their opinions, ideas and dreams.
•
Be a good listener.
Director: High dominance, low sociability • • • •
Aggressive Intense Serious Determined
•
Opinionated
When in communication with a director person, it is important to… • • •
Be as efficient, time disciplined and well organized as possible. Since directors are very goal oriented, try to identify their primary goal and find ways to support this goal. Emphasize facts and details.
•
Be a good listener.
Adapted from “Communication Styles,” Pearson Education Canada Inc., 2004
Communication Styles Information | 28
Reflective: High dominance, low sociability • • • •
Precise Deliberate Disciplined Questioning
•
Scientific
When in communication with a reflective person, it is important to… • • •
Not pressure them to make quick decisions. Present them with facts and details when trying to convince them of something. Don’t get too emotional.
•
Be a good listener.
Supportive: High dominance, high sociability • • • •
Reserved Passive Warm Patient
•
Sensitive
When in communication with a supportive person, it is important to… • • • • •
Take time to discuss personal things—family, ma jor interests. Listen carefully to personal opinions and feelings. Provide support for their opinions. Not disagree too openly because supportives dislike interpersonal conflict. Be patient.
•
Be a good listener.
Communication Styles Information | 29
Social Change Model of Le adership A Social Change Model of Leadership Development: Higher Education Research Institute, University of California, Los Angeles. 1996
“A leader is not necessarily a person who holds a formal leadership position or who is perceived as a leader by others. Rather, we regard a leader as one who is able to effect positive change for the betterment of others, the community, and society.” • • • • • • •
Leadership is social responsible – it impacts change on behalf of others. Leadership is collaborative. Leadership is a process – NOT a position. Leadership is value-based. Leadership is inclusive and accessible – leadership can be developed in anyone. Leadership is done for the purpose of creating positive, social change. Community engagement and service is a powerful vehicle for change.
The 7 C’s Model: The Individual
The Group
The Community/Society
1. Consciousness of Self
4. Collaboration
7. Citizenship
2. Congruence
5. Common Purpose
3. Commitment
6. Controversy with Civility
CHANGE
GROUP
INDIVIDUAL
COMMUNITY
Adapted from “Social Change Model of Leadership Development,” Higger Education Research Institute, UCLA, 1996
Social Change Model of Leadership | 30
SOCIAL CHANGE MODEL OVERVIEW The Seven C’s of the Social Change Model of Leadership Value
Definition
Change
As the hub and ultimate goal of the Social Change Model, Change gives meaning and purpose to the other Cs. Change means improving the status quo, creating a better world, and demonstrating a comfort with transition and ambiguity in the process of change.
Citizenship
Citizenship occurs when one becomes responsibly connected to the community/society in which one resides by actively working towards change to benefit others through care, service, social responsibility, and community involvement.
Common Purpose
Common purpose necessitates and contributes to a high level of group trust involving all participants in shared responsibility towards collective aims, values, and vision.
Collaboration
Collaboration multiplies a group’s effort through collective contributions, capitalizing on the diversity and strengths of the relationships and interconnection of individuals involved in the change process. Collaboration assumes that a group is working towards a Common Purpose, with mutually beneficial goals and serves to generate creative solutions as a result of group diversity, requiring participants to engage across difference and share authority, responsibility, and accountability for its success.
Controversy with Civility
Within a diverse group, it is inevitable that differing viewpoints will exist. In order for a group to work towards positive social change, open, critical, and civil discourse can lead to new, creative solutions and is an integral component of the leadership process. Multiple perspectives need to be understood, integrated, and bring value to a group.
Consciousness of Self
Consciousness of self requires an awareness of personal beliefs, values, attitudes, and emotions. Self-awareness, conscious mindfulness, introspection, and continual personal reflection are foundational elements of the leadership process.
Congruence
Congruence requires that one has identified personal values, beliefs, attitudes, and emotion and acts consistently with those values, beliefs, and attitudes, and emotions. A congruent individual is genuine and honest and “walks the talk.”
Commitment
Commitment requires an intrinsic passion, energy, and purposeful investment towards action. Follow-through and wiling involvement through commitment lead to positive social change.
Social Change Model Overview | 31
Social Change Model of Le adership List your Top 5 Strengths: 1. 2. 3. 4. 5. List your Top 5 Values: 1. 2. 3. 4. 5. What is your communication style?
The Group How do your strengths, values, and communication style influence the way you work with a group?
Socaial Change Model of Leadership | 32
The Community How does this group (LEAD Academy) impact the community (Arkansas Tech University)?
How will your community be different because of you? Because of your group?
What does it mean to be a citizen of your specific community? What responsibilities do you have?
Reflecting on the model below, how would you describe the relationship among you, your group, and your community?
GROUP
INDIVIDUAL
COMMUNITY
Socaial Change Model of Leadership | 33
Note s Page
Notes | 34
Week 4 EMERGING PHASE StrengthsFinder: Communication Objectives: ••To engage in strengths-based discussion. ••To recognize the importance of communication.
Materials Needed: ••Jetfighter activity supplies
45 minutes
•• Laminated sheets •• Instruction sheets
Facilitation Directions: ••Set up the room into two Jetfighter setups. ••Lead the Jetfighter activity (complete directions in binder).
Emerging Phase : Week 4 | 35
Jetfighter Activity Objectives • To show the importance of communication. • To demonstrate how effective communication can lead to positive outcomes. • To enhance the skills of diplomacy, negotiation, planning and problem solving. • To begin to foster collaboration among LEAD participants.
Facilitator Note: The room will need to be pre-set into the jet fighter formation. When students enter the room they should select a chair and not disturb the formation. Facilitators should assist in setting the room with the desired numbers of formations. Scrap paper should be placed at each chair for written communication
The A B C Exercise Instructions: • The group’ s objective is to successfully complete their task. • Following the instruction on their individual sheets completes the task. There is a model in workbook. • All communication will be in writing only. • They will know when they have successfully completed the exercise. • They will have twenty minutes to complete their task. The seating chart will look like this:
A M
O
B C
D
Adapted from “Communicating Effectively...When Real Leaders Speak, People Listen.,” North American Interfraternity Conference.
E
Jetfighter Activity | 36
Prepare on a flipchart in advance: A, B, C, D, E, are the participants M is the messenger O is the observer
On prepared flipchart
A can communicate with B B can communicate with A or C or D or E C, D, E, can only communicate with B All communication must be in writing, in a memo format TO: FROM: If incorrectly addressed, the messenger can either return it without saying anything, or put it in their pocket, or throw it away. The point here is that sometimes messages are given incorrectly, not addressed correctly, or given to the wrong person… and the end result is that they don’ t get “delivered.” The observer just watches the action and offer comments during discussion. A good basic question is “how was this exercise real?” Another good question is “what did you do that helped (or hinder) the completion of the exercise?” Processing: • • • • • • • • •
What were the observations of the observer? How did this game make you feel? Who felt frustrated? Why? How did the person in the front feel thinking that everyone had all of the information? How did the people in the back feel? How did the person in the middle feel? If anyone had his or her paper ripped up, how did that feel? What were your initial thoughts? What was the significance of having the communication formatted a certain way? When time is limited, how do we ensure effective communication takes place?
Relating it to the Tech Community: • • •
When are times in our organization/campus when we feel like the person in the front? The people in the back? The person in the middle? How can we as leaders, ensure that the rest of the campus/Russellville Community are current with the thoughts and visions that we have? What can we do as leaders if we find ourselves in the back, lacking information?
Jetfighter Activity | 37
Closure: •
•
•
We have seen that it is important to communicate our ideas, values, etc. to people so that everyone around us knows what is going on and what we are thinking. As leaders, it is even more crucial for us to have good communication skills, to be able to communicate to others what is taking place within our organizations and campus. We have also seen that it is important to communicate to others in leadership positions when we do not know what is going on within our organizations, campus, and community.
Jetfighter Activity | 38
IM PACT A B C CO M M UNICATIO N EXERCISE Instructions PERSON A In this project, you are A. The project reporting structure is as follows: B report to you; C, D, and E, report to B. Each of you has been given five symbols, each of which is one of six familiar symbols. Your job is to find out which one of the six symbols is held in common. You must finish this job in 20 minutes. You may communicate with B only through the exchange of written notes. B may exchange notes with you and C, D, and E may exchange notes with B only. No other communication is permitted. To elaborate: • There are six unique symbols. • Each person has five of these six possible symbols. • There are four copies of five of the symbols. • There are five copies of one of the symbols. • You are to determine which one symbol all five persons hold • Your symbols are as follows:
= ÷ Σ & ? IM PACT A B C CO M M UNICATIO N EXERCISE Instructions PERSON B •
A and B may exchange notes.
•
C, D, and, E may exchange notes with B only.
•
No other communication is permitted.
•
You will find five symbols below. You may not show them to any other person.
•
If you have any questions, raise your hand.
Σ ÷ = & Ψ
Jetfighter Activity | 39
IM PACT A B C CO M M UNICATIO N EXERCISE Instructions PERSON C •
A and B may exchange notes.
•
C, D, and, E may exchange notes with B only.
•
No other communication is permitted.
•
You will find five symbols below. You may not show them to any other person.
•
If you have any questions, raise your hand.
Ψ ÷ ? = Σ
IM PACT A B C CO M M UNICATIO N EXERCISE Instructions PERSON D •
A and B may exchange notes.
•
C, D, and, E may exchange notes with B only.
•
No other communication is permitted.
•
You will find five symbols below. You may not show them to any other person.
•
If you have any questions, raise your hand.
÷ ? Ψ & Σ
Jetfighter Activity | 40
IM PACT A B C CO M M UNICATIO N EXERCISE Instructions PERSON E •
A and B may exchange notes.
•
C, D, and, E may exchange notes with B only.
•
No other communication is permitted.
•
You will find five symbols below. You may not show them to any other person.
•
If you have any questions, raise your hand.
Ψ = Σ ? ÷
IM PACT A B C CO MMUNICATIO N EXERCISE Instructions OBSERVER •
• • •
You are to observe to see how your group reacts to the following: Defining the problem Action taken Organization of the group Communication Identify Communication Pressure Identify specific behavior that reflects these behaviors. No other communication is permitted. If you have any questions, raise your hand.
Jetfighter Activity | 41
Jetfighter Activity | 42
If incorrectly addressed, the messengers can return it without saying anything, put it in their pocket, or throw it away. The point here is that sometimes messages are given incorrectly, not addressed correctly, or given to the wrong person… and the end result is that they don’ t get “delivered.”
All communication must be in writing, in a memo format TO: FROM:
• If you have any questions, raise your hand.
• Do not deliver messages, if not properly addressed.
messages can be delayed.
• You must correctly deliver messages which are properly addressed, although
• Please move as rapidly as you can.
Instructions MESSENGER
IMPACT A B C COMMUNICATION EXERCISE
A B C COMMUNICATION
A
Observer Messenger
All communication must be in writing and in
All written communication should be sent through the messenger.
M EM O FO RM AT TO: FROM:
B
C
D
E
Jetfighter Activity | 43
Note s Page
Notes | 44
Week 5 EMERGING PHASE StrengthsFinder: Conflict Resolution Objectives: ••To engage in strengths-based discussion. ••To understand the different styles of conflict resolution and the overall importance of conflict resolution.
Materials Needed: ••Conflict Resolution Style Inventory packet ••Fish Bowl of Controversy packet ••Large bowl ••Pens
Facilitation Directions: ••Facilitate Conflict Resolution Style Inventory: •• •• •• •• ••
20 minutes
Pass out packets. Walk students through the assessment instructions. Assist students in finding their score/conflict resolution style. Discuss as a large group if they agree or disagree with their conflict style. Discuss how their style affects their leadership in a group setting. How does it affect their goal of achieving a common vision for positive change?
••Facilitate Fishbowl of Controversy (directions complete in facilitator guide).
30 minutes
••Collect student manual.
Emerging Phase : Week 5 | 45
CONFLICT RESOLUTION STYLE INVENTORY 3 = A LOT LIKE ME
2 = A LITTLE LIKE ME
1 = NOT LIKE ME
If my views are different from another person I will usually… 1.
Attempt to find a compromise
3
2
1
2.
Search for a middle ground
3
2
1
3.
Give up some points to gain a few points
3
2
1
4.
Let the other person have some of his/her position in exchange for some of mine
3
2
1
5.
Look for some way for both of us to win
3
2
1
6.
Find a position somewhere between my position and his/her position
3
2
1
7.
Attempt to get the other person to compromise
3
2
1
SECTION TOTAL___________ If my views are different from another person I will usually… 1.
Stand firm in pursing my objectives
3
2
1
2.
Try to persuade the other person to see my point
3
2
1
3.
Try to win my position
3
2
1
4.
Attempt to get my way
3
2
1
5.
Do what is necessary to make my point
3
2
1
6.
Attempt to show the person the benefits of my position
3
2
1
7.
Assert my position
3
2
1
SECTION TOTAL___________ If my views are different from another person I will usually… 1.
Let others be responsible for solving the problem
3
2
1
2.
Postpone issues and think about them longer
3
2
1
3.
Do what is needed to avoid unpleasantness for me
3
2
1
4.
Avoid taking positions that are opposite of others
3
2
1
5.
Let others resolve the conflict
3
2
1
6.
Let decisions about important issues be made by default
3
2
1
7.
Do what I can to avoid conflict
3
2
1
SECTION TOTAL___________ If my views are different from another person I will usually… 1.
Sacrifice my wants for those of the other person
3
2
1
2.
Do what I need to in order to keep a good relationship with the other person
3
2
1
3.
Give in so as not to hurt the other persons’ feelings
3
2
1
4.
Let other people keep their view points
3
2
1
5.
Be considerate of the other persons’ view points
3
2
1
6.
Do what I can to meet the wishes of the other persons
3
2
1
7.
Neglect my own wishes to satisfy the other person
3
2
1
SECTION TOTAL___________
Go to the scoring directions on the next page. Adapted from “Conflict Mode Instrument,” Thomas Kilmann, 2008
Conflict Resolution Style Inventory | 46
SCORING DIRECTIONS The Conflict Resolution Style Inventory is designed to measure your style in handling conflict. Add the numbers you have circled for each of the four sections on the previous pages. Put that total on the line marked TOTAL at the end of each section. Then transfer your total of each of the four sections to the lines below: SECTION I “TOTAL” = _______ (Compromising) SECTION II “TOTAL” = _______ (Competing) SECTION III “TOTAL” = _______ (Avoiding) SECTION IV “TOTAL” = _______ (Giving In) Conflict arises when two people are incompatible about an issue or issues. There is no one best style to use in all situations in which you are in conflict with another person. All of the styles can be useful in different situations. You do not have a single specific style for dealing with all conflicts. People are able to use all four styles. Many of us, however, rely on and get comfortable using one of the styles more often than the others. The area in which you scored the highest tends to be the conflict resolution style you use most often. Similarly, the area in which you scored the lowest tends to be your least used conflict resolution style.
Conflict Resolution Style Inventory | 47
CONFLICT RESOLUTION STYLES Competing is a style in which one’s own needs are advocated over the needs of others. It relies on an aggressive style of communication, low regard for future relationships, and the exercise of coercive power. Those using a competitive style tend to seek control over a discussion, in both substance and ground rules. They fear that loss of such control will result in solutions that fail to meet their needs. Competing tends to result in responses that increase the level of threat.
Compromising is an approach to conflict in which people gain and give in a series of tradeoffs. While satisfactory, compromise is generally not satisfying. We each remain shaped by our individual perceptions of our needs and don’t necessarily understand the other side very well. We often retain a lack of trust and avoid risk-taking involved in more collaborative behaviors.
Avoiding is a common response to the negative perception of conflict. Perhaps if we do not bring it up, it will blow over, we say to ourselves. But, generally, all that happens is that feelings get pent up, views go unexpressed, and the conflict festers until it becomes too big to ignore. Like a cancer that may well have been cured if treated early, the conflict grows and spreads until it kills the relationship. Because needs and concerns go unexpressed, people are often confused, wondering what went wrong in a relationship.
Giving in or accommodating the other party requires a lot of cooperation and little courage. Basically, you agree to accommodate the other party by acknowledging and accepting the person’s point of view or suggestion. This style might be viewed as letting the other party have their way. While this style can lead to making peach and moving forward, it can also lead to the accommodator feeling resentment toward the other party.
Conflict Resolution Styles | 48
FACILITATION NOTES Fishbowl of Controversy Instructions: 1. Facilitator will cut out scenario’s attached below place them in a jar/bowl. 2. Facilitator will divide the students into groups and a scenario will be drawn for students to discuss. Group size will depen on scenario. 3. Facilitator will then assign each group a “stakeholder” role for the scenario that aligns with that scenario (see attached sheet below). 4. Groups will be given 10 minutes per scenario to discuss and 1 minute to report out their opinion on the scenario. 5. After this process has been completed for all of the scenario’s attached, the facilitator will lead the debrief with the questions included in this activity sheet.
Objectives: ••To introduce multiple perspective on a situation within a large group in order for them to engage in meaningful conversation on controversial topics. •• Risk Level: Intermediate •• Cautions: Statements that will be read aloud are somewhat controversial in order for students to really engage within the activity and a level of maturity is required for the activity.
Activity Description: Students will draw a scenario from the “fishbowl” to discuss. The scenario will be read aloud and each group of students will play a different stakeholder in the scenario and will be asked to discuss and then report their opinion back to the group at large.
SCM: ••Citizenship, Common Purpose, Collaboration, Controversy with Civility, Consciousness of Self, Congruence, Commitment
Materials: ••Fishbowl of Controversy Activity Sheet ••Fishbowl/Jar ••Scenarios on paper (to be drawn by students)
Preparations: ••Review of the activity and an understanding of the debrief.
Adapted from “Fishbowl of Controversy,” Leadership toolbox Express, University of Dayton
Fishbowl of Controversy | 49
Follow up: ••Facilitate the following questions: •• How were you able to determine the values of perspective of your stakeholder? •• How difficult/easy was it for you to take on the role of the stakeholder and view the scenario from their perspective rather than your own? •• What did you assume about the person/people you were asked to represent? •• What did you learn from viewing a scenario from a different perspective? •• While working through your scenario, how did you utilize controversy with civility? •• Did you find yourself engaging in debate? If so, what could have prevented you from reaching your goal of controversy with civility?
Scenario 1: At Montgomery University, the Student Center’s exterior is currently under renovation. The renovations has led a group of students to realize that their campus is poorly equipped to accommodate the needs of those with differing physical abilities. Specifically, there is not a ramp for those who may be in a wheel chair to get in and out of the main entrance of the building. A reporter from the campus newspaper interviews the students, causing a stir, however the University will not change the plans for the building. •• Scenario 1 Stakeholders: Students, students with disabilities, University administration, campus newspaper, Facilities management.
Scenario 2: At The College of Rickels, a group of concerned students are trying to make the College more sustainable by petitioning the College’s Food Services to use alternatives to Styrofoam for togo meals. Food Services have offered to change to biodegrable to-go packaging, however this change would cause meal plan prices to increase to fund the project. Some students already feel their meal plan cost is too high. •• Scenario 2 Stakeholders: students who want to be more sustainable, students who feel meal plan cost is too high, Director of Food Services.
Scenario 3: At Russell College, members of the LGBT student organization have requested that the Residence Halls provide students with unisex bathrooms rather than gender specific bathrooms. A transgender student, born female but identifying as male, was bullied by male students for using the “wrong” bathroom, and female students feel “uncomfortable” with a male using their bathroom. The Director of Residence Life is leaning towards denying the LGBT student organization’s request. •• Scenario 3 Stakeholders: Transgender student, LGBT student organization members, The Director of Residence Life, residence hall students who support unisex bathrooms, residence hall students who do not support unisex bathrooms.
Fishbowl of Controversy | 50
Scenario 4: At Walters State University, each year students celebrate Walters Day, the University’s founding date. However, in recent years the celebration has been more about drinking and partying than understanding the University’s history. Last year, a student attending Walters Day festivities was assaulted and raped near campus. The administration wants to cancel the event but a number of wealthy alumni donors are pressuring the President to keep the tradition. The Student Government has been asked to support the University administration’s decision, however the Student Government president does not agree. •• Scenario 4 Stakeholders: University administration, the President who is feeling pressured to keep the event, wealthy alumni who want to celebrate Walters Day, the student and the family of the student that was assaulted last year, Student Government president.
Notes: The term civility can be abstract one. Civility is not the act of being “nice.” It is the attempt to identify common purpose and to consider the community when do so.
Fishbowl of Controversy | 51
Note s Page
Notes | 52
Week 6 EMERGING PHASE StrengthsFinder: Wrap-Up & Transition to Phase II Objectives: ••To engage in strengths-based discussion. ••To reflect on what participants learned in Phase I. ••To transition students into Phase II.
Materials Needed: •• What’s In Me for It activity packet •• Cycle of Cynicism & Hope information packet •• Flip Chart Paper •• Markers
Facilitation Directions: ••Facilitate the What’s In Me for It activity (complete directions in binder). 30 minutes ••Facilitate discussion on Cycle of Cynicism & Hope.
20-30 minutes
•• Facilitate gallery walk on the 9 “traps” (complete directions in binder).
••Administer Phase I post-assessment.
5 minutes
••Instruct students to take their LEAD student manuals with them when they leave.
Emerging Phase : Week 6 | 53
FACILITATION NOTES What is In ME For IT Instructions: 1. Explain that within this activity, the students will be looking at “What’s in me”: my gifts, talents, abilities, passions, strengths, experiences, interests, that make up who they are. 2. Next explain the second half of the question, what’s in me “for IT”: who or what is the community around me? What is needed? In what ways can I enhance the assets of that community as well as contribute to the particular needs, goals, and hopes of that community. 3. Explain the participants will be filling out a matrix that will help them realize what they can give to both their Tech and Russellville community at large. 4. Show an example of a filled-in Activity Matrix and explain what each quadrant represents. 5. Let students create their own matrix while reflecting on the questions attached to this activity’s debrief section. 6. Bring the group together and ask them to process each quadrant briefly around the following questions: •• What does each quadrant tell you about yourself? •• What might it mean for serving the community?
Objectives: ••To bridge the gap between students leadership abilities and the application of those abilities to better the community at large through citizenship. •• Risk Level: Beginner •• Cautions: None
Activity Description: Students will fill out a matrix that focuses on their strengths and weaknesses as a leader and allows them to reflect on how this experience can benefit the TECH community as well as the Russellville community at large.
SCM: ••Citizenship
Materials: ••What’s in ME for IT Activity Sheet ••Enough copies of the attachment for each Participant ••Pens
Adapted from “What is in ME for IT,” Leadership toolbox Express, University of Dayton
What is in Me for It | 54
Preparations: ••Review of the activity and an understanding of the importance of the introduction and debrief of the activity.
Follow up: ••Facilitate the following questions: •• Explain how it feels to be engaged in the activities listed in this quadrant? •• Would it make sense for you to participate in these activities as a service experience? Why or Why not?
Adapted from “What is in ME for IT,” Leadership toolbox Express, University of Dayton
What is in Me for It | 55
What is in ME for IT Directions: Fill in each of the following quadrants by describing: ••Quadrant 1: What you like and don’t do well. ••Quadrant 2: What you don’t like and don’t do well. ••Quadrant 3: What you like and do well. ••Quadrant 4: What you don’t like and do well.
WHAT I DO WELL
WHAT I DON’T DO WELL
WHAT I LIKE
WHAT I DON’T LIKE
Quadrant 1:
Quadrant 2:
Areas in which you want to grow.
Areas where you are easily frustrated or find difficulty.
Quadrant 3:
Quadrant 4:
“Sweet spot” where strengths and
Strengths and talents you possess,
interests come together.
but are underutilized.
Adapted from “What is in ME for IT,” Leadership toolbox Express, University of Dayton
What is in ME for IT matrix | 56
FACILITATION NOTES What is In ME For IT Instructions: Lead students in a dialogue using the assessment questions provided. Please consider sharing some of the feedback with the Coordinator of Leadership and Service.
Assessment: ••Questions: How does this activity relate to the highlighted theme? What new perspective have you taken as it relates to yourself and/or the group(s) in which you are part? •• Activity Specific: How does the strengths and weaknesses you addressed within this activity play a role in your community?
What is in Me for it | 57
FACILITATION NOTES Traps of Cynicism Gallery Walk 1. Write each of the following traps on separate flip chart paper and place around the room: •• •• •• •• •• •• •• •• ••
“That’s just the way the world is.” “It’s not my responsibility.” “One person can’t make a difference.” “Building a better world seems totally overwhelming.” “I don’t have the time or the energy.” “I’m not a saint.” “I don’t know enough about the issues.” “I don’t know where to begin.” “I’m not an activist.”
2. Have students walk around the room and write a statement, phrase, or words of encouragement that combat these traps we tell ourselves. •• Example: If I were to walk up to the flip chart paper with “I don’t know enough about the issue.” I might write the following: “Google it.”
3. Once students have written at least one thing about the issue, have them walk around and read everyone’s comments. 4. Have a large group discussion about why it is important that we don’t let ourselves fall into these traps. This is especially important as they transition into phase two where they will learn more about collaborating in a group to work towards a common vision of creating a positive change in the community.
Cycle of Cynicism & Hope | 58
Cycle of Cynicism & Hope The Cycle of Cynicism: 1. Finding out about a problem. 2. Wanting to do something to help. 3. Not seeing how you can help. 4. Not doing anything about it. 5. Feeling sad, powerless, angry. 6. Deciding that nothing can be done. 7. Begin shutting down. 8. Wanting to know less about problems. Repeat until apathy results
The Cycle of Hope: 1. Taking personal responsibility for being a good person. 2. Creating a vision of a better world based on your values. 3. Seeking out quality information about the world’s problems. 4. Discovering practical options for action. 5. Acting in line with your values. Repeat until better world restuls
TRAP #1: “That’s just the way the world is.” TRAP #2: “It’s not my responsibility.” TRAP #3: “One person can’t make a difference.” TRAP #4: “Building a better world seems totally overwhelming.” TRAP #5: “I don’t have the time or the energy.” TRAP #6: “I’m not a saint.” TRAP #7: “I don’t know enough about the issues” TRAP #8: “I don’t know where to begin.” TRAP #9: “I’m not an activist.”
Adapted from “Building A Better World,” The Better World Handbook
Cycle of Cynicism & Hope | 59
Note s Page
Notes | 60