Student Leadership Apprentice Program (SLAP) Overview

College of Agriculture and Human Sciences

SLAP Student Leadership Apprentice Program

Fall 2016

Why the SLAP “As the demographics of entering students change, we must adjust our teaching, advising, and financial aid efforts to meet the challenge of catering to the needs of students…”

“We are developing new approaches to enhance student success, such as…Extension experiences… and the Leadership Academy. Deploying these new approaches needs to be done in a way that they indeed enhance student learning and success”

-Sonny Ramaswamy, PhD

IGNITE Your Passion.

Program Overview

Student Leadership Apprentice Program

Program Overview

Institutional Culture Impact on Teamwork and Collaboration Hairston Green, D.Y. & Smith, L.S. Prairie View A&M University

Abstract Leadership Excellence is demonstrated by the ability to master C5E (Hairston-Green & Smith, 2014) which is guiding the development of a new paradigm in leadership excellence and innovation; one of the 5 C's is Collaboration. Institutional culture, in which mentorship and collaboration is established, has a significant impact on the outcome of success for the implementation of change (Eckel & Grossman, 2005). Understanding institutional culture is an important component to organizational growth and the acceptance of the idea of teamwork and institutional diversity.

According to Jackson, Joshi, & Erhardt (2003), diversity has influence on team outcomes like turnover and performance and is directly related to the level of cooperation, communication, conflict and sharing of information. The challenge with cultivating diversity is that collaborative members of the organization must be willing to accept and understand differences which is not always an easy mission to accomplish.

As learners and emerging leaders, we are engaged in many team development opportunities. Rarely, however, are we taught the lessons of successfully navigating through team dynamics or managing a team. Understanding culture is an important component for successful implementation of mentorship and collaboration within an institution. We propose to address the goals to (1) identify the institutional culture that exist, (2) establish and communicate an effective vision for collaboration, (3) recruit champions that will make up a driving team, (4) align talent with tasks and (5) plan for small wins.

Introduction Working effectively in teams isn’t the easiest skill to develop. In elementary school, we find ourselves working on team projects with classmates whom we may not necessarily enjoy. In high school, we choose members to be on our team when we are selecting the best players for our gym activities. In college, we have team members assigned to us to complete major academic projects that, regardless of effort, everyone will receive the same grade. Despite all of the teamwork exposure that we may have had in our personal and academic development, rarely are we taught the lessons and dynamics of successfully navigating through team engagement or managing a team before being completely submerged into it.

Many organizations over the decades have adapted a variety of professional development initiatives to support their employees in staying ahead of the changing and growing industries as well as their individual professional growth. In addition to establishing professional development initiatives, institutions have also embraced the concept of teamwork as another variable to assist staff in working more efficiently with one another; tapping into unused talent, and embracing the diversity within groups that ultimately aids institutional growth.

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Apprentice Packet

Importance of Topic According to Jackson, Joshi, & Erhardt (2003), diversity has influence on team outcomes like turnover and performance and is directly related to the level of cooperation, communication, conflict and the sharing of information. Institutions that embrace diversity (thought, character, drive, and initiative) can bring out the best of each person within that infrastructure (Rosenzweig, 1998). Although team members can identify with one another, they are known to work most effectively and are more likely to establish trust and have less apprehension to engage in groupthink (Eckel & Grossman, 2005).

Many institutions, however, may have developed a culture that is resistant to the idea of team development therefore blocking possible innovation, creativity, and collaboration. Understanding institutional culture is an important component to organizational growth and the acceptance of the idea of teamwork and employee engagement. As we begin to develop and implement new and innovative projects to help with the overall growth within an institution it is critical to first (1) identify the institutional culture that exist, (2) establish and communicate an effective vision for change, (3) recruit champions that will make up the driving team, (4) align talent with tasks and (5) plan for small wins.

Literature Review Institutional culture. “Organizational (institutional) culture is briefly defined as the basic assumptions about the world and the values that guide life in organizations” (Schneider, Ehrhart, & Macey, 2013, p. 361). These values and beliefs are taught to others newly entering the organization or institution as the most appropriate behavior to successfully navigate through the organizational structure. Much of which comes in the forms of stories and even myths that are shared by those individuals who preceded the newcomers (Schein 2010, Trice & Beyer 1993, Zohar & Hoffman 2012 as cited in Schneider, Ehrhart, & Macey, 2013). Institutional culture exists in the university setting also.

Sporn (1996) shared that universities are very complex and have features that are incredibly unique, which makes the task of understanding the culture more difficult. Institutional culture thrives when it pays attention to the diversity of its members.

Diversity specialists and leaders have argued that organizations interested in surviving and thriving in the twenty-first century need to take competitive advantage of a diverse workplace.

But to do so successfully, leaders and human resource managers must redefine their management and leadership (Kreitz, 2008, p. 101).

Teamwork. According to Bolman & Deal (1992), corporate institutions have increasingly relied on teamwork however it “often does so without a solid grasp of what make a team work” (p. 34). A substantial body of published literature has addressed the importance of team development, although the secrets that guide teams in understanding the true hidden characteristics of team peak performance have been consistently ignored. Teamwork looks at a group of individuals that are paired together by mandate or voluntarily to help achieve a goal, develop an idea, or support a strategic direction, and are evaluated as one unit (Levi & Slem, 1995). Success of the team depends on the institutional culture.

Teams with a clear vision and milestones will tend to do better than those that lack these key variables.

Consequently, those teams charged with accomplishing an unclear goal, with moving target dates, and vague success criteria tend to have the lowest success rate (Bolman & Deal, 1992). Institutional leaders who subscribe to an institutional culture yet do not understand team dynamics, are unable to see the benefits of teams, resist change, or have adopted behaviors of complacency will have the greatest difficulty with development of successful teams.

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Student Leadership Apprentice Program

Program Overview

Mentorship. In one of the first studies to describe qualities of mentors who are admired, Cho, Ramanan, & Feldman (2011) shared that there are five themes that emerged regarding what mentees look for in selecting mentors. These themes are admirable characteristics, how they serve as a career guide, strength of time commitments, support of mentee’s personal/professional balance and legacy of mentoring. Many organizations have implemented mentoring programs for new staff to help new members (students and adults) transition smoothly into the new environment by understanding policies, procedures, culture, mission and vision. In most cases, the mentor is older and has been in the organization or institution for several years and has demonstrated the capacity to help others transition smoothly. “When an older, more experienced member of an organization takes a junior colleague ‘under his or her wing,’ a mentoring relationship is said to exist” (Wilson & Elman, 1990, p. 88). Wilson & Elman (1990) suggest that this type of mentorship aids in the socialization of new members and the sharing of knowledge that was developed over years with the institution. This approach aids to the development of an organization and the sustainability of new members.

Institutional culture impact Consider that cultures vary based on two dimensions of processes, which are organic versus mechanistic and internal maintenance versus external positioning. According to Herzog (2011), the culture identities created by the commonalities of these dimensions include four types; clan, adhocracy, hierarchy and market existing within known categories of institutions. These institutions include for-profit/non-profit corporations, academia, military, and churches, to name a few. For the purpose of this discussion, three cultures, which will be explored, are corporate, academia and military.

Of the four culture identities, “leaders in a clan culture act as mentors or parent-figures, and people share their personal values and goals. Clan cultures emphasize the development of human resources, team cohesion, as well as employee morale and commitment.” Characteristics of healthy, effective, and progressive cultures promote a positive identity not concerned with accomplishments but rather selfworth derived from the reason for their existence. The people who carry out a common mission embody personal and individual connection to purpose and values. The mission should be envisioned and brought to life by self-aware, empathetic, communicative, courageous leaders and those who believe in the bigger picture inspired by the leadership. According to the Denison Organizational Color Model regarding involvement of employee in a high functioning culture, “Teamwork is encouraged so that creative ideas are captured and employees support one another in accomplishing work goals” (Involvement).

Often times when tasks require teamwork, it is necessary to discuss the causes of dysfunction within a team environment and Lencioni (2002) identified these as the absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. Recognizing the lack of good qualities that promote teamwork brings awareness to the pitfalls that can sabotage team progress and productivity.

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Apprentice Packet

Effective leaders use human physiology to foster buy-in and teamwork, which achieves the vision, goals and objectives. When the natural physiology of team members is addressed, it can lead to healthy culture and more productivity. According to Simon Sinek (2014) in his TED Talk presentation of “Why leaders eat last” he speaks about a term noted as EDSO describing the physiology that supports successful teamwork: Endorphins mask discomfort and take the edge off of uncomfortable or traumatic, high pressure situations; Dopamine is produced when goals are set and accomplished; Serotonin is produced when accomplishments are recognized and Oxytocin bonds people and strengthens human connections. All of these are necessary in making up the key essential elements in the successful facilitation of work accomplished by teams.

Teamwork and mentorship in corporate culture. Herzog (2011) stated “only the corporate culture paradigm treats culture as an internal variable of the organizational system, which can be shaped by corporate management to pursue strategic goals.” Corporate cultures have been known to create tracks for their employees that support succession through management trainee programs and mentorship in the form of shadowing as a common technique. These programs foster the adhocracy culture known for emphasis on entrepreneurship and creativity. Ideas thrive when groups of people working in teams conduct brainstorming sessions and collaborate their diverse experiences and personal expertise.

Teamwork and mentorship in academia culture. Reasonable individuals operating within an organizational culture but that function in silos can find themselves confined to issues connected to their own beliefs and actions (Senge, 2006). Such beliefs can manifest themselves into environments that are nurturing and enabling. At times, standards are lowered to instill confidence that goals and objectives can be met through a false sense of accomplishment. Accountability is not practiced for fear of openly hurting others' feelings. Instead of confronting issues directly, they are managed indirectly through public confrontation, departmental memos, or office gossip. Gatekeeper mentality and low risk tolerance for fear of retaliation are evident in the culture. People are deprived of their enthusiasm because bureaucracy makes it difficult to implement new ideas or complete simple tasks. People have an unbalanced need to feel important, acknowledged and worthy.

Teamwork from the student perspective is limited to experiences brought from family structure and interaction, team sports, school group assignments. No professional experience is acquired at this stage in their lives. Maturity is also lacking which hinders their ability to exhibit the emotional intelligence needed to recognize the implications and appropriate actions to handle conflict as a result of team dynamics.

Overcoming the lack of experience and situational maturity observed in students is dependent on the opportunity to build confidence. This self-assurance is built when a respected mentor reciprocates respect and worthiness. Students want respect as peers by the seasoned professional while seasoned professionals want students to work for and earn respect. When student’s voices are not valued and their uniqueness is not recognized this leads to breaking down the lines of open communication. The result can express itself as discriminatory behavior towards them totally disregarding the opportunity to gain the fresh however un-tempered perspectives students bring to more traditional ways of thinking. These observations in dysfunctional cultures impede mentorship and collaboration.

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Student Leadership Apprentice Program

Program Overview

How leadership is fostered and nurtured in academia is dependent on culture. Mentorship is the dominant characteristic due to the professor/student relationship that prevails in the academic environment. The presence of authority has to be maintained by the elder, which prevents relinquishing control in the hands of a younger person. It is not uncommon for students with high enthusiasm to lack the ability to discern appropriate etiquette and protocol. Many show evidence of leadership confidence that still needs refinement. Leadership is inherently the power to influence, which is a delicate concept to manage in this environment especially when power and respect is commanded through achievement and titles represented by the achievements.

Teamwork and mentorship in military culture. Teamwork is fundamental. From the onset of enlistment, personnel are taught to respect the concept of interdependency through the assignment of a "battle buddy". They are assigned to groups of individuals that create a hierarchy of systematic interdependent relationships. These relationships build on the strength of individuals. Based mostly on a hierarchy culture which according to Herzog (2011) “puts strong emphasis on formalized rules, procedures, and policies that govern employees’ actions in the organization,” success is achieved by the introduction and complete submission to the objectives of pre-determined goals. Mentorship is fostered by the Reserve Officers’ Training Corps, a college-based training program where individuals entering the military as future leaders are given opportunity to learn from senior personnel. A new paradigm in military culture resulting from recent changes in conflict engagement, according to McChrystal (2015), demonstrates that teamwork through empowered execution transformed the way teams should think about power and leadership.

Summary Researchers agree that understanding organizational culture supports the success and growth of an organization. Researchers rarely agree about what organizational culture really is but we do know that organizational culture exists and that it plays a critical role in impacting the way those within the culture behave. When there is clear understanding of what organizational culture exist, leaders can equip themselves better with tools to help diagnose problems and perhaps even implement strategies to change the culture.

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Apprentice Packet

References Bolman, L. G., & Deal, T. E. (1992). What makes a team work? Organizational Dynamics, 21(2), 34-44.

Cho, C. S., Ramanan, R. A., & Feldman, M. D. (2011). Defining hte ideal qualities of mentorship: A qualitative analysis of the characteristics of outstanding mentors. The American Journal of Medicine, 124, 453-458.

Eckel, C. C., & Grossman, P. J. (2005). Managing diversity by creating team identity. Journal of Economic Behavior & Organization, 58, 371-392.

Herzog, P. (2011). Open and closed Innovation: Different cultures for different strategies. Springer Science & Business Media.

Involvement. (n.d.). Retrieved June 26, 2015, from The Denison Group: http://www.denisonconsulting.com/knowledge-center/model Jackson, S. E., Joshi, A., & Erhardt, N. L. (2003). Recent research on team and organizational diversity: SWOT analysis and implications. Journal of Management, 29(6), 801-830.

Kreitz, P. A. (2008). Best practices for manageing organizational diversity. The Journal of Acadmeic Librarianship, 34(2), 101-120.

Lencioni, P. (2002). The five dysfunctions of a team. John Wiley & Sons.

Levi, D., & Slem, C. (1995). Team work in research and development organizations: The characteristics of successful teams. International Journal of Industrial Ergonomics, 16, 29-42.

McChrystal, S., Collins, T., Silverman, D., & Fussell, C. (2015) Team of Teams: Rules of engagement for a complex world. Penguin Random House. New York: NY Rosenzweig, P. (1998). Managing the new global workforce: Fostering diversity, forging cosistency.

European Management Journal, 16(6), 644-652.

Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. The Annual Review of Psychology, 64, 361-388.

Senge, P. (2006). The fifth discipline: The art & practice of the learning organization. Double Day Publishing. New York: NY Sinek, S. (2014, December 4). Simon Sinek: Why leaders eat last. [Video file}. Retrieved from https://www.youtube.com/watch?v=ReRcHdeUG9Y Sporn, B. (1996). Managing university culture: An analysis of the relationship between institutional culture and management approaches. Higher Education, 32, 41-61.

Wilson, J. A., & Elman, N. S. (1990). Organizational benefits of mentoring. Academy of Management Perspectives, 4(4), 88-94.

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Student Leadership Apprentice Program

Apprentice Directory

We make a living by what we get, but we make a life by what we give.

- Sir Winston Churchill

Leadership  Mentors Â

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Apprentice Packet

Executive Leadership Mentors

Carolyn Williams, PhD

Ali Fares, PhD

Associate Administrator for Extension

Associate Director for Research

Kwaku Addo, PhD Department Head and Associate Director for Academics

Claudine Gee, PhD

Laura Carson, PhD

Mark Tschaepe, PhD

Director of Fiscal Operations

Assistant Director of Compliance, Undergraduate Research and Student Success

Assistant Professor, Philosophy, College of Arts and Sciences

Bill Turner, PhD

Deland Myers, PhD

Bridget Ross, M.S

CARC Social Science Systems Leader

Endowed Professor CARC Food Systems Leader

Director of Small Business Development Center, College of Business

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Student Leadership Apprentice Program

Apprentice Directory

The task of leadership is not to put greatness into people, but to elicit it, for the greatness is already there.

- John Buchan

Student  Apprentices  4

Apprentice Packet

Student Apprentice Directory

JaCorey Miller

Tajah Revoir

Yanique Rhule

Conroy Stewart

Ayesha Rodgers

Jakari Bates

Ke’Tara Wells

Curtis Lovings

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Student Leadership Apprentice Program

Apprentice Directory

JaCorey Miller

Sophomore Agriculture Animal Science Jmiller29@student.pvamu.edu

Hello, my name is JaCorey Miller, I’m nineteen years old, and going into my sophomore year at Prairie View A&M University. I was born and raised on the Southern side of Houston, Texas. I have been interested in doing many things since I was a young child, but when I got to Prairie View, I got completely clueless. I had a serious urge about working for the USDA, or go on the road professionally with well-known rodeos around the United States. I know it’s not going to be easy at all trying to get to where I need to be, but “JaCorey” has always been known not to give up on anything. When I graduate, I haven’t quiet decided what particular career I’m going to be doing. I honestly just know that I’m either going to on the road to rodeo, or I’m going to be a supervisor working for the USDA. 6

The reason why I say supervisor is because I have always been the type to either strive for excellence or set that example of leadership to others. I had to learn from many leaders that in order to lead you have to follow, and trust me I learned that concept real quick, because I always wanted to be known as leader and not a follower. I was reading an article one day written by John Maxwell, and he said “Leaders become great, not because of their power, but because their ability to empower others”. That leadership quote was, and still is my favorite because it sends a message to not just me, but maybe even millions of people.

Favorite Leadership Quote: Leaders become great, not because of their power, but because their ability to empower others.

-John Maxwell

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Fall 2014

Yanique Rhule

Junior Mass Communication Agriculture Economics y.rhule@yahoo.com

My name is Yanique Rhule and I am a proud Jamaican. I wasn’t born with a gold spoon in my mouth. My father was never a part of my life and I have a mother that didn’t t know how to turn two cents into a dime.

There were days when I went without breakfast, lunch and dinner; my entire life has been a struggle. But, I refused to be a victim of my circumstances.

Instead I rose above my circumstances and used my circumstances to carve who I am today; a strong, motivated, steadfast young woman, who goes for what I want and stops at nothing to achieve it. When I look at my life I am amazed by my accomplishments. I am a junior double majoring in Mass Communication and Agriculture

Economics with a minor in Business Management. I work with the College of Agriculture and Human Sciences. With my internship and a 21-hour course load, I am sometimes overwhelmed. Being a part of the College of Agriculture has been a tremendous blessing to me. The SLAP has pulled at every string in body to be the best that I can be. I always knew that I had the potential to do great things but what SLAP is doing is actually giving me the tools and skills that I need to do great things today and tomorrow.

Favorite Leadership Quote: The greatest leader is not necessarily the one who does the greatest things. He is the one that gets the people to do the greatest things.

–Ronald Reagan

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Apprentice Directory

Tajah Revoir

Junior Liberal Arts, AA Computer Science trevoir@student.pvamu.edu

Tajah Revoir is originally from San Antonio, TX but after receiving her GED and associates in Liberal Arts she decided to go on to study Computer Science at Prairie View A&M. She is currently in her junior year and plans on graduating May 2018 with her bachelors and masters degrees.

After receiving her masters she will move to San Diego, CA to attend the University of California San Diego to go for her PHD along with working in her field of study. While there, she plans on creating an organization for young underprivileged minority girls that will help them get through school, get them involved in volunteer community services, and inform them about the different opportunities that they have in life.

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Tajah is currently the section leader of the 2nd violins for the Prairie View A&M Chamber Orchestra and the Webmaster for the Prairie View A&M chapter of the Society of Women Engineers. In her spare time she likes to play her violin, cook, design jewelry, and read a good book.

Favorite Leadership Quote: You don’t become a failure until you are satisfied with being one. – Unknown

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Apprentice Packet

Conroy Stewart

Junior Computer Science cstewart11@student.pvamu.edu

challenged to be an innovator, a visionary and a leader.

Conroy Stewart, a Jamaican Native relocated to the United States of America to pursue a degree in Computer Engineering at the prestigious Prairie View A&M University.

December 2015 will mark the end of the first leg of his educational journey with a Bachelor’s of Science Degree in Computer Engineering. After ascertaining such, his desire is to seek employment in this field while concurrently working on his Masters in Electrical Engineering. He enjoys playing soccer, his way of de-stressing, as well as experimenting with new technologies. He currently works as a student IT technician under the unblemished leadership of Mrs. LaRachelle Smith and the strong direction of Mr. Ashwani Srivastava. Under the guidance of these individuals, he is

Favorite Leadership Quote: Talent is God given, be humble.

Fame is man-given, be grateful.

Conceit is self-given, be careful. – John Wooden

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Student Leadership Apprentice Program

Apprentice Directory

Ayesha Rodgers

Senior Business Marketing ayesharodgers@gmail.com

My name is Ayesha Rodgers, a 21-year-old Business Marketing major from Rowlett, Texas. I will graduate from Prairie View A & M University in May of 2015. After graduation I plan to continue my studies at Texas A & M University in Agriculture Economics. After I complete my studies, I would like to market and promote agriculture products as well as promote the diverse job opportunities in agriculture by starting an advertising agency. I believe it is important for students to give back to the community and to lend our collective talents to helping advance the mission of our University. I do this by leading my talents to many different organizations on campus. I serve as the Director of Special Events for Prairie View’s Student Government Association, as well as 10

Co-President of the American Marketing Association and the Treasurer of the Prairie View chapter of Minorities in Agriculture Natural Resources and Related Sciences (MANRRS). I am honored to serve as the Student Apprentice over event planning and alumni relations in the Communications Department of the College of Agriculture and Human Sciences.

Favorite Leadership Quote: Power isn't control at all--power is strength, and giving that strength to others. A leader isn't someone who forces others to make him stronger; a leader is someone willing to give his strength to others that they may have the strength to stand on their own. – Beth Revis

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Apprentice Packet

Jakari Bates

Senior Communications Marketing jakari.bates@gmail.com

Marketing, he will pursue a graduate degree in Business Administration.

Jakari Bates is a senior at Prairie View A&M University double majoring in Communications and Marketing. He is from Little Rock, Arkansas and graduated from the historic Little Rock Central High School. Jakari chose to pursue Communications and Marketing because of their association with the music and entertainment industries.

Jakari became very interested in the music industry at a young age, and plans to pursue a career as a Marketing and Promotions professional at a major record label or entertainment company. While pursuing his dual degree, he has been gaining real-world experience in Communications working with the Department of Marketing, Communication, and Information Technology in the College of Agriculture and Human Sciences. In his spare time, Jakari enjoys producing music and songwriting.

Immediately upon receiving his dual degrees in Communications and

Favorite Leadership Quote: The challenge of leadership is to be strong, but not rude; be kind, but not weak; be bold, but not bully; be thoughtful, but not lazy; be humble, but not timid; be proud, but not arrogant; have humor, but without folly. – Jim Rohn

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Student Leadership Apprentice Program

Apprentice Directory

Ke’Tara Wells

Senior Mass Communication ketaramwells@gmail.com

Ke’Tara M. Wells is currently a full time and graduating senior on the beautiful campus of Prairie View A&M University.

She hails from Galveston, Texas majoring in Mass Communications and minoring in Business Marketing, with an expected graduation date of May 2015. While obtaining her degree, she has had the pleasure of working in various areas to perfect her craft in her field. Her plans after graduation are to attend a graduate school where she will study Communication/Public Relations while still focusing on marketing. Her hobbies do not only consist of marketing but writing, filming, editing and other hands on experience. She mostly enjoys interacting with the student body at social events such as Spit Knowledge, promoting Homecoming 12

activities, Spring Fest events and political events for the Student Government Association. Her ultimate goal in life is to utilize all of her talents in hopes to inspire others to follow their dreams as well.

Favorite Leadership Quote: Successful leaders see the opportunities in every difficulty rather than the difficulty in every opportunity. ― Reed Markham

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Apprentice Packet

Curtis Lovings

Senior Mass Communication curtislovings314@yahoo.com

I am Curtis M. Lovings Jr. a senior here at Prairie View A&M. Originally from the inner city of St. Louis, MO, I have now relocated to Houston, TX. I am a Communication major with a concentration in public relation and media with a minor in Social Sciences. Interning for the College of Agriculture and Human Sciences and participating in leadership programs like SLAP, I have discovered many of my own leadership qualities. My strong points are communication, resolving conflict, learning from mistakes, and an ambitious mind set. I graduated from Chaminade College Prep High School, one of the best in the state then traveled from St. Louis to Houston. I enjoy working out, being with friends on campus, and watching basketball. I plan to graduate

and go after my dream of being an ESPN or ESPN U sports analyst. I would also love to meet people from all parts of the world and use my leadership qualities with others to achieve something great. I want to eventually help all those I can help, earn a great reputation worldwide and live comfortably.

Favorite Leadership Quote: The greatest thing is, at any moment, to be willing to give up who we are in order to become all that we can be.

-Max de Pree

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Student Leadership Apprentice Program

The growth and development of people is the highest calling of leadership.

- Harvey S. Firestone

Program  Advisors Â

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Apprentice Packet

Program Advisors

Danielle Hairston-Green, PhD

LaRachelle Smith, MBA

Family and Consumer Sciences Program Specialist

CAHS Director of Marketing, Communications and IT

Danielle Hairston-Green has

developed, managed and marketed several leadership programs for teens and parents targeting at risk youth and disempowered families in the South Central Pennsylvania region.

She also served as an Adolescent Health Educator and Prevention specialist for 15 years at various nonprofit organizations. In her roles she was sought after to speak and facilitate workshops at state, local and national level conferences on topics that include; leadership development, generational diversity in the workplace, advocacy, parental involvement, parent empowerment, teen pregnancy prevention, and various topics regarding teen health including Nutrition and Childhood Obesity, HIV/AIDS education and prevention, change management, team building, cultural and gender diversity and generational diversity in the workplace.

LaRachelle Smith began her career

as a project engineer after receiving her undergraduate degree in Mechanical Engineering from Prairie View A&M University. A passion for information technology led her toward a diverse career path that includes management, teaching, entrepreneurship and media broadcasting. With more than 20 years of experience as a project manager, an instructor, acting department chair, and director of marketing and communications, she has refined her leadership skills and defined her philosophy in people development. LaRachelle, a graduate of the LEAD21 program, has been sought to speak on the topics of digital communication, marketing, and mentoring and leadership development at national conference seminars that include the Tuskegee Institute, Tennessee State University and University of New Mexico.

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Student Leadership Apprentice Program

Twenty Invaluable Tweets on Leadership Your title makes you a manager, your people will decide if you’re a leader - @IntuitBrad Great leaders prepare during the good times, reassure through the bad times, and inspire teams to win at all times - @Wernikoff Go big or go home; One for all and all for one - @sasan_goodarzi Great leadership comes from the right mix of heart & mind…neither is good enough on its own to earn both trust and respect - @eileen1651 Good leaders drive, amazing leaders inspire - @tsitovich Data and experimentation empowers teams by shifting the conversation from “I think” to “I know” - @chapo Teams are reflections of their leaders; Passion for customers, attention to quality & integrity starts with you - @acce True leadership is from the heart and if your heart points to the people you lead, great things will happen - @alonshwartz An all-star team beats a team of all stars every time - @rlanesey

Our achievements are not so much for our benefit as for the inspiration of others LaRachelle Smith

We should always encourage our youth to reach for perfection because they are guaranteed to grab excellence Tina Hairston- Smith

Always hire people smarter than yourself or you aren’t doing your job as a leader - @BarbGS10 Great leaders know when to lead from the front and when to get the hell out of the way - @jmillsays Leaders think complexly; but communicate simply…if they can’t remember it, it can’t be executed - @jim_mcginnis Leadership is making the sum bigger than individual pieces; touching hearts & minds to achieve more than ever thought possible – @jensenrickw Good leaders learn by doing, great leaders learn by listening – @cfdonahue You know a great leader when everyone on their team acts like one @IntuitVijay Leadership is making the team the hero – @hughmolotsi Inspire a bold vision, listen actively, then empower your team by getting out of their way - @ozdane Leaders don’t bring out greatness; they recognize it & create the environment where people can do the best work of their lives @IntuitBrad Leadership is the fortitude to achieve your goals, and the courage to pursue the right ones - @jasonnazar People prefer their leaders with flaws, because it makes leadership attainable for the rest of us - @IntuitBrad

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Student Leadership Apprentice Program

A Group Leader is committed to the following Expectations and Accountabilities: ♦ Communicate team’s purpose, scope, schedule and desire outcomes ♦ Clearly communicate your expectations of the group as their group leader ♦ Identify stakeholders and process owners in group ♦ Establish success criteria for the group’s work if appropriate ♦ Use project software applications for the team to document their work ♦ Keep Sponsor informed of the group’s activities and progress ♦ Ensure that all stakeholders have opportunity to give input ♦ Promote consensus building within the group ♦ Keep group focused and moving to complete objectives ♦ Working with team, assign tasks and hold members accountable ♦ Participate as a full fledged team member ♦ Use information provided by the process owner as appropriate ♦ Ensure group participation ♦ Facilitate conflict resolution within the group ♦ Unresolved conflict will be escalated to the sponsor ♦ Unilateral decisions are unacceptable ♦ Acknowledge the team’s work o Secure information about the funds for the celebration o Ensure evaluation of work group members and leaders o Plan an after action review (AAR) if applicable o Ensure action plan is prepared o Initiate follow-up action to AAR o Plan celebration upon completion of work and the AAR ♦ Maintain all documentation for the work of the group: o Ensure use of standard tools for group work o Ensure that PMS documents are updated and kept current o Ensure that meeting notes are maintained and distributed on a regular basis o Ensure all issues are tracked and logged and brought to the group’s attention ♦ Coordinate team’s work: o Set team meeting schedule o Prepare agenda for all meetings and distribute to the team prior to meeting if appropriate o Identify a note take and a time keeper o Handle any other meeting logistics and administrative tasks

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Group Leader Accountability A Group Lead er w ill lead a grou p to accomp lish its objectiv es to p roduc e a desired outcom e.

Performance Red Flags: •

Changes to scope of work

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Poor communication

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Low morale

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No consensus

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Habitual tardiness and absences

Action Steps for Red Flags effecting performance:

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Group Leader will provide real-time feedback.

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Group Leader will conduct one-on-one coaching.

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Group Leader will inform sponsor.

4

Supervisory/Sponsor gives a verbal warning.

Where will we go from here?

Washington State University

University of Tennessee

Penn State University

MANRRS National Conference

Previous Engagements: Professional Agriculture Workers Conference Tuskegee University Diversity & Inclusion Summit on HBCUs Tennessee State University The Mentoring Institute University of New Mexico

www.pvamu.edu/cahs Apprentice headshot photography: Michael Thomas, CAHS

Contact Us LaRachelle Smith, MBA Director of Marketing, Communications and Information Technology lssmith@pvamu.edu 936.261.5150 Danielle Hairston-Green, Ph.D. Program Specialist dyhairstongreen@pvamu.edu 936.261.5118