socal bbyo leadership manualplanning.bbyo.org/socal bbyo leadership training manual.pdf · bbyo...
TRANSCRIPT
SoCalBBYO Manual
“Be patient with yourself. Self
There’s no greater investment.
“You have to decide what your highest courage—pleasantly, smilingly, nonother things. And the way you do that is by having a bigger ‘yes’
burning inside. The enemy of ‘best’ is often the ‘good.’”
SoCal NetworkBBYO Leadership Manual 2.0
“Be patient with yourself. Self-growth is tender; it’s holy ground. There’s no greater investment.
“You have to decide what your highest priorities are and have the
pleasantly, smilingly, non-apologetically — to say ‘no’ to other things. And the way you do that is by having a bigger ‘yes’
burning inside. The enemy of ‘best’ is often the ‘good.’”-Stephen Covey
Network Leadership
growth is tender; it’s holy ground.
priorities are and have the to say ‘no’ to
other things. And the way you do that is by having a bigger ‘yes’ burning inside. The enemy of ‘best’ is often the ‘good.’”
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SoCal BBYOSoCal BBYOSoCal BBYOSoCal BBYO 30303030thththth Term Regional Boards Term Regional Boards Term Regional Boards Term Regional Boards
Contact InformationContact InformationContact InformationContact Information
Pacific CoastPacific CoastPacific CoastPacific Coast AZAAZAAZAAZA BoardBoardBoardBoard Godol Bobby Dishell (310) 889-8997 [email protected] Sgan Wyatt Levy (310) 938-7711 [email protected] Moreh Josh Blank (818) 645-2191 [email protected] Shaliach Marco Schneiderman (310) 460-9212 [email protected] Mazkir Ryan Daly (310) 293-4312 [email protected] Gizbor Jonathan Prince (818) 257-1119 [email protected] WCC Liaison Reece Fenning (909) 376-5213 [email protected] WCC Liaison Jake Merkin (909) 921-7976 [email protected]
Pacific Coast BBG BoardPacific Coast BBG BoardPacific Coast BBG BoardPacific Coast BBG Board Nsiah Tiffany Frank (818) 216-9062 [email protected] Sganit Natalie Minas (818) 391-3945 [email protected] Morah Briana Braudo (310) 533-7211 [email protected] Shlicha Jessica Broutt (818) 271-8270 [email protected] Mazkirah Stacy Bernstein (310) 738-3678 [email protected] Gizborit Fallon Renard (818) 800-8959 [email protected] WCC Liaison Dana Rosenberg (562) 900-5609 [email protected] WCC Liaison Megan Gill (909) 938-6723 [email protected]
SWR SWR SWR SWR BBG BoardBBG BoardBBG BoardBBG Board Nsiah Shany Yeshanov (858) 337-9229 [email protected] Sganit Mirit Friedman (619) 997-1192 [email protected] Morah Molly Feder (858) 692-8173 [email protected]
SWR AZASWR AZASWR AZASWR AZA BoardBoardBoardBoard Godol Sgan Austin Weisgrau (858) 692-1514 [email protected] Moreh Noam Zekzer (760) 415-0365 [email protected]
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Regional Board Descriptions Regional Board Descriptions Regional Board Descriptions Regional Board Descriptions All Regional Board Members Are Expected To:
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GodolGodolGodolGodol / N’siah/ N’siah/ N’siah/ N’siah
� Coordinate Regional Board conference call at least twice per month (at least 1 call joint AZA/BBG and at least 1 call separate AZA/BBG)
� Generate agenda for Regional Board conference calls to be approved by staff � Oversee the progress of the Regional Board � Survey counterparts to assess needs of each chapter at least twice per term � Supervise board check-ins, releases, and conference calls with their counterparts � Reform chapter of the term application and chapter standards of excellence � Coordinate Chapter Congress with SoCal Counterparts � Oversee SoCal Partners Initiative
S’gan / S’ganitS’gan / S’ganitS’gan / S’ganitS’gan / S’ganit
� Collect all chapter event forms at start of each month � Monitor chapter Dashboard usage � Provide programming resources � Promote chapter planning forms and evaluations � Promote multi-fold programming � Hold a counterpart conference call once per month � Generate agenda for counterpart conference calls to be approved by staff � Oversee SoCal Chesed Initiative
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Moreh / Mit MomMoreh / Mit MomMoreh / Mit MomMoreh / Mit Mom � Set membership goals with each chapter & develop strategy to accomplish goals � Track Regional Prospective Members � Provide resources and support for chapter AIT/MIT training � Develop member of the month initiative / new member highlights � Ensure that each chapter holds a PIT at the beginning of each term � Hold a counterpart conference call once per month � Generate agenda for counterpart conference calls to be approved by staff � Oversee SoCal Kehillah Initiative
Shaliach / Sh’lichaShaliach / Sh’lichaShaliach / Sh’lichaShaliach / Sh’licha
� Jewish Education & Training � Monthly Dvar Torah Update (with weekly parsha) to counterparts and parents � Supply chapters with meaningful community service ideas & programming � Promote J-Serve: the National Jewish Teen Day of Service � Celebrating and honoring important dates on the Jewish Calendar � Hold a counterpart conference call once per month � Generate agenda for counterpart conference calls to be approved by staff � Oversee SoCal Stand Up Initiative
Mazkir / MazkirahMazkir / MazkirahMazkir / MazkirahMazkir / Mazkirah
� Maintain Regional Roster � Ensure proper dashboard use & program promotion � Provide communication guides/resources to counterparts � Coordinate interactive media marketing campaigns – to be approved by staff � Promote use of Thank You cards! � Hold a counterpart conference call once per month � Generate agenda for counterpart conference calls to be approved by staff � Oversee SoCal Scene Initiative
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Gizbor / GizboritGizbor / GizboritGizbor / GizboritGizbor / Gizborit � Organize at least 1 Regional Fundraiser per term � Organize and manage Shuk at IC and Regional Convention � Develop fundraising ideas/resources for counterparts � Monitor chapter budgets and event costs � Assist chapters in developing creative scholarship initiatives for their members � Hold a counterpart conference call once per month � Generate agenda for counterpart conference calls to be approved by staff � Oversee SoCal Tzedekah Initiative
West Coast Council Liaison West Coast Council Liaison West Coast Council Liaison West Coast Council Liaison
� Manage inclusion of West Coast Council traditions within PCR � Monitor progress of Regional Board’s presence with West Coast Council chapters � Promote West Coast Council Recruitment and Prospective Tracking � Serve as BBYO expansion representatives with community partners in West Coast
Council communities (Pasadena, Riverside, Fullerton, etc) � Assist in the founding of Mission Viejo AZA/BBG and the restarting of Irvine BBG,
and Orange County AZA � Collaborate with SoCal Initiatives
Notes:
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ContractContractContractContract As a leader you will be held to higher standards. I understand that any conduct unbefitting an Aleph or BBG as described in the BBYO code of Conduct will cause me to be removed from my position and lead to possible suspension and expulsion from BBYO. Behavior Behavior Behavior Behavior
• I will refrain from embarrassing, humiliating, or causing potential harm to others
• I will refrain from inappropriate sexual behavior, suggestions, and language. • I will refrain from racist, sexist, homophobic comments, actions or jokes
• I will not possess, use or distribute any tobacco, illegal drugs, or alcoholic products or paraphernalia at or around BBYO programming. If found to be involved in such activity on BBYO time I will be immediately removed from my position and will face possible suspension and expulsion
• Any involvement I have with tobacco, illegal drugs, or alcoholic products or paraphernalia outside of BBYO programming will result in immediate removal from my position. Rumored use will result in meetings with parents and Program Staff.
• I will not commit any illegal act such as vandalism, gambling, or discharging of fireworks. Position ExpectationsPosition ExpectationsPosition ExpectationsPosition Expectations
• I am required to have ALL contact information for all of my counterparts
• I am required to contact (email/phone/releases) my counterparts at least twice a month • I am required to communicate with my Program Staff at least once a month (all email
correspondence must include all Program Staff unless otherwise instructed) • I recognize that Program staff have a life outside of BBYO and I will respect their boundaries. I
understand that if I call after 7 pm or on the weekends, I may not hear from them until the next business day (unless an emergency).
• I will respect the materials, personal property, office decorations, and working space of the staff. This means no defacing of property, no stealing, no entering prohibited areas and ALWAYS cleaning up after yourself.
• Regional board members will always go out of their way to be helpful, visible, and accessible leaders at Regional weekends and events.
I am aware of the responsibilities and demands of my position and understand that any performance deemed negative, unproductive or harmful will be grounds for removal. I have read the above rules and expectations. I understand that any violation of the rules may result in my removal from the Regional Board and possible suspension and expulsion from BBYO. ______________________________________________________________________________ Signature member Date I understand and have discussed the rules with my child: ______________________________________________________________________________ Signature parent/guardian Date
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BBYO Ultimate CalendarBBYO Ultimate CalendarBBYO Ultimate CalendarBBYO Ultimate Calendar
JulyJulyJulyJuly -Independence Day
AugustAugustAugustAugust -Tisha B’Av
SeptemberSeptemberSeptemberSeptember -Labor Day Weekend -School Starts -High Holidays -Sukkot
OctoberOctoberOctoberOctober -Columbus Day -PSATs
NovemberNovemberNovemberNovember -SATs -Election Day -Battle of the Chapters -BBG Shabbat -Thanksgiving
DecemberDecemberDecemberDecember -SATs -Chanukah -Winter Break -Christmas/New Years
JanuaryJanuaryJanuaryJanuary -SATs -MLK Day -Tu B’Shevat
FebruaryFebruaryFebruaryFebruary -President’s Weekend -College Applications Due -International Convention
MarchMarchMarchMarch -SATs -Purim -Kallah
AprilAprilAprilApril -Pesach -College Acceptance Letters -Spring Break -J-Serve
MayMayMayMay -SATs -AZA Shabbat -Mother’s Day -Holocaust Memorial Day -Israel Independence Day -Memorial Weekend -Convention
JuneJuneJuneJune -Father’s Day -Shavuot -End of School
Ongoing:Ongoing:Ongoing:Ongoing:
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SoCalendar 2009SoCalendar 2009SoCalendar 2009SoCalendar 2009----2010201020102010
** Events are considered mandatory for ALL Regional Board Members. Events that are not considered mandatory for ALL Regional Board members are still highly
encouraged for Regional Board participation. For these events, it is important for the majority of Regional Board members to attend and depending on your board position, may be required.
********April 19, 2009April 19, 2009April 19, 2009April 19, 2009 Sunday Required meeting for anyone running at convention
********May 22May 22May 22May 22----25, 200925, 200925, 200925, 2009 Fri-Mon SoCal Convention 2009
********June 7, 2009June 7, 2009June 7, 2009June 7, 2009 Sunday
30th Regional Board Training / SWR Regional Board
********August 30, 2009August 30, 2009August 30, 2009August 30, 2009 Sunday Chapter Congress Summer/Fall 1
September 13, 2009September 13, 2009September 13, 2009September 13, 2009 Sunday SoCal Kick Off
September 19, 2009September 19, 2009September 19, 2009September 19, 2009 Saturday Rosh Hashanah Services
September 28, 2009September 28, 2009September 28, 2009September 28, 2009 Monday Yom Kippur Services
********October 11, 2009October 11, 2009October 11, 2009October 11, 2009 Sunday Chapter Congress Summer/Fall 2
********November 13November 13November 13November 13----15,15,15,15, 2009200920092009
Fri-Sun Chapter Challenge Convention
********December 13, 2009December 13, 2009December 13, 2009December 13, 2009 Sunday Chapter Congress Winter/Spring 1
January 16January 16January 16January 16----17, 201017, 201017, 201017, 2010 Sat-Sun AIT/MIT
January 17January 17January 17January 17----18, 201018, 201018, 201018, 2010 Sun-Mon Frat/Sisterhood & MLK Service Day
********March 19March 19March 19March 19----21, 201021, 201021, 201021, 2010 Fri-Sun Kallah
********April 11, April 11, April 11, April 11, 2010201020102010 Sunday Chapter Congress Winter/Spring 2
********May 21May 21May 21May 21----24, 201024, 201024, 201024, 2010 Fri-Mon SoCal Convention 2010
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Goal SettingGoal SettingGoal SettingGoal Setting I will feel successful when/after the following happens:
1.1.1.1. 2.2.2.2.
3.3.3.3. In order to accomplish my first goal, certain things need to happen first: 1.1.1.1.
Deadline:
2.2.2.2.
Deadline:
3.3.3.3.
Deadline:
In order to accomplish my second goal, certain things need to happen first: 1.1.1.1.
Deadline:
2.2.2.2.
Deadline:
3.3.3.3.
Deadline:
In order to accomplish my third goal, certain things need to happen first: 1.1.1.1.
Deadline:
2222....
Deadline:
3.3.3.3.
Deadline:
Notes:
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Regional Board Tools Regional Board Tools Regional Board Tools Regional Board Tools ---- MusMusMusMusssssar Practicear Practicear Practicear Practice Mussar movement refers to a Jewish ethical, educational and cultural movement (a "Jewish Moralist Movement") that developed in 19th century Orthodox Eastern Europe, particularly among the Lithuanian Jews. The Hebrew term mussar (מּוַסר, properly transliterated as musar), is from the book of Proverbs 1:2 meaning instruction, discipline, or conduct. The Mussar movement began among Hassidic and Orthodox Jews during the Enlightenment. Mussar is a path of contemplative practices and exercises that have evolved over the past thousand years to help an individual soul to pinpoint and then to break through the barriers that surround and obstruct the flow of inner light in our lives. Directions:
• For each “Jewish Value,” there is a specific “Everyday Action Principle” that embodies a similar theme.
• You may start with Intention/Kavanah or identify an Action Principle that most resonates with you and start there.
• Work with your Mussar Buddy (you should both be working on the same Action Principle) to identify ways in which you can incorporate your Action Principle into your everyday life
• Depending on your self-assessment, spend 1-2 weeks per Action Principle/Jewish value and then continue throughout the list.
• Connect with your Mussar Buddy at least once per week to reflect on your successes and areas for growth (aka challenges!)
• Commit to going through each of the 10 Action Principles! After you’ve finished – start again! Self-improvement is a constant process and each time you complete the Mussar cycle you will add a new, dynamic layer to your self-awareness!
Jewish Value Everyday Action Principle Intention – Kavanah Concentration
• Time Management • Organization • Daily Meditation/Journal
• Sleeping a full 7 hours a night Faith - Emuna Confidence/Resolve/Self-Trust
• Adhering / following up on goals • Sitting up straight • Talking loudly and clearly • Erasing “um” and “like” from daily speech
Simplicity – Pashtut
Balance/Harmony
• Decision Making /Saying No • Making time for family • Making time for yourself • Delegating to others
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Choice – Becheera Open-Mindedness / Solution-Oriented Attitude
• Learning about new cultures/religions • Empathy • Practice Flexibility/Compromise • Active Listening Skills • Mediation Skills
Integrity - Yosher
Integrity / Truthful • Assessing progress & re-evaluating goals • Letting down defenses/guard
• Agree only to the things you will actually do • Do your best • Saying no when needed
Loving-Kindness – Gemilut Chasidim
Service to Others
• Community service • Doing extra chores around the house • Saying thank you • Maintaining a positive and supportive attitude
Learning – Limmud
Reflection / Evaluation
• Letting go of defensiveness • Asking for constructive feedback • Assessing progress for each of your goals • Revising strategic plans
• Celebrating accomplishments Enlightenment – N’Ohrut
Empowering Community Building / Inclusion
• Inclusive speech • Approaching new people • Using “I” statements • Asking people how they are doing • Practicing active listening
Spirit – Ruach
Patience /Stress Management / Optimism
• Suspending Judgment • Forgive imperfections • Take deep breathes • Think before acting/speaking
Curiosity - Sachranute Creativity • Recording daydreams
• Writing a poem, playing music, going on a walk • Stream of consciousness – let your mind wander and
observe where your mind takes you Jewish Values adapted from http://thealeph-betofjewishvalues.com/
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Regional Board Regional Board Regional Board Regional Board Tools Tools Tools Tools ---- Monthly Progress ReportMonthly Progress ReportMonthly Progress ReportMonthly Progress Report
Due by the 1st Monday of each month – Email to the entire Regional Board & Program Staff Date: Name: Position: When is your next scheduled release? On what topic? What have you planned this month that will assist the Region/chapters? Is there anything the Regional Board / Office should know about your success? Please highlight the “success of the month” for a chapter or counterpart: As you assess the chapters listed below, please focus on your counterparts and the overall success of the chapters in relation to your position! Please include the following information.
� How did you contact them (phone / visit meeting / attend program / AIM)? � Are there any chapter highlights and or strengths demonstrated this month? � What are their areas for improvement?
Chapter
Description of contact / Chapter updates
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Regional Board Tools Regional Board Tools Regional Board Tools Regional Board Tools –––– Tracking Prospective Members Tracking Prospective Members Tracking Prospective Members Tracking Prospective Members
Date of Initial Contact: Phone [ ] Email [ ] At Event [ ]
Other [ ]
Teen Name:
Address:
City/Zip: Chapter:
Grade: Teen Home Phone:
Teen Cell Phone: Teen Birthday:
Teen Email:
Parent Name:
Parent Cell:
Parent Email:
Miscellaneous Information (Friends, Siblings):
Follow Up Information:
� Send Prospective Parent Welcome Letter
� Send B-linked info to Teen with upcoming event information
� Contact Chapter Moreh/Morah with Teen’s Information
� Contact Chapter Moreh/Morah with Teen’s Information
� Follow up with Chapter Leader re: Teen’s first event
� Contact Parent after first meeting with information on how to join online
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Chapter Tools Chapter Tools Chapter Tools Chapter Tools –––– Monthly SchedulesMonthly SchedulesMonthly SchedulesMonthly Schedules
*This form must be filled out for all chapters in good standing. This form is due at the end of each month and should be circulated to members, parents, synagogues etc – chapters should record all potential events. Each event must be approved
on dashboard at least 2 weeks in advance.*
Chapter: Due Date: (by the 25th of each month)
Business Meetings: Date: Time: Location: Theme: Posted on
Dashboard 1.
2.
3.
4.
5.
Programs (please include other chapters’ events that your chapter will be attending): Date: Time: Location: Short Description (please include
contact information of host if other than S’gan / S’ganit)
Posted on Dashboar
d
Chapter
Hosting Event
1.
2.
3.
4.
5.
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Chapter Tools Chapter Tools Chapter Tools Chapter Tools –––– Program Checklist & EvaluationProgram Checklist & EvaluationProgram Checklist & EvaluationProgram Checklist & Evaluation
*This form must be filled out for all chapter programs that involve 2 or more chapters in attendance and must be reviewed prior to dashboard approval.*
1. Chapter Name ______________________________________________________________
2. Program Title _______________________________________________________________
3. Event Date (include day of the week) ____________________________________________
4. Event Time _________________________________________________________________
5. Event Location & Complete Address ____________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. Which Advisors/Parents have agreed to be present?
Name: Contact #: _______________________________________________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ _______________________________________
______________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _______________________________________
______________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _______________________________________
_______________________________________________________________________________________________________________________________________________ __________________________________________ __________________________________________ __________________________________________ _______________________________________
7. Type of Program (check all that apply):
_____ Sisterhood/Brotherhood _____ Jewish Heritage/Judaic _____ Recreation/Athletic _____ Fundraiser-Chapter _____ Creativity _____ Fundraiser-ISF _____ Social Action _____ MBA
_____ Community Service _____ MIT/AIT _____ Education _____ Regional
8. Event Description:
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9. Which chapters are invited to this event? Have their advisors been notified?
10. What is your attendance goal: _____ Prospect _____ Engaged _____ Member
11. Supplies needed for event Person Responsible for supplying it: ___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
12. Budget Item: Cost: Source of Funds (Person/Chapter)
1. 2. 3. 4. 5. 6. 7. 8.
13. Advertising: Dashboard _____ B-linked ______ Flyers _____ E-mails ______ Chapter Visits _____ Phone Calls _____ Facebook _____ Other _____ (please describe)
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Checklists Planning Checklist
� Did you complete & turn in the monthly program planning form? Person Responsible:
� Did you discuss the event with your advisor? Person Responsible:
� Did you post the event on dashboard? Person Responsible:
� Was the event approved on dashboard? Person Responsible:
� Did you contact all participating chapters? Person Responsible:
� Do you need to organize transportation? Person Responsible:
� Do you need to buy/prepare food? Person Responsible:
� Do you have a schedule of activities for the event? Person Responsible:
� Do you know where to get all your necessary materials and equipment? Person Responsible:
� Do you need to make a room reservation? Person Responsible:
3-4 Days Before the Event Checklist
� Confirm which chapters are attending Person Responsible:
� Call the program planners to make sure that they are comfortable and making progress Person Responsible:
� Call the event chaperones to make sure they are attending Person Responsible:
� Call anyone involved with the event to make sure they know what is expected of them Person Responsible:
� Confirm the details of the event with the venue and host Person Responsible:
� Prepare event sign in sheets Person Responsible:
� Complete evaluation form Person Responsible:
� Send thank you cards to parents/adults who chaperoned / provided meeting space Person Responsible:
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Evaluation: Evaluation: Evaluation: Evaluation: How many people attended: _____ Prospect _____ Engaged _____ Member Which chapters attended: Did the event go according to plan: _____ Yes _____ No Please elaborate:
Please describe what happened at the program:
Please rate the following on a scale of 1-10 (10 = PERFECTION, 1 = FRUSTRATING RESULTS)
Effective Programming ______ Event Preparation _____
Attendance _____ Publicity _____
Budgeting _____ Cost _____
Outreach _____ Overall Success _____
Please elaborate:
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Were there any conflicts? Did chapter members get upset? Was there conflict scheduling with other
chapters?
Would you plan this event again? _____ Yes _____ No
If you could have done something differently, what would you have changed?
Event follow-up: Were all loose ends addressed?
_____ Reimbursements _____ Thank-you cards
_____ Were all dues collected _____ Other:
What areas do you want to work on for future events?
_____ Event scheduling _____ Advisor’s role
_____ Budgeting _____ Attendance
_____ Scheduling with other chapters
_____ Communication (with chapter members)
_____ Communication (with parents)
_____ Other:
Other observations:
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RegionalRegionalRegionalRegional MembershipMembershipMembershipMembership Definitions of Involvement: Prospect: Prospect: Prospect: Prospect: a teen that someone in the chapter members, know someone who has not been to chapter events or anything BBYO but might be interested Engaged:Engaged:Engaged:Engaged: a teen who has been to a BBYO event but is not a member Member:Member:Member:Member: a teen who pays the yearly membership dues, has the ability to run for chapter boards, attend Regional events and serve on committees. Teens can join starting in January of their 8th grade year and beyond. Membership Recruitment & Training: The process of going from prospect to member is elaborate and detailed. Each chapter has their personal style for recruiting and training members. The following questions can help develop/refine their system:
• How are prospects invited to chapter events? � By chance? By phone call? Facebook? � Is the prospect introduced to everyone at the meeting? � How are members explaining BBYO? A cult, youth group, youth
organization? What is their marketing pitch? • How are prospects treated at chapter events?
� Do members introduce themselves � Is the prospect actively talking to new members? � I the prospect left alone during the event?
• If the prospect attended an event he/she is now engaged, what is the follow up process after the event?
� Is the engaged teen invited to another event? � Is the engaged teen invited to a chapter meeting? � Is the engaged teen informed about BBYO on a regional and
international level? � Is the engaged teen’s parents involved? Often, parents are really happy
to send their teens to a youth-empowerment organization with strong leadership development opportunities as BBYO – it’s great for colleges!
� Do the chapter members give up after the first “no” • If the engaged teen becomes a member, what is the MIT / AIT process?
� Does the new member receive a “New Member Kit” � Does the new parent receive a phone call from the Teen Leaders � Is there a MIT/AIT/PIT on the calendar � Do other members explain abbreviations, positions, and traditions to the
new members? � Do new members shadow older members? Is there a buddy system?
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Assessing Assessing Assessing Assessing Regional Regional Regional Regional MembershMembershMembershMembership Potentialip Potentialip Potentialip Potential
How does my position help Regional Membership? General Questions:General Questions:General Questions:General Questions: � How many Jewish teens live in/near your community � What suburbs have large existing Jewish populations? � Are there new communities where Jewish families are moving to?
• Who should I contact? • How should I recruit them?
� Which high schools have a Jewish teen population? • Create a list of names & identify which communities they belong to? • Do I have any contacts in these schools or communities? If I don’t, how do I get
these contacts?
• How can I organize BBYO members in Jewish clubs? � How can I identify key leadership kids in BBYO?
• What high schools do they attend? • How many Jewish teens are in their schools? • What other Jewish youth groups do the leadership kids attend? • Can I obtain lists of names and contact info from these leaders?
� How do I identify some leadership kids who are not members of BBYO in local high schools?
• What do I do with them? • How do I recruit them?
� What Jewish day schools are nearby? • What connections do I have there? Younger siblings, friends, teachers?
� What bar/bat mitzvah connections do I have?
• How do I deal with them? • What have I done to introduce them to BBYO? • What is my systematic approach?
� How can I utilize Lists, maps, teen travel, JCC, Federations etc • What is my plan to obtain lists and contact these individuals?
� Advisors, chapters, Regional leaders • How do they fit in my plan? • What resources do they have?
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Planning A Counterpart WorkshopPlanning A Counterpart WorkshopPlanning A Counterpart WorkshopPlanning A Counterpart Workshop Step 1: Foundation
� You will need to know the following in order to set the stage for your workshop. • Topic – part of a larger theme of the weekend, a one-time session of your choice, or
an ongoing series?
• Time of day and how long you will present – will effect energy levels and the types of activities you will want to use to engage your counterparts.
• Whom you will present/ how many teens will be there? This will determine the set up of the room, which activities you can do, & how many copies you will make.
Step 2: Content
� Brainstorming is crucial to formulating a great workshop. If you need to, write down your ideas as they come to you. That way you have a “bank” of ideas that you can go back to at any time to beef up your workshop or help spur other ideas. Ask yourself the following questions to develop what content you want to cover in this workshop.
What does the audience want to hear? (you can survey them first) What do I want the audiences to know/be able to do by the end of the workshop? What are the major points of this workshop? How will I illustrate those points? How will I summarize the information presented? What’s the link to everyday life and back to their chapter? How can you motivate them to put this information into action?
Step 3: Outline/Plan of Act ion
� After you have brainstormed the content, you need to develop a strategy for how you will present and transfer the information to the audience. It’s important to note, this is different than the notes that you may use while speaking during the workshop. Think of your presentation like a story that you are telling. So as you start your outline, start at the beginning. As yourself the following questions:
How will you introduce yourself? Will you include an icebreaker: if so, what kind? � A 45-minute workshop should have no more than about five main points; remember
you don’t want to overload your audience, or provide them with too little information. You can arrange those points in one of the following ways:
Timeline: Arranged in sequential order. Priority: The main points are delivered in order of increasing importance. Problem/Solution: A problem is presented, a solution is suggested, and benefits given. Classification: The important items are the major points. Simple to complex: Ideas are listed from the simplest to the most complex.
� Begin to think about visual aids like posters, or power points, movie clips, music, photos, games or activities, etc. These are all ways to help you illustrate your points and help the audience members to understand the information you are presenting.
� Finally, it will be time to wrap up your workshop. Refer back to your idea bank for to develop how you can illustrate the link between the information that you provide and the audience members’ real lives. It also is essential if you want them to retain
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information. By demonstrating that what you are talking about related to the audience members, you are showing that what you have to say is important, and greater than that, will be useful to the individual, their chapter, region, and BBYO as a whole!
� Always invite questions at the end of your talk as well. It shows the audience that you are interested in hearing what they have to say and helps establish credibility by showing you have experienced what they are going through.
Step 4: Practice
� As you practice, you should spend time working on the delivery alone. How many times have you sat through a class where all you do is read from a sheet of paper? As you go through your practice sessions keep in mind that you’re telling a story and make a plan for how you will vary your voice, use gestures and change your body language in order to enhance your overall message.
� Make sure you do not speak too fast and that you are able to cover all of your material within your time frame. Remember that things might not go as planned and questions might come up in the middle of the workshop. If a discussion gets off topic or too many questions come up at once, politely tell the group that everyone’s comments are valid, but we need to get through all the material and there is time for questions at the end!
Step 5: Work the workshop � You have prepared and prepared and are now ready to wow your counterparts! All of
your practice, passion, and love for BBYO will shine through! Step 6: Reflect
� Pat yourself on the back! Ask participants or onlookers how they think the workshop went and if there is anything particular great about it or something that needs improvement. Take a few moments to think to yourself if there is anything you noticed along the way that worked well or needs improvement. This will help you with future workshops and as you progress through life.
Ideas for workshop themes: Ideas for activities: Ideas for discussion topics:
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Maximizing Maximizing Maximizing Maximizing Regional Board Regional Board Regional Board Regional Board VisitsVisitsVisitsVisits Visiting chapters enables regional officers to make significant changes and improve the BBYO program. Chapter visits will help you achieve your goals as a regional offices:
Challenging and creative programming Programming in all folds regularly
More fraternity and unity Better membership recruitment and retention
Larger ISF totals Better regional events
All of the members in your chapters have diverse ranges in their ability, creativity and interest to plan great programs and have incredible chapters. Are the talents of your members being put to use? Are you motivating them to affect change? When is the best time to do a chapter visit?
• Chapter meeting or executive board meeting • Program where time can be schedule for you to do a session
Chapter visits are NOT “just attending an event” or “going to a dance / social program!”
Effective chapter visits require not only your presence and participation, but also your leadership in action – a session or presentation that you do. Why not use your opportunity to talk to the chapter – encourage them and give them advice?
Preparation for your session • Find a good time and get approval from the chapter president, advisor, and or regional
staff/board.
• Talk to the chapter president, regional director, advisor, and chapter members to get an idea of what is going on in the chapter so you can best prepare for your session. Rather than general questions (how are things going?), ask specific questions (What programs have you had recently?)
• Plan an agenda: know what you will say next and let the chapter know what to expect during your session. Come armed with an agenda!
• Buy some flip chart paper – you can have it prepared and you can write down responses and ideas during the meeting
• Bring tape, markers, pens, and paper • Have handouts: people will be more likely to remember and act on what you have said
if they have a written reminder of what was discussed • Make sure the chapter is prepared not only for you to be there but also for you to do a
session at their meeting
Plan for your session
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• Express confidence in the group o Give compliments where they are due. Be specific as you recognize the
strengths and successes (a creative program; a working phone chain, a new member etc) Look for the good and share it with them
• Ask the group about its goals and challenges
o Repeat and write down the areas in which members would like to improve. Relate your message (Part III) to their goals
• The message o When you are done with the list, read it back. The solutions to all of the
challenges of the chapter lie within the members. Let the members know that they have what it takes to make their chapter great. By listening to each other and sharing their abilities, interests, and ideas.
o Are members involved in chapter programming? If every member is encouraged to use his/her interests and abilities in the programming of the chapter, the member will be more committed, will learn more because of chapter involvement, will be more likely to reregister, and the programming of the chapter will be better.
o Ask the group what their talents and abilities are. What do they like tod o and what are they good at? Make a list of what they say (for example: sports, journalism, photography, theater, debate, music, food). How can these interests and abilities be turned into challenging chapter programs? Write down their ideas and outline steps for following through.
o What are some advantages to having an ongoing community service project – one that relates to the interests and abilities of the people of the chapter? A project done by the chapter on a weekly or bi-weekly basis can make a huge difference not only for someone in need, but also for the membership, fraternity, image etc of a chapter. Don’t underestimate their ability to do such a program. Give them encouragement, and follow up!
o Is the chapter planning challenging programs? Are the members feeling that satisfaction? Are the programs well done? Or are they things that members could do without BBYO’s name attached to it?
o Is the chapter doing a lot (weekly or bi-weekly meetings or regular get-togethers) but not really getting anywhere? There is a difference between activity and accomplishment.
o Are chapter executives looking at their position as an obligation or as an opportunity? Because of the position, officers have the ability to motivate their chapter, use the human resources of the chapter members, and show their abilities as leaders. You can use what you have to help others realize their potential and affect change.
o Goal seeing is essential to success: have the officers set their goals and committed to them in writing?
• Wrap it up
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o Repeat the solutions they have developed for responding to their challenges. Let them know that you are confident that they can and will affect change, meet their goals, and improve their chapter.
• Follow up o Perhaps the most important part of your session is what happens afterwards.
Are the ideas that the members expressed being put into motion? What is the chapter doing to respond to the challenges it recorded and to the interests and abilities of the members that it discovered?
o Mobilizing a chapter is not easy. The visit is the first step. Follow-up conversations with the chapter executive board are essential.
o Encourage the chapter or the chapter leaders to follow program planning forms because it will help structure and organize their planning process and enable them to plan successful events, efficiently!
o Immediately after the session, record your own notes about who participated and had program ideas or interesting suggestions. Give those individuals a call to encourage them to follow-through on their ideas. Help them develop the thought, if necessary. Also, let the chapter leaders know so they, too, can follow up!
o A few days after your session, ask for a honest assessment from a few people who were present. Let them know you want to improve for your next presentation. Find out your strengths/weaknesses so your next presentation can be even better!
o Write a recap of the session to send to the chapter president, advisor, regional director and regional present.
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Chapter Tools Chapter Tools Chapter Tools Chapter Tools ---- Membership AssessmentMembership AssessmentMembership AssessmentMembership Assessment � AZA � BBG Region:_____________________________ Chapter: ____________________________ I am in grade (circle one): 8 9 10 11 12 Date: __________________________ Since I joined BBYO, membership in my chapter has gone: � Consistently Up � Consistently Down � Stayed the same � Fluctuated � I don’t know Most people join my chapter because: � Their parents make them � They have friends there � They heard about it at synagogue � I don’t know � Other _________________________ Most people leave my chapter because: � They don’t like the program � Too many cliques � Their friends are gone � They graduate � I don’t know � Other _________________________ Our best recruitment tool has been: � Friends bring friends � Incentives � Specific programs like: � Word of mouth � Publicity
Put a �next to areas where your chapter is strong and an X next to areas in which your chapter needs some work � Spirit � Fundraising � Regional Participation � Motivation � Sisterhood/Fraternity � Chapter Pride/Unity � Membership � Leadership � Creativity � Programming � AIT/MIT Training � Social Action � Social � Sports Check one: � In my chapter, one or two people do most of the recruiting � In my chapter, everyone does some recruiting Check one: � In my chapter, incentive programs work well � In my chapter, most people ignore incentives
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Please briefly explain one membership program or incentive that worked well in your chapter: What is it that makes BBYO special to you? What is ONE suggestion/comment that you would really like the Regional Board / Office to hear?
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Chapter Tools Chapter Tools Chapter Tools Chapter Tools ---- Chapter AssessmentChapter AssessmentChapter AssessmentChapter Assessment Please assess the state of your chapter. If your answers are mostly 1s or 2s, please contact your Regional Program Staff to create a strategic plan. If your answers are mostly 5s, please email or call your Regional Program Staff to share techniques that work with your chapter and can be shared with other advisors. Date: _________________ Chapter: _________________________________________
1. Chapter’s Goals are: � Poor; chapter has no goals � Fair; chapter has few goals, but goals are unclear � Average; chapter goals seem somewhat strong and somewhat clear � Good; chapter goals are strong and somewhat clear � Excellent; chapter goals are very clear; most members could tell goals to a stranger!
2. Chapter Leadership is: � Poor; there is none � Fair; but in the hands of one or two leaders � Average; one or two do most of the work but there is shared concern and some shared work among more members � Good; leadership is pretty evenly distributed � Excellent; leadership is shared, objectives are accomplished and often shows flexibility of the chapter
3. Chapter Decision Making is: � Poor; decisions are seldom reached � Fair; decisions are made by one or two � Average; decisions are majority vote � Good; decisions are made by majority vote but with strong effort to hear minority opinion � Excellent; decisions are made with full participation most of the time
4. Chapter Level of Trust & Openness is: � Poor; chapter is a closed group characterized by distrust, disagreement over goals or cliques; new members are a rarity � Fair; there is little openness and a lot of defensiveness; new members are not a priority � Average; most members are open with each other but there is a little distrust; new members do most of the work to get adjusted � Good; chapter members exhibit trust, openness, and honesty with members, new members feel somewhat comfortable from the start � Excellent; chapter’s confidence in each other and openness is amazing, new members feel comfortable from the start
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5. Chapter Group Process (How are things working) � Poor; chapter pays no attention to group process � Fair; chapter pays some attention to group process, but not often � Average; members pay attention to the group process and usually complain rather than take an active stance � Good; chapter is balanced between concern for the process (how things get done) as well as their progress (whether things are actually getting done!) � Excellent; members have a very strong sense of the way things are going and the process in the group 6. Chapter Business Agendas � Poor; chapter never prepares a business agenda for meetings � Fair; chapter occasionally prepares a business agenda for meetings, usually prepared right before the meeting starts � Average; chapter sometimes prepares business agendas ahead of time � Good; chapter mostly prepares business agendas ahead of time, and they are fun and tailored to the chapter � Excellent; chapter always prepares business agendas ahead of time, agendas are fun and tailored to the chapter, and agendas are fun and utilized by chapter members 7. Chapter Connectivity (Leaders are in touch with every member) � Poor; only at meetings � Fair; at meetings and sometimes online or through txting � Average; chapter leaders sometimes make phone calls � Good; chapter leaders call or see members frequently � Excellent; chapter leaders have constant contact 8. Chapter Leadership Follow-Through � Poor; leaders seldom follow up on ideas � Fair; leaders follow up only when they want to � Average; leaders sometimes follow up but lack a system to make it easier on them � Good; leaders have a system for follow through, a calendar with notes or a file
� Excellent; leaders are extremely dependable and always follow through
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5 Styles of Leadership Behavior 5 Styles of Leadership Behavior 5 Styles of Leadership Behavior 5 Styles of Leadership Behavior
Telling: The leader identifies a problem, considers alternative solutions, chooses one of them and then tells his/her followers what they are supposed to do. The leader may or may not consider what s/he believes the group members will think of feel about the decision, but the group members clearly do not participate directly in the decision-making. Coercion may or may not be used or implied.
Persuading: The leader, as with telling, makes the decision without consulting with the group. However, instead of simply announcing his/her decision s/he tries to persuade the group members to accept it. The leader describes how his/her decision fits both the interests of the organization and the interests of the group members.
Consulting: The leader here gives the group members a chance to influence the decision from the beginning. The leader presents a problem and relevant background information and then asks the members for their ideas on how to solve it. The leader may give his/her tentative solution for the reaction. In effect, the group is asked to increase the number of alternative actions to be considered. The leader then selects the solution s/he regards as most promising.
Joining: The leader here participates in the decision as “just another member” and agrees in advance to carry out whatever decision the group makes. The only limits placed on the group are those given to the leader by his/her superiors.
Delegating: The leader defines a problem and the boundaries within which it must be solved. Then the leader turns it over to the group to work out a solution that makes sense to the implementers. The leader agrees to support the group’s decision as long as it fits within the boundaries.
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Making a Great First Impression!Making a Great First Impression!Making a Great First Impression!Making a Great First Impression!
It takes just a quick glance, maybe three seconds, for someone to evaluate you when you meet for the first time. In this short time, the other person forms an opinion about you based on your appearance, your body language, your demeanor, your mannerisms, and how you are dressed.
With every new encounter, you are evaluated and yet another person’s impression of you is formed. These first impression can be nearly impossible to reverse or undo, making those first encounters extremely important, for they set the tone for the all the relationships that follows.
So, whether they are in your career or social life, it’s important to know how to create a good first impression. This article provides some useful tips to help you do this.
Be on TimeBe on TimeBe on TimeBe on Time
The person you are meeting for the first time is not interested in your “good excuse” for running late. Plan to arrive a few minutes early. And allow flexibility for possible delays in traffic or taking a wrong turn. Arriving early is much better that arriving late, hands down, and is the first step in creating a great first impression.
Be Yourself, Be at EaseBe Yourself, Be at EaseBe Yourself, Be at EaseBe Yourself, Be at Ease
If you are feeling uncomfortable and on edge, this can make the other person ill at ease and that’s a sure way to create the wrong impression. If you are calm and confident, so the other person will feel more at ease, and so have a solid foundation for making that first impression a good one. See our section on relaxation techniques to find out how to calm that adrenaline!
Present Yourself AppropriatelyPresent Yourself AppropriatelyPresent Yourself AppropriatelyPresent Yourself Appropriately
Of course physical appearance matters. The person you are meeting for the first time does not know you and your appearance is usually the first clue he or she has to go on.
But it certainly does not mean you need to look like a model to create a strong and positive first impression. (Unless you are interviewing with your local model agency, of course!)
No. The key to a good impression is to present yourself appropriately.
They say a picture is worth a thousand words, and so the “picture” you first present says much about you to the person you are meeting. Is your appearance saying the right things to help create the right first impression?
Start with the way you dress. What is the appropriate dress for the meeting or occasion? In a business setting, what is the appropriate business attire? Suit, blazer, casual? And ask yourself
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what the person you'll be meeting is likely to wear - if your contact is in advertising or the music industry, a pinstripe business suit may not strike the right note!
For business and social meetings, appropriate dress also varies between countries and cultures, so it’s something that you should pay particular attention to when in an unfamiliar setting or country. Make sure you know the traditions and norms.
And what about your personal grooming? Clean and tidy appearance is appropriate for most business and social occasions. A good haircut or shave. Clean and tidy clothes. Neat and tidy make up. Make sure your grooming is appropriate and helps make you feel “the part”.
Appropriate dressing and grooming help make a good first impression and also help you feel “the part”, and so feel more calm and confident. Add all of this up and you are well on your way to creating a good first impression.
A Word about IndividualityA Word about IndividualityA Word about IndividualityA Word about Individuality
The good news is you can usually create a good impression without total conformity or losing your individuality. Yes, to make a good first impression you do need to “fit in” to some degree. But it all goes back to being appropriate for the situation. If in a business setting, wear appropriate business attire. If at a formal evening social event, wear appropriate evening attire. And express your individuality appropriately within that context.
A WinniA WinniA WinniA Winning Smile!ng Smile!ng Smile!ng Smile!
“Smile and the world smiles too.”* So there’s nothing like a smile to create a good first impression. A warm and confident smile will put both you and the other person at ease. So smiling is a winner when it comes to great first impressions. But don't go overboard with this - people who take this too far can seem insincere and smarmy, or can be seen to be "lightweights".
(*Author Unknown)
Be Open and ConfidentBe Open and ConfidentBe Open and ConfidentBe Open and Confident
When it comes to making the first impression, body language as well as appearance speaks much louder than words.
Use your body language to project appropriate confidence and self-assurance. Stand tall, smile (of course), make eye contact, greet with a firm handshake. All of this will help you project confidence and encourage both you and the other person feel better at ease.
Almost everyone gets a little nervous when meeting someone for the first time, which can lead to nervous habits or sweaty palms. By being aware of your nervous habits, you can try to keep them in check. And controlling a nervous jitter or a nervous laugh will give you confidence and help the other person feel at ease. Again, see our section on relaxation techniques for help with this.
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Small Talk Goes a Long Way…Small Talk Goes a Long Way…Small Talk Goes a Long Way…Small Talk Goes a Long Way…
Conversations are based on verbal give and take. It may help you to prepare questions you have for the person you are meeting for the first time beforehand. Or, take a few minutes to learn something about the person you meet for the first time before you get together. For instance, does he play golf? Does she work with a local charitable foundation?
Is there anything that you know of that you have in common with the person you are meeting? If so, this can be a great way to open the conversation and to keep it flowing.
Be PositiveBe PositiveBe PositiveBe Positive
Your attitude shows through in everything you do. Project a positive attitude, even in the face of criticism or in the case of nervousness. Strive to learn from your meeting and to contribute appropriately, maintaining an upbeat manner and a smile.
Be Courteous And AttentiveBe Courteous And AttentiveBe Courteous And AttentiveBe Courteous And Attentive
It goes without saying that good manners and polite, attentive and courteous behavior help make a good first impression. In fact, anything less can ruin the one chance you have at making that first impression. So be on your best behavior!
One modern manner worth mentioning is “turn off your mobile phone”. What first impression will you create if you are already speaking to someone other than the person you are meeting for the first time? Your new acquaintance deserves 100% of your attention. Anything less and you’ll create a less than good first impression.
Key PointsKey PointsKey PointsKey Points
You have just a few seconds to make a good first impression and it’s almost impossible ever to change it. So it’s worth giving each new encounter your best shot. Much of what you need to do to make a good impression is common sense. But with a little extra thought and preparation, you can hone your intuitive style and make every first impression not just good but great.
Adapted from: http://www.mindtools.com/CommSkll/FirstImpressions.htm
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Better Public Speaking and PresentationBetter Public Speaking and PresentationBetter Public Speaking and PresentationBetter Public Speaking and Presentation
Ensure Your Words Are Always UnderstoodEnsure Your Words Are Always UnderstoodEnsure Your Words Are Always UnderstoodEnsure Your Words Are Always Understood
Think of the last really memorable talk or presentation that you attended. Now, was that easy to do, or did you really have to rack your brains to remember one? Sadly, too many presentations are easy to forget. And that's a big problem because the only reason the presenter gave the talk was to communicate something to you!
However, there are three basic things that you can do to ensure that your verbal messages are understood – and remembered – time and time again.
Although somewhat obvious and deceptively simple, these are:
• Understand the purpose of the presentation • Keep the message clear and concise • Be prepared • Be vivid when delivering the message
Understand what you want to achieveUnderstand what you want to achieveUnderstand what you want to achieveUnderstand what you want to achieve
Before you start working on your talk or presentation, it's vital that you really understand what you want to say, who you want to tell and why they might want to hear it. To do this, ask yourself: Who? What? How? When? Where? Why?Who? What? How? When? Where? Why?Who? What? How? When? Where? Why?Who? What? How? When? Where? Why?
WhoWhoWhoWho are you speaking to? What are their interests, presuppositions and values? What do they share in common with others; how are they unique?
WhatWhatWhatWhat do you wish to communicate? One way of answering this question is to ask yourself about the ‘success criteria’. How do you know if and when you have successfully communicated what you have in mind?
HowHowHowHow can you best convey your message? Language is important here, as are the nonverbal cues discussed earlier. Choose your words and your nonverbal cues with your audience in mind. Plan a beginning, middle and end. If time and place allow, consider and prepare audio-visual aids.
When?When?When?When? Timing is important here. Develop a sense of timing, so that your contributions are seen and heard as relevant to the issue or matter at hand. There is a time to speak and a time to be silent. ‘It’s better to be silent than sing a bad tune.’
Where?Where?Where?Where? What is the physical context of the communication in mind? You may have time to visit the room, for example, and rearrange the furniture. Check for availability and visibility if you are using audio or visual aids.
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Why?Why?Why?Why? In order to convert hearers into listeners, you need to know why they should listen to you – and tell them if necessary. What disposes them to listen? That implies that you know yourself why you are seeking to communicate – the value or worth or interest of what you are going to say.
Keep it simpleKeep it simpleKeep it simpleKeep it simple
When it comes to wording your message, less is more. You're giving your audience headlines. They don't need to and are usually not expecting to become experts on the subject as a result of hearing your talk.
If you're using slides, limit the content of each one to a few bullet points, or one statement or a very simple diagram
Be preparedBe preparedBe preparedBe prepared
Preparation is underrated. In fact, it is one of the most important factors in determining your communication successes. When possible, set meeting times and speaking and presentation times well in advance, thus allowing yourself the time you need to prepare your communications, mindful of the entire communication process (source, encoding, channel, decoding, receiver, feedback and context). By paying close attention to each of these stages and preparing accordingly, you ensure your communications will be more effective and better understood.
Of course, not all communications can be scheduled. In this case, preparation may mean having a good, thorough understanding of the office goings-on, enabling you to communicate with the knowledge you need to be effective, both through verbal and written communications.
Unforgettable deliveryUnforgettable deliveryUnforgettable deliveryUnforgettable delivery
Your delivery of your speech or presentation will make or break it, no matter how well you've
prepared and crafted your clear, concise message. Some useful tips for keeping your
presentation vivid include:
• Use examples to bring your points to life • Keep your body language up-beat – don't stay stuck behind a rostrum • Don't talk to fast. Less is more here too. Pauses are effective. • Use a variety of tones of voice • Use visual aids.
Adapted from: http://www.mindtools.com/CommSkll/PublicSpeaking.htm
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Speaking to an AudienceSpeaking to an AudienceSpeaking to an AudienceSpeaking to an Audience
Communicate Complex Ideas SuccessfullyCommunicate Complex Ideas SuccessfullyCommunicate Complex Ideas SuccessfullyCommunicate Complex Ideas Successfully
Speaking to an audience can be fun and exciting. However, lack of preparation or not clearly defining the presentation’s goals and its audience can make even the best-intended presentation a complete disaster.
Preparation Preparation Preparation Preparation –––– The Key to Successful Speaking...The Key to Successful Speaking...The Key to Successful Speaking...The Key to Successful Speaking...
To ensure your presentation is effective, first determine your objective. Ask yourself:
• Why am I giving the presentation? • What do I want the audience to take away from the presentation?
Second, determine your audience. Their familiarity with the presentation topic will determine the level at which you present your speech.
How to Structure Your PresentationHow to Structure Your PresentationHow to Structure Your PresentationHow to Structure Your Presentation
Once you have determined your presentation’s objective and overall goal, as well as the audience, it’s time to structure your presentation. You will need to start this process by determining the length of the presentation.
Take the allotted time and break it into smaller segments, with each segment tackling a specific task (all of which reflect the overall objective of the presentation). For example, the fist segment should be the presentation introduction. In this segment, you should give an overview of your presentation, or a short summary of your speech, explaining the topic, why you are covering this topic, and what you hope to accomplish.
The next segment should tackle the first item on your agenda, with the following segment tackling the following item on your agenda, and so on.
Once you have developed the introduction and outlined the following segments, spend some time thinking about the conclusion of the presentation. The introduction of the presentation and the conclusion of the presentation are the most important parts and should have the strongest impact.
Achieving Clarity and ImpactAchieving Clarity and ImpactAchieving Clarity and ImpactAchieving Clarity and Impact
Keep your presentation short and simple. Your audience will not remember every point of your presentation, so highlight the most important parts. The longer the presentation, the higher the risk of boredom.
When in doubt, use the “tell ‘em” structure:
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• Tell them what you are going to tell them (For instance, “In this presentation I will show you…”).
• Tell them the key points, expanding and illustrating each one, clearly and concisely. • Tell them what you have told them (For instance, “In closing…” or “In summary…”) and
conclude.
Reinforce Your Message With Visual AidsReinforce Your Message With Visual AidsReinforce Your Message With Visual AidsReinforce Your Message With Visual Aids
Next, consider the use of visual aids. Slide projectors, data projectors, video machines and computers should be tested out beforehand to make sure they are operating correctly and that you know how to use them.
Make sure you do not cram too much information onto any single visual. A good rule of thumb to follow is to keep each visual to six lines or less. Also, make sure any type or graphics are large enough the audience can see it clearly (from all seats) and make sure the colors used are easy on the eyes, taking into account the lighting.
A sad fact is that much of your authority will be judged by the quality of your slides – you need to make sure that their design supports the style of your message.
Overheads should be clearly marked and arranged in order beforehand. Flip charts should be prepared in advance when possible. When used during the presentation to take notes, make print large enough for all participants to see.
When using these various visuals, do not turn your back to the audience. Position yourself so you can use the visuals while facing your audience.
Arranging the RoomArranging the RoomArranging the RoomArranging the Room
If possible, visit the room in which you will make the presentation well in advance. Determine seating (circle seating encourages interaction, rows of seats discourages interaction, etc.) and determine how the visual aids you choose will work. Consider lighting, space, even the temperature of the room. Consider placing notepads and pencils at each seat if participants need to take notes. Or, you may want to have glasses at each seat with a few pitchers of water if the presentation is going to last more than half of an hour. If you do this, make sure you allow time for bathroom breaks.
While you do not need to memorize your entire presentation, make yourself very, very familiar with it through several practice runs. Rehearse the presentation in its entirety as often as you can before delivering it to a live audience. The more you rehearse, the more confident you will be and the more fluent you will seem to your audience – if you know your subject matter and have adequately prepared, you will be able to deliver your message loud and clear.
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When in doubt or nervous, stay focused on your purpose – helping your audience understand your message. Direct your thoughts to the subject at hand. The audience has come to hear your presentation and you will succeed!
Tips and TechniquesTips and TechniquesTips and TechniquesTips and Techniques
Tips to help make your presentation a smashing success:
• Avoid too many statistics and confusing information in your presentation. Instead, put this information in a handout for participants to refer to at a later date.
• If you forget your words, pause for a moment and remember your objective. While the words may not come right back to you, this will help keep you on track and may even help you to think of additional thoughts and ideas your audience will benefit from hearing.
• Visualize yourself succeeding. • Begin by breathing. • Before the presentation, focus on the needs of the audience. • Take a public speaking course at a local college or university. These are oftentimes
offered as night courses and are usually very inexpensive, while providing you with important skills that will enhance your confidence in this area.
• Videotape yourself going through the presentation. All you need to do this is a video camera and a tripod. Then, run through the video and make changes according to your thoughts on the taped presentation.
Adapted from: http://www.mindtools.com/CommSkll/SpeakingToAnAudience.htm
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5 Whys5 Whys5 Whys5 Whys
Quickly Getting to the Root of a ProblemQuickly Getting to the Root of a ProblemQuickly Getting to the Root of a ProblemQuickly Getting to the Root of a Problem
Why use the tool?Why use the tool?Why use the tool?Why use the tool?
The 5 Whys is a simple problem-solving technique that helps users to get to the root of the problem quickly. Made popular in the 1970s by the Toyota Production System, the 5 Whys strategy involves looking at any problem and asking: "Why?" and "What caused this problem?"
Very often, the answer to the first "why" will prompt another "why" and the answer to the second "why" will prompt another and so on; hence the name the 5 Whys strategy.
Benefits of the 5 Whys include:
• It helps to quickly determine the root cause of a problem • It is easy to learn and apply
How to How to How to How to use the tool:use the tool:use the tool:use the tool:
When looking to solve a problem, start at the end result and work backward (toward the root cause), continually asking: "Why?" This will need to be repeated over and over until the root cause of the problem becomes apparent.
Example:Example:Example:Example:
Following is an example of the 5 Whys analysis as an effective problem-solving technique:
1. Why is our client, Hinson Corp., unhappy?
Because we did not deliver our services when we said we would.
2. Why were we unable to meet the agreed-upon timeline or schedule for delivery?
The job took much longer than we thought it would.
3. Why did it take so much longer?
Because we underestimated the complexity of the job.
4. Why did we underestimate the complexity of the job?
Because we made a quick estimate of the time needed to complete it, and did not list the individual stages needed to complete the project.
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5. Why didn't we do this?
Because we were running behind on other projects. We clearly need to review our time estimation and specification procedures.
Key Points:Key Points:Key Points:Key Points:
The 5 Whys strategy is an easy and often-effective tool for uncovering the root of a problem. Because it is so elementary in nature, it can be adapted quickly and applied to most any problem. Bear in mind, however, that if it doesn't prompt an intuitive answer, other problem-solving techniques may need to be applied.
Information adapted from: http://www.mindtools.com/pages/article/newTMC_5W.htm
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How Good are Your Motivation Skills?How Good are Your Motivation Skills?How Good are Your Motivation Skills?How Good are Your Motivation Skills?
Discover key factors for building a motivated teamDiscover key factors for building a motivated teamDiscover key factors for building a motivated teamDiscover key factors for building a motivated team
Managers everywhere want teams that are effective, focused, and committed to organizational goals. With a team like this, just think of the performance and results you could deliver!
Teams only perform like this if their managers are motivating them effectively.
This is why you need to be able to motivate your team if you want to create a productive work environment. By combining good motivational practices with meaningful work, the setting of performance goals, and use of an effective reward system, you can establish the kind of atmosphere and culture that you need to excel.
The better you are able to link these factors together, the higher the motivation levels of your team are likely to be. That's a win-win for you, them, and the organization.
The interactive motivational skills quiz in this article helps you identify the aspects of team motivation that you can improve. From there you will be directed to specific tools that will help you improve your motivation skills.
Take the test and apply the things you learn from it. You could well see the performance of your team soar!
How Good Are Your Motivation Skills?How Good Are Your Motivation Skills?How Good Are Your Motivation Skills?How Good Are Your Motivation Skills?
Take the online test below, and click the 'Calculate my total' button at the foot of the test the assess your motivation skills.
© Mind Tools Ltd, 2008.
Instructions:Instructions:Instructions:Instructions: For each question, click the button in the column that most applies. Click the 'Calculate My
Total' button to add up your score and check your result using the scoring table underneath.
QuestionQuestionQuestionQuestion NotNotNotNot at allat allat allat all RarelyRarelyRarelyRarely
SomeSomeSomeSome timestimestimestimes OftenOftenOftenOften
VeryVeryVeryVery OftenOftenOftenOften
1111 When faced with a performance problem, I take care to establish whether it is caused by lack of resource, lack of motivation, or lack of skills.
2222 I establish clear performance standards and expectations
3333 The rewards and discipline I use are clearly linked to performance and defined behavioral objectives.
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4444 I structure work so that is interesting and challenging, and allows for appropriate autonomy.
5555 When I give a reward I make sure it is one that the recipient values.
6666 I am consistent in the way that I discipline people for sub-standard performance.
7777 When I see good work, I praise it immediately.
8888 I make sure people have the tools, resources, and training to achieve the results I expect.
9999 I try to understand what motivates each individual member of my team.
10101010 I make a major effort to ensure that I offer competitive wages and other forms of compensation.
11111111 In order to be fair, I use the same rewards for everyone when recognizing good performance.
12121212 I help people establish performance goals that are challenging and specific, and that are linked to organizational objectives.
13131313 I make sure I know what is going on in the real work environment before taking any remedial or disciplinary action.
14141414 I encourage people to set their goals high, and make their achievement measurements challenge them fairly.
15151515 I try to combine and rotate job assignments so that people can learn and use a variety of skills.
TotalTotalTotalTotal ==== 0000
Score Interpretation
ScoreScoreScoreScore CommentCommentCommentComment
15 - 34
Ouch. The good news is that you've got a great opportunity to improve the way you motivate others, and your and your team's long term success! However, to do this, you've got to fundamentally improve your motivation skills. Start below!
35 - 52 You're good at some aspects of motivating others, but there's room for improvement elsewhere. Focus on the serious issues below, and you'll most likely find that your team's performance will increase.
53 - 75 You're probably motivating your team very effectively! Still, check the sections below to see if there's anything you can tweak to make this even better.
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As you answered the questions, you probably had some insight into areas where the motivational practices you use could use a pick-me-up. The following is a quick summary of the main areas of motivation that were explored in the quiz, and a guide to the specific tools you can use for each.
Providing Productive and Challenging Work Providing Productive and Challenging Work Providing Productive and Challenging Work Providing Productive and Challenging Work (Questions 1, 4, 15)
The first step in building a highly motivated team is providing interesting work, which is well organized to meet the needs and desires of team members. No matter how self-motivated a person is, how challenging the goals he or she sets, or how wonderful the rewards, if the work is badly designed, it will be hard to motivate people and work will be less than ideal.
Effective motivators understand that work design has a strong impact on performance. When a person finds a job inherently unsatisfying, there's not much you can do to motivate him or her. Job design and enrichment combine to match characteristics of the job with workers' skills and interests: The more variety, challenge and autonomy there is to a job, the more intrinsically satisfying it will be.
Our article on Job Enrichment details how to set up meaningful work assignments. Other articles of interest include Pygmalion Motivation, which addresses the impact that your work assignments have on conscious and unconscious motivators, and Dealing with Poor Performance, which outlines steps that you can take to ensure you have a good fit between the person and the job.
Setting Effective Goals Setting Effective Goals Setting Effective Goals Setting Effective Goals (Questions 2, 3, 12, 14)
When you are confident that the work you provide is well organized, the next thing to do is to ensure that workers have clear and attainable goals that they're working to achieve. Managing the goal setting process is essential for creating a highly motivating environment. The effectiveness of goal setting in motivation is a well-recognized fact, and by making goals specific, consistent, and appropriately challenging, you can set goals that are powerfully motivating. As such, the SMART (Specific, Measurable, Attainable, Relevant, Time-bound) acronym helps you define effective goals.
Specific goals are measurable, unambiguous and behavior-changing. They outline exactly what needs to be accomplished, and when it will be considered as "achieved". Having goals that are consistent with other personal goals as well as organizational goals is also important. If goals are inconsistent, the resulting confusion and incompatibility would like cause the person to do nothing rather than work in different directions.
For more on goal setting, read our articles on Locke’s Goal Setting, which explains the principle of setting SMART goals; Management By Objectives, which details how to align personal goals with those of the organization; Performance Management and KPIs and Performance Agreements.
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Finally, challenge is important, due to the observation that we get what we expect. Up to a point, the more you expect from someone, the harder they will generally work. This has been shown time and again, and is explained by the idea of Expectancy Theory: The idea here is that you need to link high effort with high performance, and high performance with a positive outcome. With those two linkages established, people are motivated to work hard to achieve a positive outcome. Read more in our article on Expectancy Theory.
Tip:Tip:Tip:Tip: Think carefully about the goals you set, and make sure you adapt them to circumstances in a reasonable way. If you're too rigid with your goals, you may motivate members of your team to "cut corners" in order to reach them.
Understanding Individual Differences in Motivation Understanding Individual Differences in Motivation Understanding Individual Differences in Motivation Understanding Individual Differences in Motivation (Questions 5, 9, 10, 11)
Motivational techniques should bring out the best in people. That means they should build on an individual's strengths and minimize his or her weaknesses.
There are certainly some common denominators in motivation, like fair wages, decent working conditions, a sense of camaraderie with co-workers, and a good relationship with one’s supervisor. Abraham Maslow and Frederick Herzberg are two famous motivation theorists who established that even if these sorts of things are not necessarily motivating in themselves, they have to be present in order to even think about enhancing motivation.
However, the assumption in most modern workplaces is that these lower order, "hygiene" factors are being met, and that people are seeking the things that provide real motivation. These are things like challenging work, control, growth opportunities, and recognition for a job well done.
To decide which motivating factors to provide you need to look at the individual employees. Some will be motivated by more time off, while others may prefer to gain status and recognition in the company. Understanding these individual needs is mandatory for building a motivating workplace, and is why question 11 above is a "trick question": if you try to motivate everyone in exactly the same way, you're likely missing plenty of opportunities for motivating individual members of your team.
Meeting peoples' needs, providing challenge, using a variety of rewards, and matching them to the right people are issues discussed in the following articles: Using Maslow's Hierarchy, Herzberg's Motivators and Hygiene Factors, Alderfer's ERG Theory, Theory X and Theory Y, Adam's Equity Theory, and Expectancy Theory.
Providing Rewards and Recognition Providing Rewards and Recognition Providing Rewards and Recognition Providing Rewards and Recognition (Questions 6, 7, 8, 13)
When you know what you want to provide in terms of reward and recognition, it's important to establish an effective system. The primary focus of a reward system is fairness. Both reward and discipline have to be perceived as fairly distributed according to clear guidelines. This is
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why setting specific performance expectations is so important. ("Fairness" doesn't mean that everyone has the same reward package - it means that differences between people's reward packages need to be clear and understandable.)
It is equally important to make sure you give your team members the tools they need to be successful. If you're setting goals, then you need to make sure that they are attainable, and you do that by providing the necessary support, tools, resources, and training.
It's also important that you get to understand the challenges your team faces. This way you can appreciate the small victories that lead to the major accomplishments. Motivation is all about encouragement and appreciation.
When you are part of the team and not simply an "observer from above" you will have many opportunities to thank people and recognize good work right on the spot. This is a really important factor in successful recognition. You have to be in a position to show or tell people everyday that you appreciate their contributions. Once or twice a year in formal review Once or twice a year in formal review Once or twice a year in formal review Once or twice a year in formal review process is not enough!process is not enough!process is not enough!process is not enough!
To help you understand these key concepts and develop a great reward system, learn to use the following tools: Management By Walking Around, DILO (Day In The Life Of), Expectancy Theory, and "A Bit of Perfume" - Giving Praise.
Key points:Key points:Key points:Key points:
If you want to build a high performance team, then you absolutely have to learn how to motivate team members. Side benefits of this include high levels of team-member job satisfaction, and good staff retention.
You can stimulate high performance through providing interesting and challenging work, helping people set and achieve meaningful goals, and recognizing and rewarding high performance in ways that are valued by each individual.
Making a point of motivating people is a challenge in and of itself. Once you decide you are up to it, however, you too will reap the rewards and benefits. This creates a momentum that will help you and your team achieve great success.
Adapted from: http://www.mindtools.com/pages/article/newTMM_67.htm
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Successful DelegationSuccessful DelegationSuccessful DelegationSuccessful Delegation
Using the Power of Other People's HelpUsing the Power of Other People's HelpUsing the Power of Other People's HelpUsing the Power of Other People's Help
Even "Super-You" needs help and support. There is no shame in asking for assistance. Push aside the pride and show respect for the talent others can bring to the table. And, remember that there is no such thing as a single-handed success: When you include and acknowledge all those in your corner, you propel yourself, your teammates and your supporters to greater heights. - Author Unknown.
Do you feel stressed and overloaded? Or that your career seems stalled? If so, then you may need to brush up your delegation skills!
If you work on your own, there’s only a limited amount that you can do, however hard you work. You can only work so many hours in a day. There are only so many tasks you can complete in these hours. There are only so many people you can help by doing these tasks. And, because the number of people you can help is limited, your success is limited.
However, if you’re good at your job, people will want much more than this from you.
This can lead to a real sense of pressure and work overload: You can’t do everything that everyone wants, and this can leave you stressed, unhappy, and feeling that you’re letting people down.
On the positive side, however, you’re being given a tremendous opportunity if you can find a way around this limitation. If you can realize this opportunity, you can be genuinely successful!
One of the most common ways of overcoming this limitation is to learn how to delegate your work to other people. If you do this well, you can quickly build a strong and successful team of people, well able to meet the demands that others place.
This is why delegation is such an important skill, and is one that you absolutely have to learn!
Why People Don’t DelegateWhy People Don’t DelegateWhy People Don’t DelegateWhy People Don’t Delegate
To figure out how to delegate properly, it’s important to understand why people avoid it. Quite simply, people don’t delegate because it takes a lot of up-front effort.
After all, which is easier: designing and writing content for a brochure that promotes a new service you helped spearhead, or having other members of your team do it?
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You know the content inside and out. You can spew benefit statements in your sleep. It would be relatively straightforward for you to sit down and write it. It would even be fun! The question is, “Would it be a good use of your time?”
While on the surface it’s easier to do it yourself than explain the strategy behind the brochure to someone else, there are two key reasons that mean that it’s probably better to delegate the task to someone else:
] First, if you have the ability to spearhead a new campaign, the chances are that your skills are better used further developing the strategy, and perhaps coming up with other new ideas. By doing the work yourself, you’re failing to make best use of your time.
] Second, by meaningfully involving other people in the project, you develop those people’s skills and abilities. This means that next time a similar project comes along, you can delegate the task with a high degree of confidence that it will be done well, with much less involvement from you.
Delegation allows you to make the best use of your time and skills, and it helps other people in the team grow and develop to reach their full potential in the organization.
When to Delegate When to Delegate When to Delegate When to Delegate
Delegation is a win-win when done appropriately, however that does not mean that you can delegate just anything. To determine when delegation is most appropriate there are five key questions you need to ask yourself:
• Is there someone else who has (or can be given) the necessary information or expertise to complete the task? Essentially is this a task that someone else can do, or is it critical that you do it yourself?
• Does the task provide an opportunity to grow and develop another person’s skills?
• Is this a task that will recur, in a similar form, in the future?
• Do you have enough time to delegate the job effectively? Time must be available for adequate training, for questions and answers, for opportunities to check progress, and for rework if that is necessary.
• Is this a task that I should delegate? Tasks critical for long-term success (for example, recruiting the right people for your team) genuinely do need your attention.
If you can answer “yes” to at least some of the above questions, then it could well be worth delegating this job.
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Other factors that contribute to the delegability of a task include:
1. The project’s timelines/deadlines. • How much time is there available to do the job? • Is there time to redo the job if it’s not done properly the first time? • What are the consequences of not completing the job on time?
2. Your expectations or goals for the project or task(s), including: • How important is it that the results are of the highest possible quality? • Is an "adequate" result good enough? • Would a failure be crucial? • How much would failure impact other things?
That being said, having all these conditions present is no guarantee that the delegated task will be completed successfully either. You also need to consider to whom you will delegate the task and how you will do it.
The Who and How of DelegatingThe Who and How of DelegatingThe Who and How of DelegatingThe Who and How of Delegating
Having decided to delegate a task there are some other factors to consider as well. As you think these through you can use our free Delegation Worksheet to keep record of the tasks you choose to delegate and who you want to delegate them to.
To Whom Should You Delegate?To Whom Should You Delegate?To Whom Should You Delegate?To Whom Should You Delegate? The factors to consider here include:
1. The experience, knowledge and skills of the individual as they apply to the delegated task.
• What knowledge, skills and attitude does the person already have? • Do you have time and resources to provide any training needed?
2. The individual’s preferred work style.
• How independent is the person? • What does he or she want from his or her job? • What are his or her long-term goals and interest, and how do these align with
the work proposed?
3. The current workload of this person. • Does the person have time to take on more work? • Will you delegating this task require reshuffling of other responsibilities and
workloads?
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When you first start to delegate to someone, you may notice that he or she takes longer than you do to complete tasks. This is because you are an expert in the field and the person you have delegated to is still learning. Be patient: if you have chosen the right person to delegate to, and you are delegating correctly, you will find that he or she quickly becomes competent and reliable.
How Should You Delegate?How Should You Delegate?How Should You Delegate?How Should You Delegate?
Use the following principles to delegate successfully:
1. Clearly articulate the desired outcome. Begin with the end in mind and specify the desired results.
2. Clearly identify constraints and boundaries. Where are the lines of authority, responsibility and accountability? Should the person:
• Wait to be told what to do? • Ask what to do? • Recommend what should be done, and then act? • Act, and then report results immediately? • Initiate action, and then report periodically?
3. Where possible, include people in the delegation process. Empower them to decide what tasks are to be delegated to them and when.
4. Match the amount of responsibility with the amount of authority. Understand that you can delegate some responsibility, however you can’t delegate away ultimate accountability. The buck stops with you!
5. Delegate to the lowest possible organizational level. The people who are closest to the work are best suited for the task, because they have the most intimate knowledge of the detail of everyday work. This also increases workplace efficiency, and helps to develop people.
6. Provide adequate support, and be available to answer questions. Ensure the project’s success through ongoing communication and monitoring as well as provision of resources and credit.
7. Focus on results. Concern yourself with what is accomplished, rather than detailing how the work should be done: Your way is not necessarily the only or even the best way! Allow the person to control his or her own methods and processes. This facilitates success and trust.
8. Avoid “upward delegation”. If there is a problem, don’t allow the person to shift responsibility for the task back to you: ask for recommended solutions; and don’t
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simply provide an answer.
9. Build motivation and commitment. Discuss how success will impact financial rewards, future opportunities, informal recognition, and other desirable consequences. Provide recognition where deserved.
10. Establish and maintain control.
• Discuss timelines and deadlines. • Agree on a schedule of checkpoints at which you’ll review project progress. • Make adjustments as necessary. • Take time to review all submitted work.
In thoroughly considering these key points prior to and during the delegation process you will find that you delegate more successfully.
Keeping ControlKeeping ControlKeeping ControlKeeping Control
Now, once you have worked through the above steps, make sure you brief your team member appropriately. Take time to explain why they were chosen for the job, what’s expected from them during the project, the goals you have for the project, all timelines and deadlines and the resources on which they can draw. And agree a schedule for checking-in with progress updates.
Lastly, make sure that the team member knows that you want to know if any problems occur, and that you are available for any questions or guidance needed as the work progresses.
We all know that as managers, we shouldn’t micro-manage. However, this doesn’t mean we must abdicate control altogether: In delegating effectively, we have to find the sometimes-difficult balance between giving enough space for people to use their abilities to best effect, while still monitoring and supporting closely enough to ensure that the job is done correctly and effectively.
The Importance of Full AcceptanceThe Importance of Full AcceptanceThe Importance of Full AcceptanceThe Importance of Full Acceptance
When delegated work is delivered back to you, set aside enough time to review it thoroughly. If possible, only accept good quality, fully-complete work. If you accept work you are not satisfied with, your team member does not learn to do the job properly. Worse than this, you accept a whole new tranche of work that you will probably need to complete yourself. Not only does this overload you, it means that you don’t have the time to do your own job properly. Of course, when good work is returned to you, make sure to both recognize and reward the effort. As a leader, you should get in the practice of complimenting members of your team every time you are impressed by what they have done. This effort on your part will go a long way toward building team member’s self-confidence and efficiency, both of which will be improved on the next delegated task; hence, you both win.
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Key Points:Key Points:Key Points:Key Points:
At first sight, delegation can feel like more hassle than it’s worth, however by delegating effectively, you can hugely expand the amount of work that you can deliver.
When you arrange the workload so that you are working on the tasks that have the highest priority for you, and other people are working on meaningful and challenging assignments, you have a recipe for success.
To delegate effectively, choose the right tasks to delegate, identify the right people to delegate to, and delegate in the right way. There’s a lot to this, but you’ll achieve so much more once you’re delegating effectively!
Adapted from: http://www.mindtools.com/pages/article/newLDR_98.htm
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Stakeholder AnalysisStakeholder AnalysisStakeholder AnalysisStakeholder Analysis
Winning Support for your ProjectsWinning Support for your ProjectsWinning Support for your ProjectsWinning Support for your Projects "Stakeholder management is critical to the success of every project in every organization I have ever worked with. By engaging the right people in the right way in your project, you can make a big difference to its success... and to your career." - Rachel Thompson, Experienced Project Manager
As you become more successful in your career, the actions you take and the projects you run
will affect more and more people. The more people you affect, the more likely it is that your
actions will impact people who have power and influence over your projects. These people
could be strong supporters of your work - or they could block it.
Stakeholder Management is an important discipline that successful people use to win support
from others. It helps them ensure that their projects succeed where others fail.
There are two major elements to Stakeholder Management: Stakeholder Analysis and
Stakeholder Planning. Stakeholder Analysis is the technique used to identify the key people
who have to be won over. You then use Stakeholder Planning to build the support that helps
you succeed.
The benefits of using a stakeholder-based approach are that:
• You can use the opinions of the most powerful stakeholders to shape your projects at an early stage. Not only does this make it more likely that they will support you, their input can also improve the quality of your project.
• Gaining support from powerful stakeholders can help you to win more resources - this makes it more likely that your projects will be successful.
• By communicating with stakeholders early and often, you can ensure that they know what you are doing and fully understand the benefits of your project - this means they can support you actively when necessary.
• You can anticipate what people's reaction to your project may be, and build into your plan the actions that will win people's support.
How to Use the Tool:How to Use the Tool:How to Use the Tool:How to Use the Tool:
The first step in Stakeholder Analysis is to identify who your stakeholders are. The next step is
to work out their power, influence and interest, so you know who you should focus on. The
final step is to develop a good understanding of the most important stakeholders so that you
can work out how to win their support. You record this analysis on a stakeholder map.
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After you have used this tool and created a stakeholder map, you can use the stakeholder
planning tool to plan how you will communicate with each stakeholder.
The steps of Stakeholder Analysis are explained below:
1. Identifying Your Stakeholders:1. Identifying Your Stakeholders:1. Identifying Your Stakeholders:1. Identifying Your Stakeholders:
The first step in your stakeholder analysis is to brainstorm who your stakeholders are. As part
of this, think of all the people who are affected by your work, who have influence or power
over it, or have an interest in its successful or unsuccessful conclusion.
The table below shows some of the people who might be stakeholders in your job or in your
projects:
Your boss Shareholders Government
Senior executives Alliance partners Trades associations
Your coworkers Suppliers The press
Your team Lenders Interest groups
Customers Analysts The public
Prospective customers
Future recruits The community
Your family
Remember that although stakeholders may be both organizations and people, ultimately you
can only communicate with individual people. Make sure that you identify the correct
individual stakeholders within a stakeholder organization.
2. Prioritize Your Stakeholders:2. Prioritize Your Stakeholders:2. Prioritize Your Stakeholders:2. Prioritize Your Stakeholders:
You may now have a long list of people and organizations that are affected by your work. Some
of these may have the power either to block or advance it. Some may be interested in what you
are doing, others may not care.
Map out your stakeholders on a Power/Interest Grid on our free template as shown in figure 1,
and classify them by their power over your work and by their interest in your work.
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For example, your boss is likely to have high power and influence over your projects and high
interest. Your family may have high interest, but are unlikely to have power over it.
Someone's position on the grid shows you the actions you have to take with them:
• High power, interested people:High power, interested people:High power, interested people:High power, interested people: these are the people you must fully engage with, and make the greatest efforts to satisfy.
• High power, less interested people: High power, less interested people: High power, less interested people: High power, less interested people: put enough work in with these people to keep them satisfied, but not so much that they become bored with your message.
• Low power, interested people:Low power, interested people:Low power, interested people:Low power, interested people: keep these people adequately informed, and talk to them to ensure that no major issues are arising. These people can often be very helpful with the detail of your project.
• Low power, less interested people:Low power, less interested people:Low power, less interested people:Low power, less interested people: again, monitor these people, but do not bore them with excessive communication.
3. Understanding your key stakeholders:3. Understanding your key stakeholders:3. Understanding your key stakeholders:3. Understanding your key stakeholders:
You now need to know more about your key stakeholders. You need to know how they are
likely to feel about and react to your project. You also need to know how best to engage them
in your project and how best to communicate with them.
Key questions that can help you understand your stakeholders are:
• What financial or emotional interest do they have in the outcome of your work? Is it positive or negative?
• What motivates them most of all? • What information do they want from you?
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• How do they want to receive information from you? What is the best way of communicating your message to them?
• What is their current opinion of your work? Is it based on good information? • Who influences their opinions generally, and who influences their opinion of you? Do
some of these influencers therefore become important stakeholders in their own right? • If they are not likely to be positive, what will win them around to support your project? • If you don't think you will be able to win them around, how will you manage their
opposition? • Who else might be influenced by their opinions? Do these people become stakeholders
in their own right?
A very good way of answering these questions is to talk to your stakeholders directly - people
are often quite open about their views, and asking people's opinions is often the first step in
building a successful relationship with them.
You can summarize the understanding you have gained on the stakeholder map, so that you
can easily see which stakeholders are expected to be blockers or critics, and which
stakeholders are likely to be advocates and supporters or your project. A good way of doing
this is by color coding: showing advocates and supporters in green, blockers and critics in red,
and others who are neutral in orange.
Figure 2 shows an example of this - in this example, you can see that a lot of effort needs to be
put into persuading Piers and Michael of the benefits of the project - Janet and Amanda also
need to managed well as powerful supporters.
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Example: Example: Example: Example:
You can create your own example of stakeholder analysis at work - whether for your current
role, a job you want to do or a new project.
Conduct a full stakeholder analysis. Ask yourself whether you are communicating as
effectively as you should be with your stakeholders. What actions can you take to get more
from your supporters or win over your critics?
Key points: Key points: Key points: Key points:
As the work you do and the projects you run become more important, you will affect more and
more people. Some of these people have the power to undermine your projects and your
position. Others may be strong supporters of your work.
Stakeholder Management is the process by which you identify your key stakeholders and win
their support. Stakeholder Analysis is the first stage of this, where you identify and start to
understand your most important stakeholders.
The first stage of this is brainstorm who your stakeholders are. The next step is to prioritize
them by power and interest, and to plot this on a Power/Interest Grid. The final stage is to get
an understanding of what motivates your stakeholders and how you need to win them around.
Adapted from: http://www.mindtools.com/pages/article/newPPM_07.htm
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Overview of Learning StylesOverview of Learning StylesOverview of Learning StylesOverview of Learning Styles
Many people recognize that each person prefers different learning
styles and techniques. Learning styles group common ways that
people learn. Everyone has a mix of learning styles. Some people may
find that they have a dominant style of learning, with far less use of
the other styles. Others may find that they use different styles in
different circumstances. There is no right mix. Nor are your styles
fixed. You can develop ability in less dominant styles, as well as
further develop styles that you already use well.
Using multiple learning styles and “multiple intelligences” for
learning is a relatively new approach. This approach is one that
educators have only recently started to recognize. Traditional
schooling used (and continues to use) mainly linguistic and logical
teaching methods. It also uses a limited range of learning and teaching
techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for
reinforcement and review. A result is that we often label those who use these learning styles and techniques as
“bright.” Those who use less favored learning styles often find themselves in lower classes, with various not-so-
complimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce
the belief that one is “smart” or “dumb.”
By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves
the speed and quality of your learning.
The learning styles are:
• Visual (spatial)Visual (spatial)Visual (spatial)Visual (spatial). . . . You prefer using pictures, images, and spatial understanding.
• Aural (auditoryAural (auditoryAural (auditoryAural (auditory----musical)musical)musical)musical).... You prefer using sound and music.
• Verbal (linguistic)Verbal (linguistic)Verbal (linguistic)Verbal (linguistic).... You prefer using words, both in speech and writing.
• Physical (kinesthetic)Physical (kinesthetic)Physical (kinesthetic)Physical (kinesthetic).... You prefer using your body, hands and sense of touch.
• Logical (mathematical)Logical (mathematical)Logical (mathematical)Logical (mathematical).... You prefer using logic, reasoning and systems.
• Social (interpersonal)Social (interpersonal)Social (interpersonal)Social (interpersonal). You prefer to learn in groups or with other people.
• Solitary (intrapersoSolitary (intrapersoSolitary (intrapersoSolitary (intrapersonal)nal)nal)nal).... You prefer to work alone and use self-study.
Why Learning Styles? Understand the basis of learning styles.Why Learning Styles? Understand the basis of learning styles.Why Learning Styles? Understand the basis of learning styles.Why Learning Styles? Understand the basis of learning styles.
Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They
also change the way you internally represent experiences, the way you recall information, and even the words you
choose. We explore more of these features in this chapter.
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Research shows us that each learning style uses different parts of the brain. By involving more of the brain during
learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out
the key areas of the brain responsible for each learning style. For example:
• Visual. Visual. Visual. Visual. The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal
lobes manage spatial orientation.
• Aural. Aural. Aural. Aural. The temporal lobes handle aural content. The right temporal lobe is especially important for music.
• Verbal. Verbal. Verbal. Verbal. The temporal and frontal lobes, especially two specialized areas called Broca’s and Wernicke’s areas (in
the left hemisphere of these two lobes).
• Physical.Physical.Physical.Physical. The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical
movement.
• Logical.Logical.Logical.Logical. The parietal lobes, especially the left side, drive our logical thinking.
• Social.Social.Social.Social. The frontal and temporal lobes handle much of our social activities. The limbic system (not shown
apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to
do with emotions, moods and aggression.
• Solitary.Solitary.Solitary.Solitary. The frontal and parietal lobes, and the limbic system, are also active with this style.
The visual (spatial) learning styleThe visual (spatial) learning styleThe visual (spatial) learning styleThe visual (spatial) learning style
If you use the visual style, you prefer using images, pictures, colors, and maps to organize information and
communicate with others. You can easily visualize objects, plans and outcomes in your mind’s eye. You also have a good
spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely
get lost. When you walk out of an elevator, you instinctively know which way to turn.
The whiteboard is a best friend (or would be if you had access to one). You love drawing, scribbling and doodling,
especially with colors. You typically have a good dress sense and color balance (although not always!).
Common pursuits and phrasesCommon pursuits and phrasesCommon pursuits and phrasesCommon pursuits and phrases
Some pursuits that make the most use of the visual style are visual art, architecture, photography, video or film, design,
planning (especially strategic), and navigation.
You may use phrases like these:
• Let’s look at it differently.
• See how this works for you.
• I can’t quite picture it.
• Let’s draw a diagram or map.
• I’d like to get a different perspective.
• I never forget a face.
The aural (auditoryThe aural (auditoryThe aural (auditoryThe aural (auditory----musicalmusicalmusicalmusical----rhythmic) learning stylerhythmic) learning stylerhythmic) learning stylerhythmic) learning style
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If you use the aural style, you like to work with sound and music. You have a good sense of pitch and rhythm. You
typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes
strong emotions. You notice the music playing in the background of movies, TV shows and other media. You often find
yourself humming or tapping a song or jingle, or a theme or jingle pops into your head without prompting.
Common Pursuits and PhrasesCommon Pursuits and PhrasesCommon Pursuits and PhrasesCommon Pursuits and Phrases
Some pursuits that use the aural style are playing, conducting, or composing music, and sound engineering (mixing and
audiovisual work).
You may use phrases like these:
• That sounds about right.
• That rings a bell.
• It’s coming through loud and clear.
• Tune in to what I’m saying
• Clear as a bell.
• That’s music to my ears.
The verbal (linguistic) learning styleThe verbal (linguistic) learning styleThe verbal (linguistic) learning styleThe verbal (linguistic) learning style
The verbal style involves both the written and spoken word. If you use this style, you find it easy to express yourself,
both in writing and verbally. You love reading and writing. You like playing on the meaning or sound of words, such as
in tongue twisters, rhymes, limericks and the like. You know the meaning of many words, and regularly make an effort
to find the meaning of new words. You use these words, as well as phrases you have picked up recently, when talking to
others.
Common pursuits and phrasesCommon pursuits and phrasesCommon pursuits and phrasesCommon pursuits and phrases
Pursuits that use the verbal style include public speaking, debating, politics, writing and journalism.
You may use phrases like these:
• Tell me word for word…
• Let’s talk later.
• The word you’re looking for is…
• I hear you but I’m not sure I agree.
• Let me spell it out for you.
• In other words…
The physical (bodilyThe physical (bodilyThe physical (bodilyThe physical (bodily----kinesthetic) learning stylekinesthetic) learning stylekinesthetic) learning stylekinesthetic) learning style
If the physical style is more like you, it’s likely that you use your body and sense of touch to learn about the world
around you. It’s likely you like sports and exercise, and other physical activities such as gardening or woodworking. You
like to think out issues, ideas and problems while you exercise. You would rather go for a run or walk if something is
bothering you, rather than sitting at home.
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You are more sensitive to the physical world around you. You notice and appreciate textures, for example in clothes or
furniture. You like “getting your hands dirty,” or making models, or working out jigsaws.
You typically use larger hand gestures and other body language to communicate. You probably don’t mind getting up
and dancing either, at least when the time is right. You either love the physical action of theme park rides, or they
upset your inner body sense too much and so you avoid them altogether.
When you are learning a new skill or topic, you would prefer to “jump in” and play with the physical parts as soon as
possible. You would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams
about how it works.
The thought of sitting in a lecture listening to someone else talk is repulsive. In those circumstances, you fidget or can’t
sit still for long. You want to get up and move around.
Common Pursuits and PhrasesCommon Pursuits and PhrasesCommon Pursuits and PhrasesCommon Pursuits and Phrases
Pursuits that involve the physical style include general physical work, mechanical, construction and repair work, sports
and athletics, drama and dancing.
You may use phrases like these:
• That feels right to me.
• I can’t get a grip on this…
• Stay in touch.
• Get in touch with…
• That doesn’t sit right with me.
• I have good feelings about this.
• My gut is telling me…
• I follow your drift.
The logical (mathematical) learning styleThe logical (mathematical) learning styleThe logical (mathematical) learning styleThe logical (mathematical) learning style
If you use the logical style, you like using your brain for logical and mathematical reasoning. You can recognize
patterns easily, as well as connections between seemingly meaningless content. This also leads you to classify and group
information to help you learn or understand it.
You work well with numbers and you can perform complex calculations. You remember the basics of trigonometry and
algebra, and you can do moderately complex calculations in your head.
You typically work through problems and issues in a systematic way, and you like to create procedures for future use.
You are happy setting numerical targets and budgets, and you track your progress towards these. You like creating
agendas, itineraries, and to-do lists, and you typically number and rank them before putting them into action.
Your scientific approach to thinking means you often support your points with logical examples or statistics. You pick
up logic flaws in other peoples words, writing or actions, and you may point these out to people (not always to
everyone’s amusement).
You like working out strategies and using simulation. You may like games such as brainteasers, backgammon, and
chess. You may also like PC games such as Dune II, Starcraft, Age of Empires, Sid Meier games and others.
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Common Pursuits and PhrasesCommon Pursuits and PhrasesCommon Pursuits and PhrasesCommon Pursuits and Phrases
People with a strong logical style are likely to follow such pursuits as the sciences, mathematics, accounting, detective
work, law and computer programming.
You are more likely to use phrases that reflect your most dominant style out of the visual, aural or physical styles,
however you may also use phrases like these:
• That’s logical.
• Follow the process, procedure, or rules.
• There’s no pattern to this.
• Let’s make a list.
• We can work it out.
• Quantify it, or prove it!
The social (interpersonal) learning styleThe social (interpersonal) learning styleThe social (interpersonal) learning styleThe social (interpersonal) learning style
If you have a strong social style, you communicate well with people, both verbally and non-verbally. People listen to
you or come to you for advice, and you are sensitive to their motivations, feelings or moods. You listen well and
understand other’s views. You may enjoy mentoring or counseling others.
You typically prefer learning in groups or classes, or you like to spend much one-on-one time with a teacher or an
instructor. You heighten your learning by bouncing your thoughts off other people and listening to how they respond.
You prefer to work through issues, ideas and problems with a group. You thoroughly enjoy working with a “clicking” or
synergistic group of people.
You prefer to stay around after class and talk with others. You prefer social activities, rather than doing your own
thing. You typically like games that involve other people, such as card games and board games. The same applies to
team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey.
Common pursCommon pursCommon pursCommon pursuits and phrasesuits and phrasesuits and phrasesuits and phrases
Some examples of pursuits that people with a strong social style may follow include counseling, teaching, training and
coaching, sales, politics, human resources, and others.
As with people with the logical style, you are more likely to use phrases that reflect your dominant style out of physical,
aural and visual styles. Here are some other phrases you may also use:
• Let’s work together on this.
• We can work it out.
• Tell me what you are thinking.
• Help me understand this.
• Let’s pull some people together to discuss.
• Let’s explore our options.
The solitary (intrapersonal) learning styleThe solitary (intrapersonal) learning styleThe solitary (intrapersonal) learning styleThe solitary (intrapersonal) learning style
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If you have a solitary style, you are more private, introspective and independent. You can concentrate well, focusing
your thoughts and feelings on your current topic. You are aware of your own thinking, and you may analyze the
different ways you think and feel.
You spend time on self-analysis, and often reflect on past events and the way you approached them. You take time to
ponder and assess your own accomplishments or challenges. You may keep a journal, diary or personal log to record
your personal thoughts and events.
You like to spend time alone. You may have a personal hobby. You prefer traveling or holidaying in remote or places,
away from crowds.
You feel that you know yourself. You think independently, and you know your mind. You may have attended self-
development workshops, read self-help books or used other methods to develop a deeper understanding of yourself.
You prefer to work on problems by retreating to somewhere quiet and working through possible solutions. You may
sometimes spend too much time trying to solve a problem that you could more easily solve by talking to someone.
You like to make plans and set goals. You know your direction in life and work. You prefer to work for yourself, or have
thought a lot about it. If you don’t know your current direction in life, you feel a deep sense of dissatisfaction.
Common pursuits and phrasesCommon pursuits and phrasesCommon pursuits and phrasesCommon pursuits and phrases
Those that have a strong solitary style include authors, researchers, park rangers and security guards. Peak performers
in any field often have a good solitary style behind other more dominant styles.
You are more likely to use phrases that reflect your other dominant styles. Here are some other phrases you may also
use:
• I’d like some time to think it over.
• This is what I think or feel about that.
• I’d like to get away from everyone for a while.
• I’ll get back to you on that.
Information adapted from: http://www.learning-styles-online.com/overview/
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Convention PlanningConvention PlanningConvention PlanningConvention Planning Basics: What you need to know/accomplish ASAP:
� Dates & Timeline
What is today’s date, what is the meeting schedule, what is our timeline (see below)
� Key Players
Convention coordinators, staff person in charge, advisors/chaperones, and venue contact information
� Evaluations
Review last year’s evaluation / get feedback from friends
� Theme:
Pick your theme early as it will guide you throughout the planning of your convention! It should be fun, broad, doable, and something that can flow through the entire weekend.
� Steering Committees
Who are they? How many do you have or need? What are their responsibilities? (Not necessary to know right away but: who are the heads of these committees?)
� Steering Packet
Even though a steering packet is very time-consuming, it forces coordinators to plan ahead and serves as a helpful resource for the convention planners!
� Page 1: Basic information about the convention (theme, date, coordinators, staff and everyone’s contact information)
� Page 2: Important dates (meetings, times, locations, who needs to be there)
� Page 3: Committees (what are the committees, who sits on them, who heads them, and everyone’s contact information)
� Page 4: Responsibilities (what is each committee doing?)
Regional Staff Responsibilities:
� Reserving the camp / venue � Reserving transportation to & from the convention � Location & logistics management (meal times, supplies, spaces needed, registration
numbers and forms) � Signing all contracts (teens should not be signing anything) � Approving all budgetary expenses; reviewing financial aid requests � Consulting with the teen planners, giving teens creative freedom
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Seeing the Big Picture: The calendar as your best friend
� Make a life-size calendar and put in important dates: o Holidays o School breaks / exam periods o Testing times o Vacation time (when planners will be out of touch) o Committee meetings o Committee deadlines o Registration Deadlines
� Work backwards and leave room within the deadlines for delays � Sketch out a life-size schedule for the convention
o Identify how many programs you’ll need to plan o Keep in mind: services, meals, and chofesh time o This draft is a guide and is NOT your final schedule o Leave room on the schedule for details
� NOW you are ready for your first meeting with the committee members, coordinators, and the staff person in charge
Your First Meeting
� Distribute steering committee packet � Fill them in on what you’ve done so far (theme, timeline, etc) � It’s important that everyone working on the convention feels a sense of OWNERSHIP.
Keep them updated, meet with the committee members, ask for their input, and take their suggestions seriously. Make sure that you all working with the same goals and vision!
� Make sure each member of the committee is clear on his/her role in this process If you have not yet identified your committees
� Brainstorm as a group, using the existing schedule, and identify your needs (services, registration, programs, etc). Break into committees once each person has decided where they want to serve. Before they get started, be sure that each committee head is very clear on the goals they are responsible for achieving.
If everyone is already assigned to a committee
� Break into your assigned committees and think of specific ideas for the program/task for which you are responsible.
By the end of the first meeting:
� Each committee should begin to fill out a “Programming Format Sheet”
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� Everyone should be assigned a task to accomplish and a due date. � Committee heads should be aware of all tasks that are assigned so they can stay on top
of things and report back to the coordinators � Schedules should be filled in with new details � Have an estimated budget from each committee (work with the staff person to
approve) � Record everything and all delegated responsibilities and share with the staff person.
Communication Graph for the Planners
Staff Person BBG Coordinator AZA Coordinator
Committee Head Committee Head Committee Head Committee Head S S S S S S S S S S
Administrative Details:
� Create a budget with the staff person
o Factor in: cost of camp, approximate cost of each program, transportation, give-a-ways, snacks, cost for staff and advisors
o Divide the total by the LEAST amount of expected participants � Convention Application (send EARLY)
o Cover letter / descriptive flyer o Packing list o Important parent info (bus locations & times, emergency contact info) o Cancellation policy o Medical info, code of conduct, forms o Convention price
� Early Bird � Regular Registration � Late Registration � Scholarship Information
� Reserve outsiders (speakers, song-leader, DJ, etc) � Order give-a-ways at least 7 weeks in advance! � Send reminder registration emails around each registration period
Regional Board Buy-In
� Make sure you are communicating with the Regional board about the schedule, programs, expectations and ways in which they can be helpful! Set up a meeting or conference call to go over the details, answer their questions, and get their feedback!
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Last Minute Details
� At this point, you’re almost done with planning the convention! Now, it’s up to you to make sure the committees are following their deadlines and accomplishing their goals
� Ask yourself: o With ____ weeks to go before convention, where do I want committees to be
with their specific programs? o What do I need to know from each committee to make me feel secure that this
program is planned efficiently? o Is there anything special going on at this convention (birthday, holiday, etc)
that you should be in touch with someone about? o Revisit the evaluation o Re-evaluate the deadlines
� Make sure you are on the same page with all program planners/facilitators o Have a meeting or conference call for everyone involved in running the
convention (advisors, staff, steering committees) o Make sure that everyone is well acquainted with the details o Run through the weekend so that all of their questions are answered o Be open to and ask for suggestions o Be sure to accurately convey your goals to them and let them know how they
can help you achieve these goals throughout the weekend
Last Minute Things & Easy to Forget Details
� Name tags & room rosters � Welcome bags & room signs (if needed) � Services are put together & all Judaic items are provided for � Judging/score sheets for contests � Copies of the Convention Rules � Process for breaking participants into groups � Contact venue management to confirm meal times, final numbers, supplies, rooms etc � Thank you gifts for advisors � Thank you cards for steering committee members
Plan B Factor
� In the end, no matter how much time and preparation goes into planning convention: THINGS WILL GO WRONG! Remember to inform everyone involved in convention (staff, steering, advisors) of any schedule changes.
� Be flexible enough to handle whatever happens. Only a few people know what is supposed to be happening, so it’s ok if things don’t go exactly as planned. The participants won’t know if you don’t tell them!
� Have some easy back-up programs and supplies! � Keep a POSITIVE attitude! Participants will pick up on tension
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Evaluations:
� Evaluations are crucial to the success of future conventions! An evaluation should:
o Be only a few pages long. Keep it concise and easy to read o Contain information from all participants, staff and steering committee
members o Be kept at the top of convention folders so that it’s easy to find for next year
� Type 1: Evaluations as a group (no more than 30 people) o Assign a staff person / advisor to sit in each group and write what’s being said.
Assign a steering committee member or regional board member to lead each group and ask a series of pre-set questions.
o Note that if you evaluate as a group, each group leader must make sure that all pertinent evaluation questions are answered at some point
� Pro: it’s easy for you to accumulate the information and you can get feedback you wouldn’t necessarily get from directive questions
� Con: it’s time consuming � Type 2: Filling out a form
o Coordinators make form ahead of time � Pro: it’s fast and takes up very little time � Con: you have to extract the data yourself from each and make it into the
final evaluation � Questions to ask in evaluations
o What worked really well during the program? o Which things did you forget to think about? o What are some helpful hints for next time? o Which aspect(s) of the program went particularly well? o Which aspect(s) of the program went particularly poorly? o What can be done next time to improve any weaknesses? o Was the goal achieved?
� Make sure that the steering committee, convention coordinators, Regional board, advisors and staff fill out an evaluation from their perspective.
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Convention Programming Format Sheet
Title of Program
Goals
What are your overall aims for this program:
Objectives What are the specific ways in which you will achieve your goals? The objectives should be measurable (i.e. tangible)
Materials List all of the materials you will need to make your program work. Include materials like “handouts” and “tape”
People Who is needed to run this program? Include the number of group leaders, characters for skits, etc.
Space Needed Specific room or description of the resources & space you will need for your program (outside, classroom with whiteboard etc)
Timeline Give a minute by minute outline for your program so that you and the coordinators know how much time to allot
Detailed Procedure
Outline your program, step-by-step, describing what will take place. Be as thorough as possible so that anyone could run the program using your outline
Background What do the people running the program need to know about the subject matter. Background material should be presented in a manner which is concise but thorough. Include master-copy of each handout you will distribute during the program.
Evaluation Using the Program Evaluation sheet as a guideline, evaluate the program once it is over. How did it go? What, if anything, could be changed to make it run more smoothly? What made it work well?
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Convention Planning Convention Planning Convention Planning Convention Planning –––– Rough TimelineRough TimelineRough TimelineRough Timeline Planning Week 1: Planning Week 1: Planning Week 1: Planning Week 1:
� Identify weekend goals/vision � Identify two-three possible themes � Develop program “dream” bank � Set bus times & reserve with bus company � Inform advisors & potential staff
Planning Week 2:Planning Week 2:Planning Week 2:Planning Week 2:
� Decide theme � Design t-shirt � Develop rough program outlines based on “program dreams” � Create rough schedule for weekend � Identify potential speakers/guests � Secure chaperones for weekend � Order supplies for the weekend (nametags, separates programs needs)
Planning Week 3:Planning Week 3:Planning Week 3:Planning Week 3:
� Order (sweat-free) t-shirts! � Secure staff � Draft letter to presidents (what you need to know about upcoming weekend) � Draft letter to parents (what you need to know about upcoming weekend) � Send out member roster to chapters � Develop programs for weekend
Planning Week 4:Planning Week 4:Planning Week 4:Planning Week 4:
� EARLY REGISTRATION � Bus Registration Begins � Draft rough control book � Elaborate on program details � Create initial supplies list � Pro 3/4/5 checklist
Planning Week 5:Planning Week 5:Planning Week 5:Planning Week 5:
� REGULAR REGISTRATION � Advisor/Chaperone follow up � Edit control book � Finalize program details � Pro 3/4/5 checklist
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Planning Week 6:Planning Week 6:Planning Week 6:Planning Week 6:
� REGULAR REGISTRATION � Send registration roster to chapters � Send bus reminders / packing lists / miscellaneous info � Finalize supply list � Meet with Regional board to go over weekend � Edit control book � Finalize program details � Pro 3/4/5 checklist
Planning Week 7:Planning Week 7:Planning Week 7:Planning Week 7:
� LATE/PENALTY SIGN UP � Finalize control book � Identify set up needs & tell camp/AJU � Create room rosters � Pro 3/4/5 checklist � Check-in with weekend staff � Draft thank-you letters for chaperones & camp staff
Planning Week 8:Planning Week 8:Planning Week 8:Planning Week 8:
� SIGNUPS CLOSED � Pack up supplies for weekend � Nametags � Final letter to parents with weekend details & program synopsis � Check-in with weekend staff � Draft thank-you letters for chaperones & camp staff � Room lists finalized � Pro 3/4/5
Convention Weekend:Convention Weekend:Convention Weekend:Convention Weekend:
� Bring supplies � Bring control book � Fundraising supplies � Bring snacks � Projectors/dvds/computers/movies � Staff bus rosters � Staff thank you gift � Have fun!
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Convention Script TemplateConvention Script TemplateConvention Script TemplateConvention Script Template Event: Date: Location:
FridFridFridFriday:ay:ay:ay: Registration (check in) Time: Where: Who: Supplies: Orientation/Icebreakers Time: Where: Who: Supplies: Dinner Time: Where: Who: Supplies: Services Time: Where: Who: Supplies: Program: Time: Where: Who: Supplies: Snack Time: Where: Who: Supplies: Lights Out: Time: Where: Who: Supplies: