Be A Leader: required Leadership skills

Active Listening

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In our active world of communication one cannot afford to exclude the art of listening. As a leader, you must listen to your constituents in order to be effective. You need to listen and correctly understand all messages from group members.

Active Listening differs from hearing. Hearing is the act of perceiving audible sounds with the ear and is a passive act. Listening, on the other hand, is the active pursuit of understanding what the other person is saying and feeling. In active listening, the receiver tries to understand what the sender is feeling and what the message means. The listener puts his/her understanding into his/her own words and feeds it back to the speaker for verification. It is important to feed back only what the listener feels the speaker's message meant, nothing more, nothing less. This creates an atmosphere of acceptance and understanding in which the speaker can explore the problem and determine a solution. To listen actively and to understand is not a passive or simple activity.

The following are important characteristics of a "good listener".

Be There
Be present in heart, mind and spirit with the person. You need to hear what he/she has to say. If you don't have the time, or don't want to listen, wait until you do.

Accept
Accept the person as she/he is without judgment or reservation or putting the person in a mental box or category, even though she/he may be very different from you.

Trust
Trust the person's ability to handle his/her own feelings, work through them, and find solutions to his/her own problems.

Listen
Don't plan what you are going to say. Don't think of how you can interrupt. Don't think of how to solve the problem, how to admonish, how to console, what the person "should" do. DON'T THINK TO STRUGGLE OR REACT...LISTEN!

Keep Out Of It
Keep yourself removed. Keep objective. Don't intrude physically, verbally, mentally. Keep Quiet. Listen. This maybe hard is not passive.

Stay With the Other Person
Put yourself in the other's shoes, at his/her point of reference. Don't become that person, but understand what he/she is feeling, saying, thinking. Stay separate enough to be objective but involved enough to help.

Delegating Responsibility

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How can you help people in your organization prepare for future leadership roles and free up more time in your schedule so you can do other things? DELEGATION. Delegation is the key to a successful organization. Sharing responsibilities keeps members interested and enthusiastic about the group. You might be reluctant to delegate because you want to make sure the job is done right (your way). They might take longer to accomplish the task than you doing it yourself It will also help your health while improving the quality of the end project. But you can make members feel unimportant and become apathetic if you don't share the responsibility of making the organization a success.

Reasons to Delegate

Group benefits:

• Members become more involved and committed
• More projects and activities are undertaken
• A greater chance that projects will be completed
• Increased opportunities for members to develop leadership skills
• More of a chance to fill leadership roles with qualified, experienced people
• The organization operates more smoothly

Leader benefits by:

• Not being spread too thin and therefore is less likely to burn out
• Gaining satisfaction seeing members grow and develop
• Acquiring more experience in executive and administrative functions

An Appropriate Time To Delegate Is When:

• There is a lot of work
• A member has particular qualifications for or interest in a task
• Someone can benefit from the responsibility
• Routine matters need attention
• Details take up too much time and have to be divided

The Time Not To Delegate Is When:

• The task is something you would not want to do(menial work)
• Someone is under qualified or overqualified for the task
• The work is your own specified responsibility
• The area is big or is an unsolved problem, issue or matter dealing with the personal feelings of another or with confidentiality - the "hot potato"

Ways to Delegate:

• Ask for volunteers by a show of hands or passing a sign-up sheet. (Interest is a great motivator!) However, this method can be impersonal and you could be "stuck" if none signs up.
• Appoint or suggest someone. Sometimes a member lacks self-confidence and won't volunteer; appointing him/her demonstrates your confidence in them.
• Assign through a committee. This takes the pressure off an individual and reinforces organizational structure.
• The "best fit" of person with the task is the most effective. Try to spread the enjoyable and responsible tasks around, giving more members status and value.

Guidelines for Effective Delegation:

1. Choose the appropriate people by interviewing and placing your members carefully. Consider his/her time, interest and capabilities. Specific responsibilities to be delegated to a particular person must be appropriate for the growth of that person at that time.
2. Explain why they were selected for this task.
3. Delegate segments that make sense; not bits and pieces of a task, but share the "big picture". People like to know how their segment will help the larger program.
4. Discuss the task at hand. Discuss ideas; mutually set goals and objectives.
5. Whenever possible, give those who will be responsible for carrying out a program a voice in the decision-making. Do not lower standards; don't insult your members!
6. Define clearly the responsibilities being delegated to each person. Explain what is expected of them and what the bounds of authority are. Be sure agreement is reached on areas where the person can function freely. The end result is important, not the various steps. Everyone accomplishes tasks differently.
7. Find out how you will know when they need help. Make sure they understand you are willing to assist but must first be told when and how you can help. Give accurate and honest feedback. People want and deserve to know how they are doing. This is both an opportunity for giving satisfaction and encouraging growth. Allow for risk-taking and mistakes.
8. Support your officers and committee chairs by sharing information, knowledge and plans with them. It is incredible how many errors are made simply due to a lack of information. Share in their failures as well as their successes.
9. Delegate. Most responsible people do not appreciate someone looking over their shoulder, or taking back parts of their assignment before they have a chance to do it. As a leader, it can be hard for you to "let go;" you like being in the driver's seat. Let them do the job! Delegating does not eliminate work, it simply changes it. As you delegate appropriately, a multiplier effect occurs.
10. Follow up. Check periodically to see if people have any questions regarding how a project is supposed to be done. This will also let you know how that individual is progressing on the task. There is a fine line between delegating and following-up.
11. Evaluate. You must not overlook the need to evaluate and measure the extent to which actions conformed to plans, if the plans went well or if the original plans were appropriate and worthwhile. Use appropriate feedback techniques. One of your most important roles as a leader is to help your members to learn and grow through both their successes and their failures! Your members are your greatest resource. Let them create and turn their creativity interaction!

Empowerment

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The one who says it cannot be done should never interrupt the one who is doing it.

Anonymous

Anyone interested in the business field has probably run across an article or two on empowering employees. It seems leaders are truly realizing the benefits of training their subordinates how to handle situations and giving them the authority to do so.
It may seem like a commonsense approach to success, so why haven't businesses picked up on this earlier? Well, like so many things in the world, it is not always as cut and dry as it may seem.

Empowering others can take some creative work on the part of the leader. Some people like the idea of seeking approval for every minor step; that way if something goes wrong, they have someone to blame. Some people have not built up enough self-confidence to handle situations. Some leaders fear they will look unqualified, weak or indecisive if they seek input from other members. And sometimes leaders - for their own reasons - just don't feel comfortable relinquishing control to others no matter how much they trust them. If you are one of those leaders who cannot seem to let go - or you want to, but don't really know what this will entail - read on.

Following are the various roles a leader can take in empowering others to develop leadership abilities and even some self-confidence along the way.

Discoverer
It is important to note that there is no single "right way" to empower others. A leader's job consists of continually looking for new opportunities to accomplish the group mission. Are you always chairing the program committees? Do you lead the meetings as well as write up the minutes? Maybe it is time to recommend someone else for these duties. Not only does this empower others, it adds to your free time as well. As a discoverer, it is important to be a visionary and be flexible to change.

Illustrator
As a leader, it is extremely important to remember - and remind others - about the goals, values and mission of the group. You can set a path towards accomplishing goals so that others may follow suit. As an empowering leader, you can inspire goal commitment - but in a way that doesn't equal demanding compliance. If you are committed to the group goals, let it be known in the way you approach opportunities or deal with obstacles.

Encourager
In most organizations, the days of the leader's way being the only way are long gone. To empower others to take responsibility, be supportive: offer reassurance, recognize successes, believe in your members and take a vested interest in their achievements. You don't need to look the other way when failures occur, but dwelling on them accomplishes little. Acknowledge them, make improvements or suggestions for the future, highlight the successes and move on!

Enabler
In some situations, enabling is viewed in a very negative light (i.e., substance abuse). In empowering leadership, however, enabling others can be very positive. In this sense, enabling involves offering a helping hand to boost chances of success. You might consider yourself to be a coach or team builder in this position, which would be accurate labels for the roles you are playing here.

Smoother
Finally, an empowering leader needs to facilitate accomplishments to the extent possible. This means smoothing the way for others by providing them with necessary information to complete a task, networking with outside contacts to build positive relationships and serving as a resource. This is a critical step in the empowerment process; people need to know they have the support and resources they need to help them accomplish goals.

The benefits to empowerment are numerous, not only to those being empowered, but to the leaders and overall organization as well. Aside from building self-confidence and increasing free time as mentioned earlier, take a look at some of the other potential benefits:

To the followers:

• Increased motivation
• Higher degree of learning
• Improved tolerance of stress

To the leaders:

• Increased organizational commitment
• Less role ambiguity
• Increased satisfaction with roles and the organization

To the organization:

• More flexibility
• Better sense of community
• Requests/problems handled with increased speed
• Group coordination and development

Source:
The Empowering Leader: Unrealized Opportunities. Howard, A. (1996).
Prepared for Kellogg Leadership Project: On-Line.
Courtesy of the Illini Union, University of Illinois at Urban-Champaign

Ethical Leadership

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Minds are like parachutes - they only function when open.

Anonymous

CORPORATE CRIME...SCANDALS...ALLEGATIONS...MORAL DECAY OF SOCIETY
How often do we see words like these gracing the headlines? Probably a bit too often for the likes of most people. We continually hear about the "downfall of America" and how leaders (judges, pastors, presidents, to name a few) are often allegedly at the heart of many such problems. Does our society still have ethical standards? Morals? Values?

Based upon various polls conducted throughout the last decade, several researchers have concluded that Americans do not believe people in power ethically sound. One study concluded that 55% of the American public believes a majority of business executives are dishonest, and an even higher percentage feels white-collar crime occurs on a regular basis. Even studies of executives themselves show that a majority believe executives they know "bend the rules" to get ahead.

When leaders are perceived as unethical, it is easy for those around them to follow suit. Consider the business world, for example: often when the head honchos are viewed as unethical or immoral, workers respond in kind by being absent more frequently, stealing supplies from the office, performing poorly, or becoming apathetic or indifferent. If you don't think your ethics are on display as a leader, think again!

Despite the continual discussions of ethics, the subject is a challenging one to address. It is difficult to "teach" ethical behavior, but it is possible to introduce situations about which you might contemplate the most ethical responses. One person's ethical standards may differ from another's, however, because we all have varying views on what is "right" and "wrong." Take some time to consider the following situations and how you believe you should - and would - respond. Then, discuss these issues with others to find out if and how your views differ from each other.

• Some of your group members want to sponsor an extremely controversial event on campus (i.e., a lecture by a leader of the Ku Klux Klan). By simply allowing your group name to be associated with this event you risk losing credibility and being accused of racism (or sexism or ageism, depending on the situation). How do you handle this? Does this controversial person have the same freedom of speech as, say, Mother Theresa?
• You are the only student in a meeting with all of the influential, prominent faculty and staff members on campus. They are praising your ingenuity and creativity in a successful program you organized and are offering letters of recommendation, status and so on. The only problem is you didn't actually create the program - one of your first-year recruits did. What do you do? Because the new member created the program for the group you lead, can you take credit? Is it OK to take credit if the person will probably never find out?
• You are concerned with the morale of your group and decide to talk with each person individually to see if you can find out what the problem is. You assure each person all responses will be strictly confidential. Through the interviews, you discover several people mentioning that Jim, your group treasurer, has been stealing money from the group's account for his own personal use and threatening anyone who suggests they might report him. How do you handle the situation and maintain your promise of confidentiality? What if you decide to report the problem to the authorities and they refuse to take action unless they have the names of the group members who are suspicious?

In your leadership positions as well as in other aspects of your life, keep in mind some basic principles for ethical behavior:

1. Respect autonomy. Don't let your freedom of choice be neglected - as well as that of others.
2. Be fair. Treat people equally. Be impartial and objective.
3. Avoid harm. Take every possible measure to avoid physical, emotional and psychological harm or threats to one's self-esteem.
4. Be true. This means telling the truth as well as keeping your promises and maintaining loyalty.
5. Be beneficial. Do what you can to contribute to the general well-being of others, whether it is taking time out of your schedule to help them or simply treating them with kindness.

Reference:
Student Leadership Development Approaches, Methods, and Models. Boatman, S. A. (1997)
Moral Leadership and Business Ethics. Gini, A. (1997).

Facilitation

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We think facilitation is:

• Open Discussion
• Challenging other participants and connecting with them
• Dialogue with diverse topics
• Safe environment for peoples views
• Drawing out diverse views
• Devil's advocate
• About learning/expanding ideas
• Leading the group in the correct direction
• Developing group dynamics
• Encouraging people to step outside of their comfort zone
• Being inclusive, open-minded, understanding, tolerant
• Interjecting only when necessary, just observing and listening
• Having fun, getting everyone involved
• Encouragement of personal reflection

We do not think facilitation is:

• Imposing your own views on others
• Lecture
• Debate or confrontational
• About yourself, its for the participants
• Ganging up on others or taking sides
• Just a few people discussing
• Forcing people to speak or giving answers
• An excuse to dominate, or yell
• Allowing personal attacks
• Getting emotional
• Asking one person to represent an entire social identity
• Making people conform

What do you do when someone makes an offensive comment?

• Give people an option to walk away
• Ask them a question to have them clarify comment, allows for reevaluation
• Re-visit ground rules
• Facilitators take a more active role in discussion
• Break into smaller groups for further discussion
• Pose an alternative point of view
• Discuss assumptions and intentions of comment
• If all else fails, call a small break and the facilitator has a personal talk with the person
• If it's between two people, open it up to entire group
• Don't get side tracked in a long discussion
• Ask the group to refrain from using offensive comments
• Be aware that people may react differently
• Be flexible and use your judgment to react

How do you create a safe environment?

• Create common guidelines for the group to follow
• Icebreakers: finding commonalities
• Start with less sensitive topics to build trust
• Body language
• Diffuse tensions
• Drop your own reservations
• Give everyone a chance to speak, sit on the same level
• Anonymous question and comment cards
• Give people time for self reflection
• Silence is OK, give people an opportunity to pass
• Try to build a group bond, mix people together
• Identify reasons for people not participating
• Encourage different ideas
• Look happy, be enthusiastic
• Be mindful of diversity in the group and try to get to know everyone
• Be aggressive if you notice a potential problem

How do you get people involved to engage with each other?

• Icebreakers, find similarities, introductions
• Finding conflicting opinions
• "Go Around" exercises with option of passing
• Splitting into pairs, or smaller groups and changing groups
• Getting paper to write down thoughts, distribute thoughts and comments
• Asking individuals to state something they like about group, be supportive
• Exercises that require asking each other questions
• Bring different view together into focus
• Start with easier topics to help move into harder topics
• Make sure questions stimulate discussion, not one word answers
• Make questions neutral so they invite different answers

Followership

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The highest reward for a person's toil is not what they get for it, but what they become by it.
John Ruskin

Followership: If you have never heard the term before or never thought twice about
it, you are not alone. It usually appears as a "non-word" when documents are spellchecked on the computer. Is it a new concept? Not really; just one that is often overlooked or forgotten.

And just why followership is overlooked and forgotten is an intriguing question. Without followers, would there be leaders? Who would they lead? Who would become leaders if they were not first followers?

Leadership is an interactive activity: leaders depend on followers and vice versa.
Team efforts are valued highly in today's workforce and such efforts require active followers. Followers set the levels of acceptance for leadership. And in many ways, it is more important for leaders to understand followers than for followers to understand leaders.

Followership can be defined as the willingness to cooperate in working towards the accomplishment of the group mission, to demonstrate a high degree of teamwork and to build cohesion among the group. Sounds pretty similar to leadership, doesn't it? Effective followership is an excellent building block to effective leadership. There are numerous sources to which one can turn to find helpful information on effective leadership, leadership practices and on becoming the best leader one can be. Fewer such sources exist on guiding one to be an effective follower, though there are some. Take a look at the following behaviors, which have been identified as those comprising effective followership:

• Volunteering to handle tasks or help accomplish goals
• Willingly accepting assignments
• Exhibiting loyalty to the group
• Voicing differences of opinions, but supporting the group's decisions
• Offering suggestions
• Maintaining a positive attitude, even in confusing or trying times
• Working effectively as a team member

As a follower, it is often easy to criticize the tactics, styles or ideas of a leader. This is especially true when one has been "beat out" for a leadership position and feels resentment, bitterness or jealousy. It is difficult to be an effective follower with such feelings lingering.

Sometimes it helps to critically evaluate our own views towards leadership, the organization and ourselves as followers in order to get a better understanding of the situation. Through this we can learn how to create change in ourselves, how to deal with difficulties and how to become productive and happy followers. We might also learn that being a leader is not as easy as it may sometimes appear! Take some time to ask yourself the following questions - and don't be alarmed if some of them are a bit difficult to answer:

• Am I truly pursuing the mission and goals of the group while balancing my self-interests?
• What ideas, purpose or values do I share with the leader? The group?
• Should I be taking more initiative?
• What particular pressures and challenges does the leader face?
• If I and/or the group provided more support to the leader, might it improve her/his behavior?
• The leader must have some redeeming skills, qualities and abilities that helped get her or him into this position of leadership. What are they? How can I help draw these out? How can I help change the environment so these skills and abilities can be demonstrated?

Although changing ourselves is usually not an easy task, most would agree it is easier than changing others. If you are experiencing frustrations or misunderstandings with your organization leader, take a step back and view the situation from the outside. Instead of asking how you can get the leader out of her or his position, ask how you can help her or him improve.

Even if you are perfectly satisfied with your leadership, it is necessary for you - just as it is for a leader - to evaluate your role as a follower/collaborator/group member to determine if you are performing in this role at the highest level possible.
Remember, effective leadership requires effective followership. Do your best to make your group the best it can be!


Reference:
Student Leadership Development Approaches, Methods, and Models. Boatman, S. A. (1997)
Moral Leadership and Business Ethics. Gini, A. (1997)

Getting Started as an Officer

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Congratulations!! You've just been elected as a student leader; you're feeling great! And, at times, a bit scared, right? You've finally received the position that you've wanted for so long and perhaps you're experiencing a little bit of doubt. You want to give it your all, be the BEST officer your organization ever elected. You want everything perfect the first time - with no mistakes from anybody. Nice intentions, but as we all know, highly unrealistic. People are fallible; mistakes will inevitably be made.

Here is some information that will start your thinking so you can avoid some of the common pitfalls and get a smooth start in your new position. So, relax, get comfortable and read on!

Fundamentals

IF: you are registered with the Associated Students of the University of Oregon
THEN: you may be eligible for or have access to:

• Mail file in ASUO office
• ASUO funding
• Fishbowl information tables
• Meeting space in EMU and around campus

IF: you want to learn more about effective leadership, leadership classes for credit, the leadership conferences, institutes and other programs and services.
THEN: check out the LRO (Leadership Resource Office)

IF: you want to utilize University facilities and services
THEN: you need an account with ASUO

IF: you have an ASUO account
THEN: stop by ASUO to make sure it is in order.

IF: your organization has a treasurer
THEN: has he /she updated your financial books?

IF: your organization has a historian
THEN: have the old officers given a report to him or her?

IF: your organization has a secretary
THEN: does he/she have everything he/she needs from the previous secretary (meeting minutes, etc.)?

IF: you would like to have a smooth running organization
THEN: do the officers have written descriptions of their responsibilities from the old officers? Are the descriptions completely understood? Also, have officer create new responsibilities together as a team.

IF: you want to reserve a room in a campus building or use other University services.
TTHEN: go to the ASUO office.

IF: you want to advertise on campus
THEN: check out the ASUO for advice and consultation or, stop by the Oregon Daily Emerald (ODE) in the EMU.

Deciding On a Style of Leadership

The style of leadership that you choose will have a tremendous impact on your organization. You want to develop a style that you feel comfortable with and that will motivate the members of your organization to achieve the group's goals. What might prove helpful is to examine the styles of the previous officers. Write down what you like and dislike about the method in which goals were or were not achieved, and why. By doing so, you can discover what you believe is important to the organization. For instance:

• Are you people-oriented (focusing mainly on how your members are doing)? Or are you task-oriented (focusing on what your members are doing)?
• Do you place fellowship (camaraderie) high in your priorities? Or Is it more important to get the job done?
• Should all the other members decide? Or should just the Officers decide the organization's goals?
• Will you achieve goals by setting up different committees (e.g., social committee, rush committee, blood drive committee)?
• What would you suggest the group goals to be? Ultimately, which style (i.e., "tell and have done", participative, etc.) - in your judgment - would help the organization accomplish its goals most effectively in each situation?

Hopefully this has helped you to feel more prepared for your upcoming responsibilities. You can face your position as a student leader with anticipation and confidence! Remember that others elected you because they believed you possessed the ability to do well. Knowing that, should make believing in yourself easier.

Emerson once said, "Self-trust is the first secret of success." And he is right. So, relax, be yourself, believe in yourself and enjoy the challenge!

Giving Effective Feedback

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One of a leader's responsibilities is to create and utilize a forum for open, constructive communication in which feedback is one important aspect.

Feedback is communicating to a member or group(s) how their behavior has affected us or other people. Effective feedback can (1) be heard by the receiver; (2) keeps the relationship intact, open and healthy; and (3) validates the feedback process in future interactions.

Effective feedback, both positive and negative, is helpful to others. When you give feedback you are offering valuable information that will be useful to another person making decisions about how to behave. Feedback is not criticism. Criticism is evaluative; feedback is descriptive. It also, allows us to build and maintain communication with others. Feedback provides the individual with information that can be used in performing personal evaluation.

Characteristics of Effective Feedback

1. It is specific rather than general. To be told that one is "dominating" will probably not be as useful as to be told that "You were not listening to what the others said, I felt I had to agree with your arguments or face attack from you."
2. It is focused on behavior rather than on the person. It is important that we refer to what a person does rather than to what we think or imagine he/she is.
3. It takes into account the needs of the receiver of the feedback. Feedback can be destructive when it serves only your own needs and fails to consider the needs of the person on the receiving end. It should be given to help, not to hurt. It is directed toward behavior which the receiver can do something about.
4. It is solicited, rather than imposed. Feedback is most useful when the receiver has formulated the kind of question which those observing can respond to.
5. It involves sharing of information rather than giving advice. By sharing information, we leave a person free to decide in accordance with goals, needs, etc. When we give advice we tell a person what to do and to some degree take away the person's freedom to decide for him/herself.
6. It is well-timed. In general, immediate feedback is most useful (depending of course, on the person's readiness to hear it, support available from others, etc.). The reception and use of feedback involves many possible emotional reactions. Excellent feedback presented at an inappropriate time may do more harm than good.
7. It involves the amount of information the receiver can use rather than the amount we would like to give. Overloading on feedback reduces the person's ability to effectively use your comments. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other person.
8. It concerns what is said or done, or how it is said or done, not why. The "why" takes us from the observable to the inferred and involves assumptions regarding motive or intent. Telling a person what their motivations or intentions are more often than not tends to alienate the person and contributes to a climate of resentment, suspicion and distrust; it does not contribute to learning or development. It is dangerous to assume that we know why a person says or does something, or what they "really" mean, or what they are "really" trying to accomplish. If we are uncertain of the person's motives or intent, this uncertainty itself is feedback and should be revealed.
9. It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback received to see if it corresponds to what the sender has in mind. No matter what the intent, feedback is often threatening and thus subject to considerable distortion or misinterpretation.
10. It allows time for the reviewer to ask more questions or to get better clarification. Along with the appropriate time, make sure to give effective feedback in the appropriate condition. This also depends on whether or not the feedback is individual group, etc.

Leadership Characteristics

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Proactive Vs. Reactive
The exceptional leader is always thinking three steps ahead. Working to master his/her own environment with the goal of avoiding problems before they arise.

Flexible/Adaptable
How do you handle yourself in unexpected or uncomfortable situations? An effective leader will adapt to new surroundings and situations, doing his/her best to adjust.

A Good Communicator
As a leader, one must listen...a lot! You must be willing to work to understand the needs and desires of others. A good leader asks many questions, considers all options, and leads in the right direction.

Respectful
Treating others with respect will ultimately earn respect.

Quiet Confidence
Be sure of yourself with humble intentions.

Enthusiastic
Excitement is contagious. When a leader is motivated and excited about the cause people will be more inclined to follow.

Open-Minded
Work to consider all options when making decisions. A strong leader will evaluate the input from all interested parties and work for the betterment of the whole.

Resourceful
Utilize the resources available to you. If you don't know the answer to something find out by asking questions. A leader must create access to information.

Rewarding
An exceptional leader will recognize the efforts of others and reinforce those actions. We all enjoy being recognized for our actions!

Well Educated
Knowledge is power. Work to be well educated on community policies, procedures, organizational norms, etc. Further, your knowledge of issues and information will only increase your success in leading others.

Open to Change
A leader will take into account all points of view and will be willing to change a policy, program, cultural tradition that is out-dated, or no longer beneficial to the group as a whole.

Interested in Feedback
How do people feel about your leadership skill set? How can you improve? These are important questions that a leader needs to constantly ask the chapter. View feedback as a gift to improve.

Evaluative
Evaluation of events and programs is essential for an organization/group to improve and progress. An exceptional leader will constantly evaluate and change programs and policies that are not working.

Organized
Are you prepared for meetings, presentations, events and confident that people around you are prepared and organized as well?

Consistent
Confidence and respect cannot be attained without your leadership being consistent. People must have confidence that their opinions and thoughts will be heard and taken into consideration.

Delegator
An exceptional leader realizes that he/she cannot accomplish everything on his own. A leader will know the talents and interests of people around him/her, thus delegating tasks accordingly.

Initiative
A leader should work to be the motivator. An initiator. He/she must be a key element in the planning and implementing new ideas, programs, policies, events, etc.

Leading Effective Discussions

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We all lead discussions: with family, with strangers, with friends. Thus discussion leading is a natural part of our lives. Yet many people are wary of trying to lead a discussion, as if it involves some sort of alien activity only experts can accomplish. This could not be further from the truth.

The following ten tips are designed to help a novice discussion leader be successful from the beginning and thoroughly enjoy this basic human activity.

1. Energetic Commitment to the Topic
Your enthusiasm is contagious. If you think the topic is genuinely interesting, others will. Even if not everything about the topic sings to you, focus on the aspects that you find most intriguing. If nothing about topic grabs you, don't lead the discussion!

2. Positive Atmosphere
By keeping your group small (6-25), welcoming everyone, getting to know peoples' names, and getting people to know each other, you can help everyone feel at home and eager to share. Make your discussion group something people look forward to. Food never hurts.

3. It's Not About You
Many people feel self-conscious about leading a discussion--nervous about what others will think, afraid of failing. If you have followed the first tip, you need only remind yourself that this discussion is about the topic itself, not about you, or your discussion-leading ability. The more you think about the topic and the less you think about yourself, the better things will go.

4. Be Prepared
Of course the discussion leader should be prepared (by selecting potential readings, doing some homework, preparing discussion questions), but others who participate in a discussion group should also prepare in some way. For instance, group members should complete a reading, think about questions in advance, or prepare their own questions to discuss. Although "jam sessions" are valuable and often spontaneous, you should never rely on luck to create the conditions for good conversation.

5. Don't Expect Perfection
Discussion leading is a craft which is never perfected but improves with time. The best way to learn it is to do it and to pay attention to what works and what doesn't. Without being blind to your inevitable mistakes, focus on what clicks and build on that. Following the first four tips will increase the likelihood that even your first efforts will be surprisingly successful.

6. Establish a Shared Frame of Reference for Discussion
Usually a reading of some kind (distributed in advance) establishes a shared frame of reference for discussion. Often the discussion leader needs to spend the first five minutes (not longer) reviewing key points about the reading and getting the group to focus in on the topic of the day. Be careful not to read your notes here. Just pick one or two ideas to summarize conversationally. Often there is discussion at this point, clarifying key concepts--perhaps even reading a sentence from the article and seeing what people think it means. It is important that if people are asked to read something in advance, it be interesting, and they actually wind up talking about it. Otherwise they will stop doing the reading.

7. Prepare Discussion Questions that Call for Judgment
We are often at a loss for what to say to get others talking. Something as simple as, "What do you think about the upcoming election?" might do the trick. You might luck into such a talkative group that "What would you like to talk about?" would suffice. More likely, your group will respond to a question which calls for judgment--some choice which decent people could disagree about. For example, if the topic is "U.S. Democracy" and the group has read a short article on this topic, one might ask "Do you think democracy in the U.S. is stronger or weaker since 9/11?"

8. Establish Shared Standards of Value for what is Persuasive
When a question calls for judgment, people will naturally disagree. At this point it is essential that no one feels personally threatened, slighted, or devalued. Thus it is important to establish evidence and logic as the keys to persuasion. Evidence may come in the form of references to the text under discussion, or other forms. The important thing to emphasize is that no idea is out of bounds, as long as it is not insulting to anyone present, as long as there is evidence and logic to support or challenge it, and as long as everyone gets a chance to contribute.

9. Establish Positive Ways to Disagree
Disagreeing with a person requires listening to them first. When I disagree with you I need to really listen to what you are saying, then try to repeat back your main idea: "Do I understand you to be saying that democracy is stronger since 9/11, because people feel more strongly about the value of democracy?" When I repeat our idea, you have a chance to say, "Yes, that's right," or "No, what I meant was...," and so on until you are satisfied I understand you. Chances are this process will allow both of us to modify our views and communicate better.

10. Share Responsibility and Build Continuity
Chances are other people will want to lead discussions and to choose readings to discuss. Encourage them to do this, and help them succeed by being a good participant when they lead. In the last five minutes of each discussion encourage the group to identify the key pints that were most important and the ideals that they would most like to follow up on. Use these ideas to help shape future discussions.

These tips are not meant to be an exhaustive guide to discussion-leading, but rather helpful advice for those embarking on this project for the first time. I say nothing here about how to get quiet people to speak up or how to get dominators to hold back. These and many other unforeseeable personality issues require improvisation, which makes a good discussion like chamber music, a product of creative cooperation, present only for the hour that it happens, yet indelible, sometimes, in its effects.

Leading a Group Debrief

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Debriefing may serve as an opportunity to reflect on an experience and make it meaningful by identifying what we learned about ourselves and others. This technique of debriefing is useful for group members following the completion of an activity or event. As a facilitator, your job is to lead a thought provoking, safe discussion by asking meaningful questions in a pre-planned sequence. A mature group will often lead their own discussion with little prompting from a facilitator. A debrief usually follows this sequence: rules, what, so what, now what.

Rules:
Rules can help to develop a supportive, caring climate for people to feel safe and free to express themselves. If time permits, rules for the group's interaction should be developed by the group, preferably before the service project ever takes place. Otherwise, a list of the rules should be posted and discussed with a hand-raise agreement by those who will abide by them before the debrief. Suggested rules include:

• Honor confidentiality
• Give unconditional respect to self and others
• Participate as much as possible
• Speak only for myself, not others
• Be open and honest with group members
• Be silent if it feels right
• Stop the discussion if a rule is being broken and restate the rule

What?
This is the project report describing what happened during the entire project, who was involved, what was accomplished, what needs were met, etc. Techniques for leading this part may include:

1. Sharing photographs,
2. A "go around"* where each person says one descriptive word or sentence about the project,
3. The "memory game"* where one person begins to recount the project but can be interrupted any time by someone saying, "Hold it!" if they thinks of something to add to that part of the story,
4. A group log/journal is kept where people sign in periodically to record date, time, events and ideas.

Questions to ask may include:

1. For the sake of refreshing our memories, will someone please describe (the project)?
2. We're going to go around the circle starting to my left. Would each person say one adjective to describe (the project) we just completed?
3. What were some things you noticed? Did any of these things surprise you?

So What?
The "what?" questions generally lead quickly into the "so what?" questions. This is where the participants identify what they think or feel about or learned from the experience. If you look back at the original reasons for volunteering and selecting the project, you will be able to ask evaluative questions to see if the volunteers needs were met by doing the project. Techniques for this section may include:

1. "The whip" where you ask each person in the group to complete a sentence such as, "I'm glad that I...", or "When we were (doing something) I felt...";2. "Partner dialogue" where you ask participants to discuss a question and have one of the partners summarize their discussion for the group afterwards;
2. Journalizing can be a single sheet of paper with questions to focus reflections on or blank paper for recording free-flowing thoughts; consider writing poems, drawing pictures or having a community journal;
3. "Fish bowl" where half the group sits inside a circle and discusses the project surrounded by the other half of the group who observes and summarizes the inside group's discussion; or
4. Quotations or readings that reflect the purpose of the activity can be read by the facilitator and participants can respond to them (the Leadership Library has several quote and readings books to choose from).

To ask about what was learned may include:

1. What do you know now that you didn't know before?
2. What attitudes and feelings do you have about the experience that you didn't have before?
3. Are you aware of any other changes that occurred in knowledge, skills, attitudes, or feelings as a direct result of this experience? If so, explain.
4. How did you actually learn what is most important to you?
   

To ask to evaluate the group may include:

1. What part of this project was most valuable for you?
2. How has this group been helpful to you?
3. How have you contributed to this group?
4. What are some things that would have made the group experience better for you?

Now What?
The "so what" questions should flow smoothly into the "now what" questions. These questions should take what was learned from the experience and apply that to future projects or interactions. Questions to ask may include:

1. What do you think you will remember or retain in other ways after the experience?
2. Can you explain why this might be so?
3. What will you probably verbally share with or demonstrate to others in the future?
4. Would you make any personal changes in how you will contribute in the future?
5. What are some things you appreciate about the members of this group?
6. What changes would you suggest for future group experiences?
7. Where does the group go from here?

Reference:
Lasting Lessons: A Teacher's Guide to Reflecting on Experience. Knapp, Clifford E. (1998)
Courtesy of St. Norbert College, Leadership Service and Involvement

Managing Conflict

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Conflict is inevitable in any interpersonal relationship or among members of any group and can be a very positive experience, if managed properly. Why do we shy away from dealing with conflict? Many of us were raised to believe that conflict is something to be avoided, and is an experience of failure. However, conflict doesn't have to lead to failure, defeat, separation or termination of individual relationships. We all come to see the world in different ways, and we have different ideas about what's best for us and what's best for our group. It is actually a signal that change is needed and possible.

The ability to manage conflict is probably one of the most important social skills an individual can possess. This information is designed to help you acquire this skill. Specifically, it will offer information about:

• The different ways in which people deal with conflict.
• Increasing awareness of your own style of conflict management.
• A constructive method of conflict management which will not only lead to greater satisfaction of both parties involved, but also promote growth and development of your group.

Competing
An individual pursues his/her own concerns at the other person's expense. This is a power-oriented mode, in which one uses whatever power seems appropriate to win one's own position. Competing might mean "standing up for your rights,” defending a position which you believe correct, or simply trying to influence others.

Accommodating
The opposite of competing. When accommodating, an individual neglects his/her own concerns to satisfy the concerns of the other person; there is an element of self-sacrifice in this mode. Accommodating might take the form of selfless generosity or charity, obeying another person's order when one would prefer not to, or yielding to another's point of view.

Avoiding
The individual does not immediately pursue his/her own concerns or those of the other person if he/she does not address the conflict. Avoiding might take the form of diplomatically sidestepping an issue, postponing an issue until a better time or simply withdrawing from a threatening situation.

Compromising
The objective is to find some expedient, mutually acceptable solution which partially satisfies both parties. It falls on a middle ground between competing and accommodating. Compromising gives up more than competing but less than accommodating. Likewise, it addresses an issue more directly than avoiding, but doesn't explore it in as much depth as collaborating. Compromising might mean splitting the difference, exchanging concessions, or seeking a quick middle-ground position.

Collaborating
The opposite of avoiding. Collaborating involves an attempt to work with the other person to find some solution which fully satisfies the concerns of both. It means digging into an issue to identify the underlying concerns of the two individuals and to find a solution which meets both sets of concerns. This is clearly the most effective approach of conflict management. Specifically it will produce the following results:

1. Both sides' needs are met
2. Satisfaction
3. Mutual respect
4. Both parties feel enriched rather than belittled
5. Continuing effort of both parties to work together

How to Use the Collaborating Approach (Win-Win Negotiation) To Deal with Conflicts in Student Organizations

Diagnosis is the starting point - determining the nature of the conflict.

1. Is the issue a value conflict? It is extremely difficult to negotiate when the conflict is regarding a personal value. An example: a dispute over whether alcohol should be prohibited at a fundraising dance.
2. Is the issue a difference of expectations of each other? Understanding this type of conflict lies in the fact that each of us have different expectations which grow out of our experiences with the organization. When we interact with others whose expectations have grown out of their own unique experiences with the organization, conflict arises.

Initiation is the second step.

1. The most effective way to confront another in a conflict situation is to state the tangible effect the conflict has on you.
2. Example: "We have a concern in our committee. Although your position on keeping a low budget for the officer training retreat is understandable it restricts us from having the retreat off campus, which is the desire of most members."

Active Listening is the third step - negotiators must be capable of hearing the other's point of view.

1. While listening, do not think about what to reply in order to persuade.
2. Argument-provoking replies should be avoided.
3. Active listening involves paraphrasing or restating what the other says. Idea or content should be considered as well as feeling.

Problem Solving is the final step.

1. Clarify the problem. After the above steps, each party should have a clear idea about what is the tangible issue.
2. Talk about what's needed/wanted (be clear on facts and information).
3. Generate a list of possible solutions. While doing this, let go of the solutions that you thought you had. Be creative! The best negotiator makes the other side feel good. Start by thinking "how can I make the other side happy?"
4. Decide together on the best solution acceptable to all parties, use consensus decision making skills. Don't try to persuade or coerce.
5. Plan the implementation of the solution. Make assignments of who, what, where, when and how. Plan an evaluation or review of the solution after a specified period of time.

All five styles of conflict management obviously have advantages and disadvantages. When dealing with conflict in personal relationships, any of these types may be useful in certain situations. The last style, collaboration, however, is highly recommended for dealing with conflict in student organizations. It results in something satisfactory to both parties. People often feel proud of themselves and feel a sense of personal power when they use this method. It's a sign of integrity and self-confidence when one is able to use this method with patience regardless of how difficult the situation may be.

Two Issues Which You Might Have To Deal With When Confronting A Conflict:

People who won't negotiate
Some people refuse to negotiate because they want to protect their special interests or privileges. Here are a few steps to take in dealing with such people.

1. Start to negotiate anyway.
2. Explain why it is in their interest to negotiate, why it is worthwhile to deal with the problems existing between you.
3. Talk about problems how the collaboration will help them solve their problems or others' problems. Share the problem. For example, bring to their attention the joint image that you're two sub-groups for the organization.

When trust is an issue
Here are a few suggestions for this problem.

1. Be trustworthy. Do what you said you would do.
2. Find a higher value that you both agree on. For example, you both want to project a positive image.
3. Listen.
4. Make an agreement in such a way that you know when it is carried out.
5. Start small.
6. There are people who simply can't/won't trust you, but do your best anyway.

Motivating Your Members

The basic motivational philosophy of any organization towards its members should be to help them get what they want. Group members measure the quality of their organization through the trust, commitment, and love its leaders show towards them. A leader will foster motivation within an organization by helping his/her group members develop a good healthy self image. If group members are to develop this healthy self image within an organization a leader must follow five basic rules: Do what's right, Do the best you can, Treat others as you'd like to be treated, Exhibit a positive attitude, and Expect the best at all times. Group members tend not only to look up to their leaders, but also tend to live up to their leader's expectations - good, bad, or indifferent. Therefore, expect the best at all times and you'll increase your chances of getting it.

The word motivation comes from the Latin word movers which means to move forward satisfying a need. Since each person's motivation comes from within then we truly can not motivate other people. However, if we know what personal motives or needs regulate a person's internal energy flow then we can still stimulate them into action. As a leader, it is important that you assess and understand your own motives as well as those of your group members. Are people participating in your organization to become knowledgeable about a specific academic or professional field? Is their participation a recreational or entertainment outlet? Is their participation a relief from the rigors of studying or are they involved to meet people? Whatever their reasons for joining your organization it is important to note that there are four major forces that motivate people: accomplishment/achievement, recognition, power, and affiliation.

Accomplishment/Achievement:
Achievers are people who want interesting work or the opportunity to achieve something significant. They thrive in situations in which they can take personal responsibility and calculated risks, set goals, and solve problems. Achievers need constant and concrete feedback, especially the impact that their contributions have had on the greater whole. It is important to them that their contributions actually make a difference beyond their own immediate personal gain.

Recognition:
Certain people want to be appreciated for what they actually do in an organization and derive personal satisfaction from that direct involvement. They expect special benefits and privileges as a result of their participation and thrive on recognition from others, especially positive recognition.

Power:
Other people also want the opportunity to compete for responsibility and authority within an organization. They like to influence others directly and tend to manage groups well without being manipulative. They thrive on being involved in program production and planning; and also like the opportunity to apply new skills in the proper contexts.

Affiliation:
Affiliators need to feel that they belong and are accepted by the group members. They like cooperating and being in on things, meeting and/or knowing many people, and enjoy having fun. Since affiliators need to feel welcome then they must be kept informed at all times. They also care about their feelings and the feelings of others and derive satisfaction for a job well done, especially if it involves serving others.

If you can determine the source of an individual's motivation, you can begin to unleash his or her energies and ideas and maximize that member's potential within the organization. It is important that you allow them the opportunity to use their individual talents to the benefit of the organization. For example, if someone is an advertising major, ask them to coordinate your publicity campaigns. A leader must set goals that will help meet group member's wants and your organization's needs at the same time. Keep focused on the goals, talk about them often, and praise progress towards those goals.

Give your members an accurate view of the situation. Be honest. Listen and respond to the questions they raise. Most important, create an environment in which they feel free to raise questions. Be positive and appreciative of suggestions made by committee members. If you seem indifferent to members' opinions, your committee may lose interest.

Learn to look beyond a person's current abilities and identify any potential that needs developing. In doing so, you will increase the group member's satisfaction by allowing them the opportunity to achieve within the organization. Group members need to be given some control over the job tasks, an opportunity to exercise responsibility, and a reason to feel they are learning and growing. Start delegating small tasks to your members. As they are successful in carrying out these tasks, give them more responsibility. Encourage them to make their needs known to you.

You can increase a person's motivation by:

1. increasing the rewards he or she anticipates receiving or the individual's satisfaction level with the organization, and/or reducing the psychological time or resource costs he or she anticipates incurring.
2. Skillful leaders learn to use motivation selectively like a dash of pepper in food. As with so much in leadership development, common sense and simple approaches are usually the most effective ones.
   

The following methods of motivation tend to have "universal" application in most groups:

• Use people's names often. Make it a point to learn the names and connect the faces of the people in your organization.
• Actively Listen to others. Demonstrate good, open body language. Be courteous/respectful.
• Be fair, honest, and consistent -- show no favoritism. Observe with equal care so you can determine which group members find joy in getting work done, which want praise for a job well done, which need leadership opportunities, and which want to be part of a team.
• Keep members informed -- what they're not up on, they're likely to be down on. Survey your membership to see what group members want or need and provide avenues for recognition.
• Build prestige into jobs by giving titles and appropriate authority.
• Give individual attention and demonstrate that you understand members and accept their strengths and weaknesses. Assess the chemistry among those who work together and make the necessary changes to make that chemistry more effective. Create various mentoring relationships within the organization by teaming up experienced members with newer members.
• Provide honest feedback -- praise their successes publicly, and privately give constructive criticism to help them learn from their mistakes.
• Involve members in goal-setting and decision-making and clarify your expectations of members and their expectations of you.
• Use ice breakers or team building activities in newly formed leadership teams or committees to energize the group members and strengthen the organization.
• Occasionally serve food at your meetings or have social events outside of work.
• Since motivation stems from inner needs, drives and goals; the leader's task in motivating others is to tap into these to supply a channel for their fulfillment. The individual members must still do the rest.

Reference: Miami Ohio University

Public Speaking

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Everyone has the potential to be an effective public speaker. There is no magic formula for success, in fact, the beauty of public speaking is that everyone is unique and has different strengths. All we have to do is prepare, cultivate our best habits, avoid pitfalls, and let nature takes its course. The following ten tips are designed to help you do just that.

1. Commit to the Topic
Your enthusiasm is contagious. If you think your topic is genuinely interesting, others will. Even if not everything about it sings to you, focus on the aspects that intrigue you most. If nothing about the topic grabs you, don't speak about it.

2. It's not About You
Many people feel self-conscious about speaking--nervous about what others will think, afraid of failing. If you have followed the first tip, you need only remind yourself that this speech is about the topic itself, not about you, or your abilities. The more you think about the topic and the less you think about yourself, the better things will go.

3. Be Prepared
Few people speak effectively without some kind of preparation, whether that involves research, or just thinking, organizing, and practicing your delivery to a friend. The quickest way to bring on a sense of panic is to stand before a group without preparing anything to say. Conversely, the better prepared you are, the more you will relax. Yet being prepared is not merely a function of time spent. It involves focusing on what you want to say.

4. Focus
Greek and Roman orators knew that listeners would remember one point well made. You can imitate this sense of focus by putting your main idea in once sentence and trying it out on someone. If the response is a puzzled look, you will know to clarify, or find a good example that captures the imagination of a listener. Once you know your focus, try to organize your speech organically, so that one idea grows from another, always in relationship to this focus.

5. Find the perfect example
The best ideas come alive with a good example, often from personal experience, with vivid details that allow the audience to envision each moment as it is shared. A good speech might have only one such example, but it will stick with the audience.

6. Minimize notes
Many people write out or memorize a speech, or they make a long list of notes that they methodically plow through. These approaches undercut your natural ability to communicate, because they take you out of the moment and turn you from a speaker into a reader.

7. Be Present at Your Own Speech
Once you minimize notes to a few points, a quote, a key word--whatever you need--you will free your mind to actually think about what you are saying as you say it. This ability to be "present" minimizes self-consciousness by keeping the focus on your message rather than you. It also helps you think on your feet and reach you audience.

8. Connect With Your Audience
A speech is a dialogue in which you do all the talking. This does not mean that you monopolize the conversation, but that you "partners in conversation" "speak" in body language--smiles, nodding heads, fidgeting, confused looks--rather than words. The silent dialogue is essential to effective speaking, because it allows you to adjust to what the audience needs--more formality, less formality, a better example, a clarification, etc. Novices are usually "deaf" to this silent conversation, unable to pry their eyes from their notes, darting only the quickest of glances toward the audience. Experienced speakers make significant eye contact with specific listeners throughout a room.

9. Learn From the Questions
If your speech is followed by a question period, and you have a chance to view it later on video, observe the differences between your presentation during your speech and you manner during the question period. Notice how you naturally interact with questioners, the spontaneous and appropriate energy in your voice and gestures, the sense of responding to someone, the ability to be specific and focused. the interchanges during the questioning can five you clues about your own greatest strengths as a speaker, and you can incorporate them in your next speech.

10. Don't Expect Perfection
Public speaking is a craft which is never perfected but improves with time. The best way to learn it is to do it and to pay attention to what works and what doesn't. Without being blind to your inevitable mistakes, focus on what clicks and build on that. Following the first four tips will increase the likelihood that even your first efforts will be surprisingly successful.

These tips are not meant to be an exhaustive guide to public speaking, but rather helpful advice for a novice. Perhaps the most important thing to remember is that we are all public speakers from a young age, and the rewards for cultivating this necessary aspect of life go far beyond the classroom to help us shape the very fabric of our lives among others.


Reference: Dr. Sharon Schumann, University of Oregon

Running Effective Meetings

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Do you dread attending meetings because they are dull, unproductive, disorganized and too long?

With proper planning and preparation, any meeting can be effective and enjoyable.
Meetings have several functions. They give members a chance to discuss and evaluate goals and objectives, keep updated on current events, provide a chance to communicate and keep the group cohesive. But most of all, meetings allow groups to pull resources together for decision making. If the facilitator starts with a careful plan and finishes with a thorough follow-up, the meeting will "run smooth.".

The following are some tips to help you make your next meeting successful, productive and even fun.

Before The Meeting

1. Define the purpose of the meeting.
2. Develop an agenda with the officers and advisor.
   
3. Distribute the agenda and circulate background material, lengthy documents or articles prior to the meeting so members will be prepared and feel involved and up-to-date.
4. Choose an appropriate meeting time. Set a time limit and stick to it, if possible. Remember, members have other commitments. They will be more likely to attend meetings if you make them productive, predictable and as short as possible.
5. If possible, arrange the room so that members face each other, i.e., a circle or semi-circle. For large groups, try U-shaped rows.
6. Choose a location suitable to your group's size. Small rooms with too many people get stuffy and create tension. A larger room is more comfortable and encourages individual expression.
7. Use visual aids for interest (e.g., posters, diagrams, etc.). Post a large agenda up front to which members can refer.
8. Vary meeting places if possible to accommodate different members. Be sure everyone knows where and when the next meeting will be held.

During the Meeting

1. Greet members and make them feel welcome, even late members when appropriate.
2. If possible, serve light refreshments; they are good icebreakers and make your members feel special and comfortable.
3. Start on time. End on time.
4. Review the agenda and set priorities for the meeting.
5. Stick to the agenda.
6. Encourage group discussion to get all points of view and ideas. You will have better quality decisions as well as highly motivated members; they will feel that attending meetings is worth their while.
7. Encourage feedback. Ideas, activities and commitment to the organization improve when members see their impact on the decision making process.
8. Keep conversation focused on the topic. Feel free to ask for only constructive and non- repetitive comments. Tactfully end discussions when they are getting nowhere or becoming destructive or unproductive.
9. Keep minutes of the meeting for future reference in case a question or problem arises.
10. As a leader, be a role model by listening, showing interest, appreciation and confidence in members. Admit mistakes.
11. Summarize agreements reached and end the meeting on a unifying or positive note. For example, have members volunteer thoughts of things they feel have been good or successful or reiterate the organization's mission.
12. Set a date, time and place for the next meeting.

After the Meeting

1. Write up and distribute minutes within 3 or 4 days. Quick action reinforces importance of meeting and reduces errors of memory.
2. Discuss any problems during the meeting with other officers; come up with ways improvements can be made.
3. Follow-up on delegation decisions. See that all members understand and carry-out their responsibilities.
4. Give recognition and appreciation to excellent and timely progress.
5. Put unfinished business on the agenda for the next meeting.
6. Conduct a periodic evaluation of the meetings. Note any areas that can be analyzed and improved for more productive meetings. A sample meeting evaluation checklist is attached.

Meeting Evaluation Checklist

The meeting was well planned

• Members were notified in advance
• There was a pre-arranged agenda
• Officers and committees were ready to report
• The meeting room was pre-arranged

The meeting was well organized

• The meeting started on time
• Guests were introduced and welcomed
• Agendas were available for all members
• The purposes for the meeting were made clear
• There was a transition from the last meeting
• One topic was discussed at a time
• One person has the floor at a time
• Discussion was relevant
• The chairperson summarized the main points of the discussion
• The meeting moved along at a workable pace
• Committee assignments were complete and clear
• Plans for the next meeting were announced
• All that was planned for the meeting was covered

Participation in the meeting

• Members participated in discussion and voting
• The chairperson made good use of questions
• The pros and cons of all issues were considered
• Members gave suggestions to committees
• Responsibilities were evenly distributed
• Members participated in planning the agenda for the next meeting

The value of the meeting

• Progress was made toward goals
• Something was learned

Attitude of the meeting

• Attendance was good
• Everyone present was on time
• Members knew one another
• There was a "warm up" period before the meeting
• There was some humor during the meeting
• Members and officers helped one another when needed
• There was an atmosphere of free expression

Time Management

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Have you ever asked yourself how some people are able to work so many different activities into their schedules while others barely seem to have the time to attend classes? Are they smarter? Doubtful. More organized? Probably. Better at managing time? Likely.

Time management is important to any person, but particularly to student organization members and leaders. Involvement in co-curricular activities means that in addition to classes, homework, meals, jobs, and socializing, another significant amount of time is taken up with organizational obligations. This handout is designed to provide you with some suggestions on how to more effectively manage your time.

It is important to note that time management is a personal skill; only you know your peak work hours, your attention span, and your eating and sleeping needs-which must be planned for. Finding a time management strategy that best fits your needs is important. The following steps can help you determine your strategy.

The Big Five

The five steps to effective time management are:

1. Plan
2. Assess
3. Organize
4. Prioritize
5. Schedule

Plan
Research and personal experiences have shown that individuals who set personal goals have a greater chance of success. These individuals have determined, and set on paper what they would like to achieve and how the would like to get there. Their goals are realistic, believable and achievable. People who set goals also evaluate their progress and make any necessary changes on a regular basis. So, if you want to better manage your time, your first step is to set the goals you would like to achieve, either for the semester, year or throughout your college career. See our Personal Goal Setting Handout.

Assess
Your next step is to assess how you are currently using your time. You cannot make productive changes unless you know what areas need to be changed. Keep a time log for three days from the time you get up until the time that you go to bed. Describe your specific activities in 15 minute blocks.

The activity should be detailed and can include comments. Prioritize your activities: A-important to you; B-important to others; and C-maintenance (basic human needs). Maintenance items may become A priority items. For example, exercising may be maintenance once it becomes a habit but could be an A priority until then.

Next, analyze your time log. Answer the following questions:

1. Were there any surprises?
2. Would you judge this to be a typical week?
3. What patterns could you identify in your time wasters? Interruptions?
4. What part of the week would you consider most productive? Least productive?
5. What time of the day do you feel was most productive? Least productive?
6. What activities would you like to eliminate totally? What would be the cost of doing so? What is the cost of not eliminating them?
7. Which activities during the week do you deem most rewarding? Would you like to spend more time doing them in the future? What is your plan for doing so?

Have someone review your time log. An objective observer may be able to point out discrepancies or patterns that you did not see.

Organize
Ideally, you should make a list each morning of everything that you want or need to do for that day. Don't plan out every minute and don't even think about which task is most important, just write them all down. Some people find it more helpful to list their "things to do" in 5 to 7 day groupings. In this way they can plan for longer projects and get a better sense of their week. Whichever method you choose, keep in mind that everyone has good and bad days. Don't worry if you don't accomplish everything, just include the uncompleted tasks to your next day's list and get them done.

Prioritize
After you have recorded these "things to do", go over the list and rewrite in priority order which things you need to do at the top and less important/pressing tasks at the bottom. Keep in mind due dates, commitments you have made, and whether or not these tasks involve other people. If the items are for class, it is important to consider how much of the final grade they are worth. How you choose to prioritize is a very personal matter. What is important is that you are responsible with your priorities. Review your personal goals-how do these priorities fit with your goals?

Schedule
The last thing to do is to take this list and begin to work these "things to do" into your schedule. You can't plan every minute of your day. Remember to leave room for breaks, socializing and those unexpected things that pop up. There's no use making a schedule that is impossible to follow.

Many college students find it helpful to keep a schedule book for the year. At the beginning of the semester, write down your classes, assignment due dates and exams. Carry your planner with you if you write your "to do" list in it!

Try these suggestions, see what works for you best, and then be sure to integrate them into your learning lifestyle. Learning effective time management now will help you throughout your personal life and professional career.

Learn to say no. You will reach a point when there is only so much that you can do instead of burning yourself out or not doing quality work. Learn to balance how much you can do with what you need to do.

Time Management Tips

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1. Make a master schedule. Include your weekly meetings, classes, or activities that do not vary. Try to consolidate or group activities to preserve unscheduled chunks of usable time. If you have trouble making this schedule, you are probably trying to do too much. Once you make it, consult it and use it to structure your daily activities. Do not schedule every moment.
2. Be selective about what you commit to. Better to say “no” right away than to fail to follow through.
3. Keep promises. Once you say you will do something or be somewhere, make sure you do it unless you get hit by a truck.
4. Fail serially. Everyone runs out of time. Rotate the problem of under-preparation among all your tasks, so that you do not slight the same thing over and over, and generally you operate at a high level.
5. Eat well, sleep well, exercise, and goof off. Apply rule #4 if you can’t do all four every day, but keeping your body in shape and your spirits up makes possible the concentration and energy you need to accomplish things.
6. Enjoy what you do. Choose activities you like. If you are stuck doing something you don’t like, find the thing about it you can enjoy (co-workers, friends, the weather, beating the clock, etc.) See #2 for the future.
7. Plan ahead. Begin working to meet a deadline at a reasonable moment (Don’t start writing the paper or presentation at 10:00 pm for an 8:00 am class or meeting). By visualizing an activity in advance you can note what will be necessary to make it happen and take appropriate steps.
8. Recognize excellence. Delegate to the able, if you are in a position to. Help others often. Ask for help seldom. But know who are the people “in the know” in every situation. That way when you are really in a pinch, you know who to turn to, and you can solve a problem quickly.
9. Collaborate with those who disagree with you. We learn from criticism. By dealing positively with critics we also avoid drawing passive aggressive behavior that creates obstacles to slow us down.
10. Forgive yourself. We all fail at some point or get derailed by the unexpected. Learn from it. Fix what you can. Apologize when you need to, then move on.

Reference: Dr. Sharon Schumann, University of Oregon

Understanding Group Process

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Group process refers to how an organization's members work together to get things done.

Typically, organizations spend a great deal of time and energy setting and striving to reach goals but give little consideration to what is happening between and to the group's greatest resource - its members. While working hard to achieve results, it is critical that members' needs be addressed. Membership in an organization is as much an opportunity to develop self confidence, refine skills and make friends as it is to support a cause, fundraise or educate the campus community. All of these can be done simultaneously, but most likely will not just happen on their own.

Group process can occur from within the group, outside of the group, and anytime of year. Effective organizations take a close look at how members work together, which roles they fill and whether members are contributing equally. Through group process, observation and analysis can help identify problems early, thus alleviating the need for a major overhaul as the year progresses. Your vantage point as a group member provides a great opportunity to regularly observe how things are going. Depending on the frequency of meetings and an understanding of what to look for, you can be instrumental in ensuring group and individual success.

Elements of an organization which typically influence group proceedings include communication, participation, decision making and role fulfillment. When observing these specific areas you will likely see several things happening simultaneously. This is to be expected, but it can also be rather confusing. Initially, you may want to isolate a single aspect of the group. As you become more adept at observation you can gradually increase your areas of focus.

Listed below are several questions to ask yourself as you begin observing a group.

Observation
One of the easiest aspects of group process to observe is the pattern of communication:

• Who talks? For how long? How often?
• At whom do people look when they speak?
• Who talks after whom? Who interrupts whom?
• What style of communication is used (assertions, questions, tone of voice, gestures, etc.)?
• Who sits where? Do the same people always sit in the same place?

The kinds of observations we make give us clues to other important things which may be going on in the group (e.g., such as who leads whom or who influences whom).

Participation
One indication of involvement is verbal participation. Look for differences in the amount of participation among members.

• Who are the high participants? Who are the low participants?
• Do you see any shift in participation (e.g., highs become quiet; lows suddenly become talkative)? What are possible reasons for this in the group's interaction?
• How are the silent people treated? How is their silence interpreted? Consent? Disagreement? Disinterest? Fear? Etc.?
• Who talks to whom? Do you see any reason for this in the group's interactions?
• Who keeps the ball rolling? Why? Do you see any reason for this in the group's interactions?

Decision Making
Many kinds of decisions are made in groups without considering the effects that these decisions will have on other members. Some people try to impose their own decisions on the group, while others want all members to participate or share in the decision making process.

• Does anyone make a decision and carry it out without checking with other group members (self-authorized)? For example, one person decides on the topic to be discussed and immediately begins to talk about it. What effect does this have on other group members?
• Does the group drift from topic to topic? Who topic-jumps? Do you see any reason for this in the group's interactions?
• Who supports other members' suggestions or decisions? Does this support result in the two members deciding the topic or activity for the group (handclasp)? How does this affect the other group members?
• Is there any evidence of a majority pushing a decision through over other member's objections? Do they call for a vote (majority support)?
• Is there any attempt to get all members participating in a decision (consensus)? What effect does this seem to have on the group?
• Does anyone make any contributions which do not receive any kind of response or recognition? What effect does this have on the member?
• Does the exec board make all of the decisions or do all of the talking or do the members?

Organizational Roles
A variety of crucial roles need to be filled to ensure group goal accomplishment and success. Roles are distributed among three types:

Task
Primarily expressed through trying to accomplish group tasks. Examples: initiator- contributor, information seeker and giver, elaborator, orientator, energizer, recorder.
Maintenance
Oriented toward improving relationships among members. Examples: encourager, harmonizer, compromiser.
Self Oriented
Focuses on personal needs regardless of group concerns. Examples: aggressor, recognition seeker, dominator, blocker.

Process observation requires patience and the ability to focus on everyone in the group. Paying attention to these questions and roles can help you to better understand how the group is affecting its member and vice versa.