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Facilitator Guide

Generation Forward Experience

Copyright 2006 Ken Trzaska No Duplication Permitted without Permission Facilitator Guide

Table of Contents

Section 1 - Preparing to Facilitate ............................................................................. 1

Overview of the Learning Session ............................................................................. 1 Session Objectives .................................................................................................... 1 Some Guidelines for Preparation ............................................................................... 2 Preview of the Facilitator Guide .................................................................................. 2 Icons and Organizational Structure............................................................................. 3

Section 2 - Logistics and Materials ........................................................................... 4

Participants ............................................................................................................... 4 Training Location ....................................................................................................... 4 Materials .................................................................................................................... 5

Section 3 - Agenda ..................................................................................................... 6

Section 4 - Learning Session Content and Process ................................................ 8

Topic 1 - Welcome and Introduction ............................................................................. 8 Topic 2 - Defining Leadership ..................................................................................... 13 Topic 3 - The Comprehensive Leader Assessment .................................................... 18 Topic 4 - Leading With Values .................................................................................... 23 Topic 5 - As A Leader, I… .......................................................................................... 25 Topic 6 - Leadership Styles ......................................................................................... 27 Topic 7 - Leadership In Action .................................................................................... 33 Topic 6 - Planning for Results ..................................................................................... 35 Topic 8 - Summary and Wrap-Up ............................................................................... 37

Section 5 - Appendix ................................................................................................ 39

Maze Pattern Keys (for Action Learning 1) ................................................................. 39 Deck of Value Cards (for Action Learning 6) .............................................................. 42 Setting Up Camp Case (for Action Learning 8) ............................................................ 47 Three Islands Activity Write-Up (for Action Learning 10) ............................................. 49

Generation Forward Experience Section 1: Preparing to Facilitate


Preparing to Facilitate

Overview of the Learning Session

In order to build and grow the organization of the future, one must attract the right people, grow the collective skills of the business, and inspire and motivate others to achieve meaningful vision and goals. This requires the artful implementation of a complex set of leadership skills. Skills such as teaming, coaching, leveraging diversity, knowledge sharing, creative thinking, communicating effectively, and delivering feedback are all ingredients in this leadership imperative. But where to start and how to weave these skills into a personally applicable plan of action?

This one-day learning session designed to help synthesize previous learning and experience into an action-oriented focus towards developing leadership capabilities.

The session is built upon an Action Learning philosophy, with exercises ranging from individual reflection to small group activities to a complex leadership simulation. These exercises are intended to act as the primary source of learning through a process of application and deep discussion.

Session Objectives Following the completion of The Emerging Leader, participants will be able to:

• Recognize personal strengths and developmental needs in leadership skills.

• Understand a variety of views of and approaches to leadership.

• Develop a detailed action plan to impact growth as a leader.

• Reflect, commit, and act on one’s own leadership imperative.

Section 1



Some Guidelines for Preparation

• Become familiar with the session design and objectives. These will help you determine the best points of emphasis for your facilitation.

• Review the entire Facilitator Guide, so that you have the full context of the session.

• Review the Participant Guide. You’ll be referring participants to this throughout the session.

• Practice with the PowerPoint presentation. It has many builds that should be reviewed prior to the session.

• Make the material your own. The script in this guide is meant to be only a suggestion. The content will become much more powerful for your participants if you can put it into your own words, share personal examples and experiences, etc.

Preview of the Facilitator Guide This Facilitator Guide is organized into 4 sections:

Section 1 – Preparing to Facilitate Provides facilitator with overview information about the learning session.

Section 2 – Logistics and Materials Details information required to ensure proper set-up and materials for the effective delivery of this learning session.

Section 3 – Agenda Provides a detailed agenda for facilitator planning purposes.

Section 4 – Learning Session Content and Process The largest component of this Facilitator Guide, this section outlines the content and process for in-session delivery of this learning session.

Please note that there is a flipchart to prepare for this session: the Ground Rules flipchart used during the introduction. (You may also want to flipchart a high-level agenda to leave posted throughout the session.)



Icons and Organizational Structure Within Section 4, there are a number of organizational formats that should help the facilitator navigate the document.

Icon / Symbol Description

Each topic begins with this symbol, with an indication of the facilitation time for the given topic.

The key content and processes for each topic are presented after this symbol, including suggested “script,” copies of PowerPoint slides, activity logistics, and other facilitator notes.

Text in italics…. Suggested facilitator “script” is displayed in italics.

Action Learning exercises and materials:

Actions required of the facilitators that are not suggested “script” are marked with this symbol.

A list of additional questions the facilitator may find the opportunity to ask of the participants at some point during the topic. Many of these questions are also listed within the Participant Guides.

The end of each topic is indicated by this symbol.

A location for the facilitator to record notes, reflections, best practices, etc., concerning each topic section.

Ideas for Next Time

Do This!

Leadership Reflection



Logistics and Materials

Participants The learning session is designed for a minimum of 8 participants and a maximum of 12. Given the intimate, reflective environment of this session, it is highly recommended that the participant count does not exceed this maximum. The target audience are those participants either in a position of leadership or who have opportunities to emerge as leaders in their current role.

Training Location The learning session can be held in a standard training/meeting room with flipcharts and LCD projector set-up as diagrammed below.

Recommended layout of the room:

A second, empty breakout room or large open outdoor space is required for the Action Learning exercises.

Section 2

Training Room

Round tables with chairs

Flipchart

Flipchart

Flipchart

PowerPoint projector

Screen



Materials For a full learning session of 12 participants, the following materials will be required:

Materials / Equipment Number Required

PowerPoint projector 1

Laptop computer with session PowerPoint slides 1

Projection screen 1

Flipchart and stand 3

Flipchart markers 3 sets

Participant Guide 12

Maze Pattern Keys (for Action Learning 1) 2 (Group A&B)

Horn or buzzer (for Action Learning 1) 2

The Comprehensive Leader Facilitator Guide 1

The Comprehensive Leader Participant Booklet for each participant

The Comprehensive Leader Response Forms for each participant

Decks of Values Cards (for Action Learning 6) 1 deck per participant

Square PVC pipe island (for Action Learning 10) 1

Rope or masking tape for marking islands (for Action Learning 10)

enough for 2 islands

Koosh balls (for Action Learning 10) 6

Aluminum coffee can (for Action Learning 10) 1

Plastic bucket (for Action Learning 10) 1

Rubber mats or placemats (for Action Learning 10) 4

“Handcuff” ropes (for Action Learning 10) 10

Copy of puzzle (in Appendix) (for Action Learning 10) 1

Participant activity instructions (in Appendix) (for Action Learning 10)

1 set

Blindfolds / bandanas (for Action Learning 10) 4

Stopwatch (for Action Learning 10) 1

Pen or pencil 12

Name tent 12

Masking tape 2 rolls

Learning Session Participant Evaluations 12



Agenda

Below is a detailed agenda, for facilitator use only, outlining the flow of the learning session. Note that the times are estimates based on a full class of 12 participants. With fewer participants, times may be shorter, especially in the Action Learning components, allowing additional time for discussion of content and/or activity debriefs.

Detailed Agenda

Time Content Delivery Method Materials Required

Topic 1 – Welcome and Introduction

8:00 – 9:05

Welcome and Introduction to Workshop

Lecture

The Leadership Maze (40 min) Action Learning 1 Maze taped on floor, maze pattern keys (one for each group), horns

Objectives, Agenda, & Ground Rules (10 min)

Lecture and Participant Discussion

Ground Rules flipchart

Introductions (15 min) Participant Discussion

Topic 2 – Defining Leadership

9:05 – 9:15

Defining Leadership and An Emerging Leader


9:15 – 9:25

Peer Coaching

- Characteristics of effective coaches - Assignment of peer coaches


9:25 – 9:45

Identify Your Leadership Imperative Action Learning 2

9:45 – 10:00

BREAK

10:00 – 10:20

Characteristics of An Effective and Ineffective Leader

Action Learning 3

Topic 3 – The Comprehensive Leader Assessment 10:20 – 10:35

Complete the assessment Action Learning 4 The Comprehensive Leader Participant Booklets and Response Forms

10:35 – 10:40

A Model of Comprehensive Leadership Lecture

Section 3



Detailed Agenda (continued) Topic 3 – The Comprehensive Leader Assessment (continued) 10:40 – 10:45

Scoring the Self-Evaluation Action Learning 4 (cont.)

10:45 – 10:55

Comprehensive Leadership Dimensions

Lecture

10:55 – 11:15

Your Leadership Profile Action Learning 5

Topic 4 – Leading With Values

11:15 – 11:20

Know Yourself – Your Values Lecture Participant Discussion

Decks of Value Cards

11:20 – 11:45

Leading With Values Action Learning 6

11:45 – 12:45

LUNCH

Topic 5 – As A Leader, I… 12:45 – 1:00

As A Leader, I … Action Learning 7

Topic 6 – Leadership Styles 1:00 – 1:20

Setting Up Camp Action Learning 8

1:20 – 1:35

Leader’s Window – Leadership Styles Lecture Participant Discussion

1:35 – 1:45

Examining Your Leadership Style Action Learning 9

Topic 7 – Leadership in Action

1:45 – 1:50

Mini-BREAK

1:50 – 3:05

A Leadership Simulation: Three Islands

Action Learning 10 All equipment for Three Islands activity

3:05 – 3:15

BREAK

Topic 8 – Planning for Results

3:15 – 3:20

Goals and Planning Lecture and Participant Discussion

3:20 – 4:15

Building an IDP Action Learning 11

Topic 9 – Summary and Wrap-Up

4:15 – 4:25

Leadership Commitments and Learning / Take-Away Identification

Discussion

4:25 – 4:30

Wrap-Up and Learning Session Evaluations

Evaluations



Learning Session Content and Process

Topic 1 – Welcome and Introduction

Objectives of Topic 1 Welcome participants to the learning session.

:

Introduce the learning session’s objectives and agenda. Set the foundation for a successful learning session through the

establishment of mutually agreed upon ground rules. Introduce participants. Outline of Facilitator Content and Process for Topic 1

:

Welcome to The Emerging Leader learning session. This is a learning session that will help synthesize previous learning

and experience into an action-oriented focus towards developing your leadership capabilities.

Introduce yourself.

Ppt Slide #1

Section 4

Topic Time: 8:00 – 9:05

Key Content

Do This!



We’re going to start things off by immediately giving you a chance to engage in some energizing activity.

Ask the participants to split themselves into two groups. Move the groups to one end of the maze taped on the floor. If the numbers are large enough (more than 4 in each group) ask for a

volunteer from each group and have them stand on the other end of the maze with you. Tell the participants that these two will be acting as “referees” during the activity – monitoring the group they are not a part of. (If the groups are small, the facilitator can act as monitor.)

Display slide #2 and describe the goal and guidelines of the activity. Explain that the monitors have a map of the correct path for each

group and will make a sound (horn, buzzer, …) indicating any incorrect step. They will also be tracking any expenses (i.e. any mis-steps when backing out of the maze).

Give the groups a couple minutes to plan while you review the pattern keys (maps) with the monitors. (Note that the patterns are mirror images of each other.) The monitors should not interact with the groups in any way other than indicating incorrect steps.

Start the 20 minute timer and allow the groups to begin. When the activity is complete, reveal the financial results (over/under

budget) and facilitate a brief (10 minutes) debrief of the activity, focusing on leadership and/or organizational growth issues that might relate to the session’s content.

Do This!

Ppt Slide #2

Action Learning 1

Do This!



Do This!

Possible topics of discussion might include: o Understanding of the goal o Competition vs. collaboration o Awareness of the environment (e.g. mirror image patterns) o Transferring knowledge o The dynamic of taking a step backward o Leadership styles o Building commitment

The activity you just completed serves as an excellent tone-setter for

our learning session today. Our intent is for today’s experience to be both very active and very

reflective in order to identify very personally relevant ways to more effectively build the organization and inspire people.

Review learning session objectives. We’ll be addressing these objectives by moving through a series of

topics over the day. Review the agenda

Ppt Slide #3

Do This!



Engage in open and honest self-assessment & reflection. Ground Rules

Seek first to understand, then to be understood. Challenge yourself and others to learn and grow. Appreciate the edge of your comfort zone. Start/Stay/Stop on time. Have fun! (delete or add as deemed appropriate)

These are some ground rules or guidelines that will help ensure we can meet our objectives today

Review Ground Rules flipchart. Ask if everyone can agree to live by these ground rules. Ask if there are any other suggestions for additional ground rules. Let’s take some time getting to know each other as well as beginning

to reflect on our leadership strengths. Take a minute to consider how you would introduce yourself given the

following topics:

Flipchart

Do This!

Ppt Slide #4



Allow one minute for preparation, then facilitate the introductions.

Additional Questions for Topic 1 (to be used at Facilitator discretion)

Based on what you have learned about this learning session, what do you hope to gain from your participation?

:

What was effective and/or ineffective about the leadership that emerged during the Maze activity?

What concerns you most about your role as a leader?

Facilitator Notes, Lessons Learned, Examples that Worked, etc.:

End of Topic 1

Ideas for Next Time

Ppt Slide #5

Do This!




Topic 2 – Defining Leadership

Objectives of Topic 2 Define the concept of leadership.

:

Define the concept of an Emerging Leader. Establish peer-coaching relationships for the learning session. Identify personal leadership imperatives. Identify characteristics of effective and ineffective leaders. Outline of Facilitator Content and Process for Topic 2

:

We’ve already discussed the concept of leadership a little, but let’s look at it in more detail.

Ask for participant definitions of leadership before revealing slide #6. There are hundreds of definitions of leadership. Here is one that is

interesting because it addressed not only what leadership is (a process…) but also how it’s done and why it’s done.

Advance to slides #7-9 to highlight the what, how, and why. So, what is it we mean by the term Emerging Leader?

Topic Time: 9:05 – 10:20

Key Content

Do This!

Ppt Slides #6-9



To emerge suggests rising up from or towards something. But from or

towards what? Present the content on slide #11. This is what we mean when we use the term Emerging Leader. It is

about the source of leadership – that within us regardless of our organizational position – as well as the outcome of our leadership – exhibiting a level of leadership competence that exceeds the ordinary.

Facilitate a short discussion with the participants around their

reflections on the idea of an Emerging Leader. One of the most effective tools for accelerating learning is effective

coaching. Each of you certainly has considerable experience in coaching. Let’s quickly get some of your thoughts on effective coaching.

Ppt Slide #11

Ppt Slide #10

Do This!

Do This!



Ask for participant ideas on characteristics of effective coaches before

revealing slide #12. We’re going to apply to power of effective coaching in today’s session

by setting up some peer coaching relationships. You’ll be working with this peer coach in many of today’s activities to help each other discuss and apply your learnings.

Instruct the participants to select a Peer Coach. (Options to do this are

self-selection, random choice, …) You’ll shortly get a chance to practice these effective coaching

characteristics with your Peer Coach. Now, let’s continue our personal reflection on leadership by answering

this question: what is your leadership imperative? Ppt Slide #13

Ppt Slide #12

Do This!

Do This!



When we say “imperative,” we’re really trying to get at why you lead and what it is you’re being compelled to do as a leader?

This takes some significant thought if you haven’t considered this before, so here is an opportunity to do this, both individually and along with your Peer Coach.

Describe the activity using slide #14. Refer participants to their Participant Guides for space to record their

reflections. One last thing we’ll do while on the topic of Defining Leadership is look

at what we already know about effective and ineffective leaders.

Describe the activity using the content on slide #15. Facilitate the small group presentations, recording key themes of

effective or ineffective characteristics on a flipchart.

Ppt Slide #14

Action Learning 2

Do This!

Ppt Slide #15

Do This!

Action Learning 3



We have now looked at and reflected on many facets of leadership

from your individual perspective. Now let’s build on this by assessing your own personal skills and

competence in leadership.


Are you an Emerging Leader? What about you is or is not?

:

What do you feel are the most important characteristics of an effective leader?


End of Topic 2

Ideas for Next Time




Topic 3 – The Comprehensive Leader Assessment

Objectives of Topic 3 Complete and debrief the Comprehensive Leader Assessment.

:

Discuss the dimensions of Comprehensive Leadership. Outline of Facilitator Content and Process for Topic 3

:

One thing that is clear from the multitude of research that has been

done on effective leadership is that the best leaders are aware – aware of themselves, the people they lead, and the environment they lead within.

You will soon see how the awareness concept plays into a model of leadership we’ll be discussing, but for now, also in the spirit of awareness, you will spend some time completing a self-evaluation of your leadership skills.

.

Topic Time: 10:20 – 11:15

Key Content

Ppt Slide #16

Ppt Slide #17

Action Learning 4



Present the content on slide #17 as guidelines for completing the

Comprehensive Leader Assessment. Allow 10 minutes for the participants to complete the assessment. Really, when we are talking about awareness, we’re talking about

building and maintaining knowledge. What you just measured yourself on in that assessment was a model

called Comprehensive Leadership. It is based on an integration of a multitude of leadership theories and writings and suggests that in order to be a truly comprehensive leader, one must possess knowledge in certain areas: knowledge of yourself, knowledge of others, knowledge of your organization, and knowledge of the greater world that surrounds you.

From this comprehensive knowledge springs personal conviction and earned credibility.

Do This!

Ppt Slide #18

Ppt Slide #19



We will discuss each of these dimensions of the model in more detail,

but first you will score your self-evaluation. In the spirit of fun, however, let’s first look at some reasons to totally

dismiss these assessment results.

Present slide #20. Note that this is meant to be tongue-in-cheek,

tapping into real concerns people may have but doing it in a joking manner.

Explain the scoring methodology, following the guidelines in the

Comprehensive Leader Facilitator Guide.

Ppt Slide #20

Do This!

Ppt Slide #21

Do This!



Now let’s discuss each of the Comprehensive Leadership dimensions

in detail so you can more fully understand and reflect on your assessment results.

Present slides #23-26, covering details on each of the four

Comprehensive Leadership Dimensions. Supplemental materials also available in the Comprehensive Leader Facilitator Guide.

Ppt Slide #22

Ppt Slide #23 Ppt Slide #24

Ppt Slide #25 Ppt Slide #26

Do This!



Refer participants to Participant Guides for materials provided on tips to enhance one’s knowledge in each of the four Comprehensive Leadership Dimensions.

Walk through the content on slide #27 to guide the participants in

creating their Leadership Profile. Direct participants to reflect on their Leadership Profile by following the

guidelines on slide #28.


End of Topic 3

Ideas for Next Time

Ppt Slide #27

Do This!

Ppt Slide #28

Action Learning 5



Topic 4 – Leading With Values

Objectives of Topic 4 Allow participants to more deeply understand their values and how

they relate to their role as a leader.

:

Outline of Facilitator Content and Process for Topic 4

:

We’re going to focus on the self-knowledge dimension in a little more detail. One significant component of self that influence us as leaders is our values.

How would you define the term “values?” (Solicit responses from participants.)

The essence of a value is that it is something that we consider

worthwhile. Obviously, if we truly consider something worthwhile, it will likely impact our behaviors (as leaders or otherwise).

Now let’s spend some time exploring our values in more detail.

Topic Time: 11:15 – 11:45

Key Content

Ppt Slide #29



Distribute a deck of value cards to each participant. Describe the guidelines for the activity using slides #30-31. Note that there are blank cards in the deck of value cards that can be

used to write in any value not shown on the printed cards. Facilitate a brief discussion with participants on their reflections coming

out of the Leading With Values activity.


Can you deduce the values of the leaders you observe in your organization? How can you check if these assumptions are correct?

:

When have you been put in a situation that most conflicted with your values? How did you handle it?


Ideas for

Next Time

Action Learning 6

End of Topic 4

Ppt Slide #30

Do This!

Ppt Slide #31




Topic 5 – As a Leader, I …

Objectives of Topic 5 Reflect on a variety of leadership statements.

:


:

We’re going to start off after lunch continuing in the theme of reflection

and self-knowledge. Have participants stand in a circle. Explain that one-by-one, each person will make the statement “As a

leader, I …” and then fill in the rest of the sentence however they would like. It should be a truthful statement for that person, but, other than that, can be anything at all that would complete the sentence. It could be a statement about that person’s beliefs, behaviors, strengths, weaknesses, etc.

Examples: “As a leader, I try to listen to others as often as I can.” “As a leader, I often take for granted the abilities of those I lead.” “As a leader, I wish I knew more about other departments in our organization.” …

After that person makes the statement, the person standing immediately to the right will quickly reflect on whether or not the statement made applies to him/her and will respond with either a “Yes” or “No.” Note that many people will want to answer “It depends,” but

Topic Time: 12:45– 1:00

Key Content

Ppt Slide #32

Action Learning 7

Do This!



insist on just a “Yes” or “No” without any commentary. (The point is to get the participants to reflect and not to have a long dialogue on any of the statements.)

This continues around the circle, with participants quickly responding with a “Yes” or “No,” applying that statement to themselves.

When all the way around the circle, the next person makes their “As a leader, I…” statement and the process repeats.

Facilitate a quick debrief of the activity to identify any observations /

take-aways.


Ideas for

Next Time

End of Topic 5



Topic 6 – Leadership Styles

Objectives of Topic 6 Identify a variety of leadership styles that may be appropriate for

different situations.

:

Examine one’s default leadership style. Outline of Facilitator Content and Process for Topic 6

:

Refer participants to their Participant Guides for the Setting Up Camp

case study. Facilitate a debrief of the activity, focusing primarily on allowing the

groups to share their leadership strategies for each of the camp mates. We will return to this case to discuss it in the context of leadership styles shortly.

Keep this case in mind as we continue and move to discussing leadership styles in more detail.

Topic Time: 1:00– 1:45

Key Content

Ppt Slide #33

Ppt Slide #34

Do This!

Ppt Slide #35

Action Learning 8



We’ll be talking about leadership styles through a model called The Leader’s Window, from a book of the same name by John Beck and Neil Yeager.

Their research, along with many others’, suggest that effective leadership is not just a process of discovering the formula and plugging in for any situation faced. The truly effective leaders read the situation and adapt their behaviors and approaches accordingly and explicitly.

Although as we discuss these styles, some of you may immediately identify value in some styles over others, the truth is that all styles are important. The trick is figuring our when to use each style.

Beck and Yeager, building on the Situational Leadership Theory of Ken

Blanchard and Paul Hersey, suggest one way to look at the spectrum of leadership style options is to address them through the lens of two dimensions: amount of Direction given and amount of Support given.

We can then look at four styles that emerge when combining different levels of low or high Direction or Support.

Present the four Leadership Styles shown on slide #36. The three

bullets under each style answer 1) how a leader using that style would approach making decisions, 2) how a leader using that style would communicate, and 3) what a leader using that style would value in the behaviors of others.

Ppt Slide #36

Do This!



So if these styles may be appropriate in different situations, how do we

decide when to use each? One way to do that is to assess the dynamics of a given leadership

situation from the perspective of two variables: the level of skills the person(s) you are dealing with possess, and the level of motivation the person(s) have.

Present slide #37, matching the styles with the appropriate levels of

skill and motivation as outlined on the slide. Of course, as with any approach or skill, it is possible to abuse the use

of these styles. Ask participants what it may look or feel like if a leader overdoes each

of the four styles (as you reveal them on slide #38).

Ppt Slide #37

Do This!

Ppt Slide #38



Another common way to misuse the styles is for a leader to fall into the

trap of the frustration cycle. Imagine someone new comes into a leader’s group. The leader

selects a Directing style to be very explicit about expectations and responsibilities for this new person. The leader may then “cut them loose” (Delegating) and see how things go. When things go wrong, the leader may jump back into Directing, giving more explicit directions based on correcting what is wrong. And the cycle continues… very frustrating for the person on the receiving end of this set of styles.

A sequenced application of leadership styles that may be much more

empowering looks like this. It begins the same way (Directing to Delegating), but when things go wrong, rather than jump back to Directing, the leader moves to a Developing style, using coaching to help the person solve the problem him/herself. This increases the likelihood that the leader will not have to go back to a directive style as much and positions the person for future success.

If coaching does not do the trick, the leader may need to shift into a Problem Solving style, working collaboratively with the person to solve

Ppt Slide #39

Ppt Slide #40



the problem, but perhaps with the leader making the ultimate decision him or herself to help model the best approach.

So let’s return to our earlier case. Based on what we now know about these leadership styles and how to help determine which style may be best for different situations, which style do you think would be potentially optimal for each of your four camp mates?

Facilitate a discussion, allowing the participants to answer this

question for each of the four. If needed, refer them back to the content on using knowledge of skill and motivation levels to help determine leadership style choices. Have them also describe some specific behavioral examples of using a particular style with these people.

Possible responses: - Best friend (lower skill, higher motivation) – Directing - Brother-in-law (higher skill, lower motivation) – Developing - Sister (higher skill, higher motivation) – Delegating - 13-year old (lower skill, lower motivation) – Problem Solving

Ppt Slide #41

Do This!

Ppt Slide #42

Action Learning 9



Direct participants to have a discussion with their Peer Coach on the

three questions displayed on slide #42.


End of Topic 6

Ideas for Next Time

Do This!



Topic 7 – Leadership in Action

Objectives of Topic 7 Synthesize learning through a complex experiential activity.

:


:

Explain that the participants will now be given an opportunity to

immerse themselves in a complex activity in which to practice what’s been discussed as well as identify other issues relevant to developing as an Emerging Leader.

Send them on a 5-minute break so that you can set-up the Three Islands activity.

Set-up and facilitate the activity as described in the Three Islands

Activity Write-Up, found in the appendix of this Facilitator Guide. Note – this is a complex activity. Be certain you understand it

completely before facilitating it.

Topic Time: 1:45 – 3:05

Key Content

Ppt Slide #43

Do This!

Action Learning 10

Ppt Slide #44



Facilitate a debrief of the activity, focusing on the questions listed on

slide #45. It might be useful to have pairs or triads discuss these questions

before returning for a large-group debrief. Encourage / provide time for note taking in their Participant Guides.


Ppt Slide #45

Do This!

End of Topic 7

Ideas for Next Time



Topic 8 – Planning for Results

Objectives of Topic 8 Develop an Individual Development Plan for improvement in the

competencies related to developing as an Emerging Leader.

:


:

A key component of this learning session is some investment in time to develop an action plan based on the insights and reflections you’ve experienced.

Before doing this, let’s review some of what we know about effectively setting goals and planning.

Solicit answers from participants on the two questions from slide #46

and discuss. Refer participants to the quotes on goal setting and planning found in

the Participant Guides. One of the most mentioned guidelines for effective goal setting and

planning is to write things down. We have a suggested format for an Individual Development Plan (IDP) that is found in your Participant Guides.

Topic Time: 3:15 – 4:15

Key Content

Ppt Slide #46

Do This!



This format is just a sample that has worked well for many people, but

do not feel compelled to follow it if it doesn’t work for you. The important thing is finding a method that allows you to develop and

record effective goals and actions. You’ll now have 45-50 minutes to develop 2-3 specific goals and

actions based on your experiences today. Feel free to use the blank IDP template, if it works for you. Please do collaborate with your Peer Coach. A timeline is suggested

on this slide, but do whatever works best for you and your Peer Coach. You will have an opportunity to share some of your goals/actions (if

you’d like) when we wrap up the day.


Ppt Slide #47

Action Learning 11

End of Topic 8

Ideas for Next Time



Topic 9 – Summary and Wrap-Up

Objectives of Topic 9 Summarize learning.

:

Close the learning session. Outline of Facilitator Content and Process for Topic 9

:

We’ve been discussing a lot of topics, skills, and ideas and sharing a lot of knowledge. Let’s take an opportunity to pause and reflect before closing the session.

Let’s hear from each of you on what you are taking away from your

experience today. Ask each person to identify and share one significant learning or take-

away from the session along with one commitment to action they are making based on their participation today.

Congratulations on making it through a full day of activity and

reflection. In many ways we have only scratched the surface, so I encourage you to identify ways to keep alive the spirit of reflection and commitment you’re demonstrated today.

I wish you the best of luck on your journey as leaders.

Topic Time: 4:15 – 4:30

Key Content

Ppt Slide #48

Do This!



Distribute Learning Session Evaluations to be completed by each

participant.

End of Learning Session

Do This!

The Emerging Leader Section 5: Appendix


Appendix

5.1 Maze Pattern Keys (for Action Learning 1)

(Make copies for handout and use during the activity.)

Section 5



5.2 Deck of Value Cards (for Action Learning 6)

(Make copies for handout and use during the activity.)



Security

Assurance of situational and environmental longevity; feeling of safety and stability.

Advancement

Opportunities to grow, move up the ladder, possibly to get ahead rapidly; aspiring.

Honesty

Straight talking; candid

communication; tough issues are not avoided; we do what we

say we do.

Independence

Making decisions about one's own work; managing oneself;

opportunity to work independently; self-reliant.



Contribution

Helping people; improving

society; resulting in benefits to others; moral value; belief one’s work is contributing to

important ideals.

Prosperity

A prosperous lifestyle; ability to afford most material "wants;"

desire to have significant earnings.

Recognition

Job which is viewed as important in the organization; well regarded

in one's field; public credit for work well done; recognized

expert.

Responsibility

Providing direction and guidance to others; accountable

for important tasks; in a position to influence people and decide courses of action, policies, etc.



Variety

New and different challenges;

opportunity for much new learning; frequent changes in

content and setting.

Creativity

Solving new problems; opportunity to innovate and create new ideas, programs,

products, etc.

Balance

An appropriate mix of time,

energy, and focus among work, family, community, and other

interests.

Happiness

Contentedness; living an

enjoyable, fulfilling life; sense of peace and comfort.



Relationships

Belonging; working with a team; frequent and open

interpersonal contact with others; developing close personal

relationships.

Adventure/Challenge

Situations with excitement and flair, demanding the best use of resources and abilities to meet new challenges; frequent risk-

taking with possible loss or gain involved.



5.3 Setting Up Camp Case (for Action Learning 8)



A Leadership Case Study - Setting Up Camp! Background: As an experienced camping and canoe guide, you agreed enthusiastically to take four of your family and friends on a week-long backcountry canoeing trip. Everything is planned and packed, and you head out together on a beautiful summer morning, paddling into the blue lakes and deep woods of northern Minnesota. After a long day of canoeing, you arrive at your first night’s campsite on the shore of a secluded cove. Unfortunately, you twisted your ankle while you and your party were moving canoes and gear between the last two lakes. You’ll be OK, but feel you should remain sitting by the water at the campsite for a couple hours to rest your foot and immerse it in the cool lake to help prevent swelling. This means that the others in your group will need to complete all of the work needed to set up camp, prepare for dinner, and cook without your active participation. It looks like you’ll have to lead and supervise the effort from the sideline (or shoreline)! And you know it will take effort from all four members of the group to get all of the complex tasks done before the sun sets. Your group consists of your best friend, your brother-in-law, your sister, and your best friend’s 13-year old son. Your best friend has been bugging you to do this trip for months. He/she did some RV camping with family as a child, but never anything like this. Even so, your friend is absolutely delighted to finally be here and wants to learn as much as possible while out in the wilderness. Your brother-in-law spent much of his youth in the Boy Scouts and just last year completed one of those Outward Bound wilderness skills training trips. He agreed to go on this trip because your sister begged him, but he’s a little frustrated at having to give up some work opportunities to be here. In general, he’s the kind of guy who feels under-appreciated in most anything he does. Like you of course, your sister grew up in a family taking many backpacking and canoeing trips together. She is an accomplished camper and is very excited to be out in the wilderness to rejuvenate from the hustle and bustle of her work life. The 13-year old boy was dragged along on this trip by his mom/dad (your best friend). This is his first overnight camping experience of any kind and it didn’t take you long to realize this kid would MUCH rather be at home with friends and television. You’re pretty sure he would actually prefer being just about anywhere else than here! Your task:

With your team, develop a leadership strategy for working with each of the individuals in your camping group. How will you lead/manage/supervise each of them to ensure everything gets done before darkness sets in?



5.4 Three Islands Activity Write-Up

Overview of the Task: The team is split into three sub-groups, each with its own location, limitations, objectives, resources, and guidelines. The groups must discover, coordinate, and complete a sequence of complex and interdependent tasks to move towards completion of the activity and overall team success. Sample Activity Focus: The complexity of this activity allows a wide variety of learning goals and/or debrief topics to be addressed. Typically, post-activity discussions focus on some or all of the following:

• transfer of vision and/or a common goal throughout a team • leadership styles • individual and team communication processes • the impact of location on team effectiveness • the spectrum of independence/interdependence within a team’s tasks • how a team manages its work • the impact of roles on team success • collaboration vs. isolation • assumptions that inhibit team effectiveness

Time Requirement: 50-60 minutes should be reserved for the activity itself, including 5 minutes to set up the participants in the three locations. The activity lends itself to a substantial debrief. No less that 20 minutes is recommended for a proper debrief, and preferably more. Number of Participants: The activity is ideal for 10-12 participants, but can be adapted for groups as small as 6, by reducing the number of participants in each sub-group, or for much larger groups, by running multiple, simultaneous set-ups. Equipment: (Note: this equipment list can be modified based on location of the activity.)

• 1 4’x4’ platform (or 4’x4’ square of PVC pipe) • 1 rope or piece of webbing tied into a 5’ diameter circle • 1 rope or piece of webbing tied into a 12’ diameter circle • 6 Koosh balls • 1 aluminum coffee can • 1 plastic bucket • 4 rubber mats (e.g. placemats) • 4-10 “handcuff” ropes • 4-8 blindfolds/bandanas • stopwatch • 1 set of participant instructions (attached) • 1 puzzle (attached)

Preparation: The equipment should be arranged similar to the attached Set-Up Diagram. Again, flexibility in the

set-up will be necessary depending on the space available for the activity. The location of the activity should be such that no participants can observe the set-up prior to the beginning of the activity. The participant instructions (attached) should be cut into three pieces, one set for each sub-group.



Process: 1) Begin with the entire group out of site of the activity area. 2) Of the group of 10, ask for 2 volunteers who are willing to be blindfolded for the activity. Blindfold the two

and lead them to and up onto/into the platform (Group 1). Read them the Group 1 participant instructions, handing them the 3 Koosh balls. After re-reading the instructions, hand them the Group 1 instructions and ask them to wait silently until you tell them the activity has begun.

3) Return to the large group and ask for 2 more volunteers. As you lead them to the small rope island (Group 2), tell them they are entirely mute for the activity, beginning now. Hand them the Group 2 instructions and tell them to read the instructions while you return to the rest of the group. (Note: you should write in a time limit for the activity on the space in their instructions. 45-50 minutes is reasonable.) Before you leave, remind them that they are mute and cannot speak even to each other. Also tell them that the activity has not yet begun and they should wait to do anything until you have told them it has started.

4) Return to the remaining participants and lead them to the large rope island (Group 3). Hand them the Group 3 instructions to read and answer only clarification questions (e.g. what does solve the puzzle mean or which object do you mean by “bucket?”). Quickly get the Group 3 participants into the “handcuffs” and set them going on that task.

5) Check in with Group 2 and answer only clarification questions (giving them a quick chance to speak in order to ask.) Let Group 2 know the activity has begun. (It is helpful to have a stopwatch that you now start and hand to the mute participants to track the time limit.) Let Group 3 know the activity has begun.

6) The activity is complete when all groups’ objectives have been met and all of the participants are standing in the large rope island.

Safety: Spotting of blindfolded participants may be necessary as they are moved from island to island. Care

should also be taken that only small and/or soft objects are thrown to participants who are blindfolded. Facilitator(s) Role during the Activity:

• During the activity, the facilitator(s) play mostly a monitoring role. Guidelines may have to be explicitly enforced. Examples of this are:

- removing a Koosh ball from the hands of a non-blindfolded person on the blind island - not allowing a mute person to touch the rubber mats until the blind people have thrown a

ball in the can - escorting someone to the blind island who has stepped off another island

• As the activity progresses, the facilitator(s) will need to also become very active. All objects that touch the ground/floor outside the islands (e.g. people, balls, paper, shoes, etc.) must be taken to and placed on the blind island. This will keep the facilitator(s) moving, especially when the participants begin throwing balls.

• All questions raised by participants should be answered with a standard response such as “You have all the information you need to be successful at this activity.”

• While fulfilling the roles of rule monitor and object mover, the facilitator(s) should also be making observations about the group’s process in order to help tailor the debrief questions to the actual experience. The activity focus areas listed at the beginning of this document provide examples of focus for observations.

Other Notes for Facilitator(s):

• When considering how to split the group among the three islands, 2-4 participants are ideal for the blind island, 2-4 for the mute island, and 4-10 for the large island. It is preferable, because of the partnered “handcuffs,” to have an even number of participants on the large island.

• It can be very effective to assign participant observers with topics of focus for observation provided by the facilitator(s). This allows the facilitator(s) to focus on the other roles mentioned above, creates team ownership in the observations of the activity, and provides a role for individual(s) who choose to not actively participate in the activity.

• The correct answer for the total number of squares in the puzzle is 30.



Participant Instructions cut here Group 1 Objective: To get a ball in the can Resources: 3 balls Guidelines:

• You cannot step off the island onto the ground. • You may not remove your blindfold until the end of the activity. • Only a blindfolded person can throw a ball in your can or touch any balls on your

island. • The can cannot be moved. • Your island cannot be moved.

cut here Group 2 Objective: To aid the blindfolded people in their task To utilize the available resources Resources: Four rubber mats Guidelines:

• Objects or people cannot touch the ground outside your island or they float to the island with the blind people.

• The rubber mats are the exception to the above statement. They float well in place outside your island.

• You cannot use or touch any of your resources until the blindfolded people complete their task.

• No islands can be moved. • You are mute for the entire activity. • Only the mute people (you) may move/manipulate the rubber mats. • There is a time limit of ________ minutes to complete this activity.



Participant Instructions (continued) cut here

Group 3 Objective: To get everyone on your island To get untangled To solve the puzzle To throw a ball in your bucket Resources: pieces of rope, 3 balls, puzzle Guidelines:

• Objects or people cannot touch the ground outside your island or they float to the island with the blind people.

• No one can come in any direction towards your island from the next closest island until you have completed all of your other tasks.

• No islands can be moved. • The bucket cannot be moved.



Puzzle: How many total squares do you see below? (You get no more than three guesses.)



Activity Set-Up Diagram

“handcuff” ropes

Group 1 (a.k.a. Blind Island)

Group 3 (a.k.a. “Party” Island)

PVC square

3 Koosh balls

coffee can (about 5 feet from platform)

small rope/tape island

large rope/tape island

rubber mats

approx. 12 feet

approx. 15 feet

3 Koosh balls

puzzle plastic bucket (at least 8 feet from large island)

Group 2 (a.k.a. Mute Island)

facilitator guide · training location ... in order to build and grow the organization of the...

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