Page Title Page Number 8 Simple Steps to Successful Program ...

Page Title 8 Simple Steps to Successful Program Planning 20 Loves List Accessibility & Events Backwards Planning Breaking Into Small Groups Breaking the Ice with Ready to Use Icebreakers Budgeting Basics Building Your Resume & Selling Your Skills Burnout Case Studies Celebrating Diversity and Welcoming Differences Civic Engagement & Service Collaboration Contract Committee Work Compassion Fatigue Conference Attendance Constitution Basics Contracting Tips Controversy and Conflict: It’s a Good Thing Creative Program Titles! Creativity: Thinking Outside the Box Cultural Etiquette & Global Leadership Delegation 101 Election Considerations Emotional Intelligence Empowerment – How to Pass the Baton Energy in 5 Minutes or Less Ethical Leadership Evaluation, Assessment, & Performance Reviews Event Checklist Fabulous Facilitator Facts and Finds for the First Year Student Finding, Involving and Keeping Your Advisor Follow-Through & the Power of a Promise Getting—and Staying—Organized Giving and Receiving Feedback Healthy Collaborations Holding Other Accountable Humor How-to Inclusive Leadership Juggling Junior Year Looking Beyond “The Usual Suspects” for Presenters & Trainers Making the Most of the Second Year Meeting Management

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Motivation in Motion Passion and Purpose Planning a Successful Retreat The Political Scene The Priority Pinwheel Programming Hunt Promoting Your Group with Effective PR Publicity Pizzazz! From Public Speaking to Power Points & Everything in Between Quotes Recognition and Rewards Recruiting and Retaining Members Resources Robert’s Rule of Order & Parliamentary Procedure Saying “No” – A Diplomatic Skill to Learn Senior Year Strategies Series Programming Setting Goals Sleep, Caffeine & Your Well-Being Social Change and Nonhierarchical Leadership Models Social Host Liability Laws Socially Responsible Leadership The Stress Management Mambo Sustainability Talking to Your Family about Involvement T.E.A.M. – Together Everyone Achieves More Time Flies – But You Can Capture It! Transition & Training Trip & Transportation Calculations Understanding Diverse Learning Styles Vision and Mission: Creating Statements for Your Group What Exactly are Organization Officers Supposed to be Doing Working with Difficult People Working with VIPs Workshop Evaluation Resource Work Space Inventory Checklist Writer’s Block: Hot to Pry Yourself Loose Written Communication Skills Your Leadership Library

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8 Simple Steps to Successful Program Planning Planning a program doesn’t have to be overwhelming when you give attention to the big AND small details. Not only is it fun to coordinate an event that others will enjoy, you will enjoy the leadership journey that you experience along the way!

What Exactly is Backwards Planning?

Start with where you see yourself finishing and work backwards. You are less likely to forget the details this way.

Step 1 – Assessment

Develop a list of tasks that need to occur before, during, and after the event.

Who is your audience? What do they want? What resources do you have available to you? These are the questions you need answers to before you start planning a program…that is if you want anyone to come to it!

Determine who is responsible for each of those tasks. Begin at the end of the event and determine the amount of time needed for each task and work backwards.

Step 2 – Goals

What is the budget? What is the program theme or topic? What type of format will you use; a speaker, entertainment, educational, etc.? When will you have the program and who will be invited to attend? Goals will help you and your committee determine the vision for the program.

Write each of the tasks and timeline on a common calendar and provide copies to every responsible party.

Step 3 – Collaboration

Involve others in the process. Spread the wealth of leadership by inviting others to join you in coordinating the program. CollaboraAs k I f Y o u ) r e U n s u r e tion ensures N o t s u r e w ha t d i r e c t i o n t o that you t a k e a p r o g r a m ? U n s u r e a b o ut have a diverl i a b i l i t y a nd r i s k m a n a g e m en t sity of talc o n c e r n s ? R u n t h i n gs by y o u r ents, ideas, a dv i s o r ( y o u d o n ) t n e ed t o d o and lots of i t a l l al o n e ! “human power” for the day of the event. And remember, people support what they help create!

If no one knows about the program, no one will show up! Brainstorm types of publicity. Spread the word through mediums that students tap into, whether it’s social networks, posters, word-of-mouth, or a guy in a gorilla suit passing out flyers in the student center. Consider a budget for each promotional endeavor and establish a timeline.

Survey

Want to know what your target audience is looking for when it comes to programming on campus? Take an informal poll when talking with them. Put together a brief online survey at www.surveymonkey.com. Ask students to fill out a list of topics at a table set up outside the dining hall or during another event. Then you’ll know how to focus your efforts.

Take the time now and save time later. Determine and reserve venue

Request and complete contracts

Finalize budget—remember emergency fund for the unknowns Consider co-sponsorship if necessary

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Conduct a backwards planning session

Step 5 – Promotion

Step 4 – Preplan

Create a programming checklist that includes specific tasks, deadlines, and responsible parties

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Prepared for our institution by PaperClip Communications. Reproduced or retransmitted under license with PaperClip Communications.

8 Simple Steps to Successful Program Planning continued Step 6 – The Day Before

…the logistics. Keep notes and stay organized. Identify and reserve any equipment you may need. Get handouts copied ahead of time. Take care of refreshments and other materials.

This is the day to confirm, confirm, and confirm some more! If you followed steps 1 through 5, everything should be ready to roll. And, if you come across some surprises, today is the day to respond.

Step 7 – The Day Of

It’s time to walk through the event. Double check your lists, confirm with any volunteers, pick up equipment, check in on the venue, and meet up with entertainers/speakers prior to the actual event. Once the program gets started, sit back and enjoy!

“The Little Things”

Sometimes it’s the “little things” that make you and your efforts stand out. For instance…

Step 8 - Follow Up

The most important step may actually be the final step, as it sets the stage for future programming efforts. Thank yous and an evaluation are your number one priorities immediately following the program. Proper etiquette suggests that you should write and send thank yous within 48 hours of the event. Return the equipment and leave the space better than you found it! Ask for feedback and write an evaluation.

What to Include in an Evaluation Report…

Identify the goals accomplished

Provide a financial state of actual expenditures and revenue

Review the positive outcomes and the areas for improvement

Attach a list of human resources that supported the event, including co-sponsoring organizations and groups

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Send presenters/entertainers detailed info about where to park and where to go—they may not know the programming space the same way that you do Welcome your presenter and help him/her carry materials into the programming space

Be prepared to turn off the lights if your presenter has a PowerPoint or slide show to share Make sure your programming space is accessible Have water available for presenters

Test the equipment beforehand so you’re not scrambling when participants get there

Don’t put perishable refreshments out too early— food can go bad and make folks sick

Offer a proper introduction so your presenter feels welcomed—and valued Wrap up the event to give it a sense of closure— lead applause for the presenter, too Walk your presenter out and help carry his/her stuff

Ask your presenter/entertainer for feedback on the event

Create evaluations and invite participants to complete them following the program Have thank you cards in your desk drawer, ready to fill out as soon as the event is over!



20 Loves List

List 20 things/people/places/activities/etc. that you love. 1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11.

12. 13. 14. 15. 16. 17. 18. 19. 20. Put a “!” by those things you’ve done in the past week. Put an “A” by those things you’d do alone.

Put an “H” by those things you can do here. Put a “$” by those things that cost money.

Put a “6” by those things you haven’t done in the past 6 months. Put a “Y” by those things you haven’t done in the past year.

What does this tell you about your passions and priorities? How are YOU spending your time?

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Accessibility & Events

Part of being an ethical, inclusive leader is keeping the needs of all in mind. This comes into play when determining how to make your events accessible.

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Make the Space Accessible

A first step is making sure that your programming space is accessible. Some suggestions include: I I I

Person First Language focuses on the ability rather than the disability and on people instead of conditions. For instance:

Hold events on a first floor near the front door

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Have ramps available for people in wheelchairs Be located near accessible bathrooms

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Make Information Accessible

Also consider how you can make the information involved with your event accessible. Some suggestions include: I I

Make copies of handouts available in large print for folks with visual impairments

Have visual cues, such as charts, posters, and flipcharts, available so you’re not just presenting verbally

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Referring to someone with a disability as a “sufferer” or a “victim” tends to impose value judgments that are often untrue. These terms can be disempowering to a person with a disability who doesn’t want to be considered helpless and at the mercy of uncontrollable forces.

At the University of Wisconsin at Whitewater, all community members who are interested in putting on an event must complete a programming request form. The form includes a series of questions including, “Have you considered all individuals who might be left out by the location or planned event?” If they think someone may have difficulty accessing their event or face challenges during a presentation, they are encouraged to put a statement on the bottom of their posters, saying, “Any individual with special needs may contact ________ for appropriate accommodations."

Give important information both orally and in written form so members can process it both during and after the event. Don’t ask participants to read out loud, unless they offer. Some people get very anxious or are unable to read well in front of others.

Instead of saying someone is “wheelchair bound,” refer to her as a “person who uses a wheelchair.” This demonstrates that the wheelchair is not a confining device but a helpful apparatus being used by a capable human being.

A Creative Approach to Inclusive Programming

Make connections with a sign language interpretation service so you know who to call upon if you need their services for an event

Within any group, someone may have a learning disability that isn’t immediately observable. That’s why they’re often called “hidden disabilities.” When you’re conducting programs or meetings, keep the following things in mind:

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Instead of “the blind,” use “people who have visual impairments.” This emphasizes the importance of the person involved rather than equating him with his condition.

Sources: Journal of College and University Student Housing, Vol. 24, No. 1, Summer 1994; www.disabledworld.com/artman/publish/what-aredisabilities.shtml

Keep “Hidden Disabilities” in Mind

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Provide information about the meeting or program (such as a schedule of events or an agenda) ahead of time so people can prepare.

Tap Into Person First Language

Also, when issuing the invitation to this event, have a line at the bottom that says something like, “If you have special needs for this event, please contact ______ at _______ to discuss accommodations.”

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Provide plenty of time for questions and answers.

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Backwards Planning

You know where you are going, right? You are planning a program and you know what you want it to look like, when it is going to take place, and how long you have to plan. But, do you know what you need to do and when you need to D i s c o ve r i e s a r e do it by to ensure o f te n m a de b y n o t f o l success? Backwards l o w i n g in s t r u c t i o n s , b y planning begins g oi n g o ff th e m a i n r oa d , with the final results b y t r y i n g t h e u n t r i ed . in mind. And, it en˜ Fr a n k T y ge r sures that everything, from the largest to the smallest detail, is covered! Why wouldn’t you do it?

…that in our ideal world of programming, everything should run smoothly, but reality can throw a few fast ones our way. Backwards planning helps catch potential programming snags, but consider some other methods to cast your planning net far and wide: L Don’t compromise the details—the smallest ones sometimes sneak by you. L Don’t assume anything.

L Trust your gut instincts—if it feels like something is wrong, it probably is.

Steps in Backwards Planning I

State what your finished result will be.

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Identify the major steps to the finished result.

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Clearly and very specifically state your desired result.

L Remember, the audience is not aware of what happens behind the curtain, so just handle it and move on.

Break the overall task down to smaller parts— Promotion, Reservations, Food, Accommodations, Technical Services, Volunteers, Evaluation

Create your timeline for accomplishing each step. Give yourself time limits and set deadlines which give you appropriate time to complete the task without rushing. Consider you institution’s timelines (i.e. how many days it takes to process a contract, reserve a room, or cut a check).

Be aware of possible obstacles and distractions.

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Revise and flex according to needs.

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Complete your plan and accomplish your task!

Put your strategy in action.

Adapt and adjust your original plan to accommodate any emergencies or miscalculations. Congratulations!

Make a list of all the tasks that need to be completed before the program begins. Include publicity and advertising pieces, reservations, accommodations and all other areas that will need to be taken care of. Using a calendar, start with the last task on your list to be completed before the program. Write it down on your planning calendar on the appropriate date, and then consider its components. If there are tasks that need to be completed, work backwards with them and plug them into the calendar. Then proceed with the next to last task to be completed, and so on.

Write down all possible obstacles and distractions.

State the substeps.

Work out the fine details of each major step. Write the details on a calendar and consider the most appropriate date for each.

COMMUNICATIONS

Work the Plan!

So Get Started…

Do you anticipate anything sidetracking you?

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Breaking Into Small Groups Sometimes the hardest part of using small groups can just be breaking into them. Everyone likes to work with their friends and the people they know…it is comfortable and familiar. But that is exactly why you want to break it up a bit. Groups reap great rewards when they mix it up! Here are a few simple and easy strategies to break it all up!

How to Do the “Break Out”

There are multiple fun ways to get people into small groups. Try any of these to get random people connected and communicating: I

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A Fe w of My Fa v orit e T h ing s—Everyone has

a favorite ice cream, pizza topping or type of music! Determine how many groups you would ideally like to work with and identify that number of food items (i.e. four groups—four ice cream flavors such as: chocolate, vanilla, strawberry, and cookie dough). Ask people to select their preferred flavor from the list provided. This exercise doesn’t guarantee equal distribution among groups, but it does get the larger group broken down into more manageable working groups.

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Bir th d ay Lin e -U p—Each participant has a birth-

day. Ask them to line up without talking, in sequence of their birthday month and date. Show the participants where January birthdays should begin and let them go from there. This is a great

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… that small groups are most effective when you have 10 or less people involved.

activity to get the group moving and gives you control over how you want to break that line into smaller groups. Once they have completed the exercise, you have a variety of choices for small group break outs: ask them to count off, ask each month to be a small group, break into groups of four by asking people in the first three months to gather, and so on—there are many options.

St ick er St ra te gy—This break out strategy requires some pre-planning. Get some fun stickers that you can acquire multiple copies of. Determine how many small groups you would like and how many people in each is your ideal. Make sure you have the appropriate number of stickers for that count. Then as people enter the work space, provide them with a randomly selected sticker. When you are ready to break into small groups, direct participants by “sticker type” to their small group stations. Most people walk in with people they know, so this method ensures that you are breaking up some of those comfortable networks from the start.

C ou n tin g Of f—This is a tried and true method of breaking out. You probably remember it from your grade school days, but it is still effective and efficient. Determine your ideal number of participants in each group, divide that by the number of your large group and you will have the number you need to count off by. Example: if you have 50 participants and would like no more than 5 people in a group, then ask the group to count off by 10.



Breaking the Ice with Ready to Use Icebreakers As a student leader you will more than likely be in the position—often—to help people and groups you are working with get to know each other. Keep this “cheat sheet” on hand for those times when you need a quick and easy icebreaker to help individuals become familiar and comfortable with one another.

Discussion Starters and Activities:

L T h e Q ue s t i o n E v e r yo ne C a n A ns w e r— Example: “What was the highlight of your summer?”

L Wh i p—Quickly go around the circle and answer questions (or complete a phrase) with one or a few words.

The Story of My Name

Ask participants to introduce themselves and tell what they know about why they have their name (Example: he was named after a great-uncle or her name was the name of a character in her mother’s favorite book).

L Gr ou p Ra ti n g—Use thumbs up/down, 1-5 scale using fingers up or a barometer reading.

L Us e P as sa bl e I t em—A koosh ball or other item can help indicate the person who is speaking. Have them toss it to another person to encourage their involvement. This method also helps control interruptions.

Monogram

Give participants a sheet of paper and writing utensil. Ask them to write out their monogram (the first letters of each of the names they would identify as their full name). Next ask them to write or draw something about themselves that starts with the each letter of their monogram (Example: TJP—talkative, Jiffy Peanut Butter, pool). Ask everyone to share their monograms, full names and a little about themselves.

L Ask f or Q u est i on s—Write a question or concern on paper, collect, and redistribute. Ask the reader to interpret what the writer meant and discuss.

Mad Liberation

Change is in the Air

Create your own version of the popular “Mad Libs” game by simply grabbing a document of some kind. It might be a newspaper article or a greeting card. Delete a few of the nouns, adjectives, and more and then ask group members to fill them with new words. For instance, when you remove the underlined words from the sentence “Students will have an opportunity to enjoy a meal of chicken, salad, fresh bread, and blueberry pie,” and have students give you new words, you could end up with a sentence that looks like “Frogs will have an opportunity to smash a meal of thumbtacks, carnations, smelly bread, and chipmunk pie.”

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Have students sit in a circle with their feet touching—nothing should be able to get past the perimeters of the circle. Grab a handful of change. Explain that you know the year will bring many changes—as a group and as individuals. Then, say, “Change is in the air!” and throw the handful of change upward within the circle. Tell students to scoop up the change nearest them. Then, for each quarter they must talk about what change they are most looking forward to making. For each dime it could be what leadership change they will make, each nickel, an area of growth or change they want to make, and for each penny, one change they hope will not happen.

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Breaking the Ice with Ready to Use Icebreakers continued In the Headlines

Seussicality

Break the group into small clusters of 3-4 people each. Their task, should they choose to accept it, is to create a headline for each organization member. What about that person is newsworthy? They may have to “interview” each other to find out! This helps to get students talking and offering information about themselves. Plus, they’ll have a chance to practice those listening skills.

Ask someone in the group to shout out a word. Say the word is “issues.” Then, challenge each person to come up with a brief Dr. Seuss rhyme focused on that word. Give ‘em a few minutes to jot their thoughts down and ask everyone to share their concoctions. For example: “If I focus on my issues, I’ll be sure to need some tissues, For they make me sneeze, They make me wheeze, And no, I sure won’t kiss you!”

Pick a Pack

During a lull in the action, ask everyone to write his or her name down on a slip of paper. Put all of these in a hat and then pick one. This person must pull an item from their backpack and explain how it represents them. Do this a few times so that several people have a chance to share a piece of themselves.

Penny for Your Thoughts

Hand out a penny to each person and ask them to share one thought they have following the group experience. Bring a bowl filled with a little water and have everyone throw their penny in the “wishing well.”

When preparing icebreakers, keep in mind the diversity of personalities, abilities, and backgrounds each of your group members may bring with them. Make every effort to diversify your activities to accommodate the various needs and abilities of each individual.

Ask everyone to sit in a circle. Tell them that for the next 5 minutes, you all need to speak in questions. Begin by posing a question to the person on your left such as “Do you understand why helium makes your voice funny?” That person must then turn to the person on his left and ask another related question such as “Is helium considered a drug?” Keep going around the circle quickly until everyone has had at least one turn. Anyone not speaking in questions must sit out.

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Most people have a secret hankering to be a super hero with a secret identity, or at least they used to when they were a kid. Ask each of your residents what super hero they would most like to be (Aqua Man, the Green Lantern, Wonder Woman, etc.). Have people explain why they identify with this super hero. Then, have group members create a secret identity to match their super hero.

Activities…

The Question Go-Round

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Super Hero Soup

For instance, how will you include someone who is in a wheelchair or who has a temporary cast on one leg?

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Budgeting Basics

One of the most important parts of event planning is budgeting. Assessing the funds available and successfully putting on an event within the cost parameters can be a challenge. Most often, the budget is small, but the event is large. So how can you achieve a quality experience on a shoestring budget? By using creative thinking and making the most of the resources available.

U tilize Re so ur ces—Which departments or organizations on campus might be able to help you out? If you have a Theater Arts department, it may be possible to borrow or rent sets for decorations. In these tough budget times, people may be more willing to rent to you.

L Revenue √

Dues/activity fees

√

Fundraisers/sales

√ √

Stakeholder allocations Prior year carried forward Total revenue

L Expenses

√ Personal services (salaries, wages, benefits, etc.)

not always have to do it on your own. There may be another group or department on campus who will cosponsor your event. For example, work with your Art department to create a gallery event where students can show their work in the lobby of the auditorium where you have an invited speaker.

√ Operating expenses (phone, communications, office supplies, printing, postage, equipment rental/repair, etc.) √

Programming/activities expenses

√

Outstanding debt

√ √

Ma xim ize—If you are renting a facility on campus and are paying for lighting and set-up of tables and chairs, ask if the group before or after you wants to use a similar set up. The facility may be willing to split the cost with the other group.

√ √ √

Fu n d ra isin g—There are many companies that

offer fundraising opportunities. Check what your campus policies say about this and then get out there to raise some money!

Th in k Fre e ly—Do not get stuck on traditional

event locations. Think about places on campus that are available fee-free. Is there a quad or grassy area that you could use for your outdoor events? What about a parking lot that isn’t utilized on the weekends? Be creative and don’t limit yourself.

Do n at ion s—Businesses are often willing to do-

nate if you post their logo, hand out coupons, or promote their product. The business may also come to your event and provide a needed service. For example, invite a local sandwich shop to serve sandwiches at an event. For the exposure they’ll get, they may be willing to charge a smaller fee.

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Items to include in a budget:

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C o-sp on so r—You do

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Developing & Managing an Organizational Budget

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Travel

Miscellaneous

Capital (list by item) Contingency

Total expenses

L Balance

√ All budgets should include previous year allocations followed by current year allocations

L Assists in assessing inflation

L Assists in historical allocations appropriate for goal planning based on mission/vision of organization

C ha r gin g—Have participants pay for some aspects of an event. For example, if you put on a carnival and want to have a Tarot Card Reader, you can ask students to pay a small fee to help pay for the cost. You can always charge an entry fee to help defray the cost as well. 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Building Your Resume & Selling Your Skills Do you realize all of the great skills and experiences you are gaining through your student leadership experience? Maybe you do, but you just don’t know how to communicate it when applying for an internship, job or graduate school. Don’t hide the gifts and talents you possess—it’s time to sell your skills!

…who you would like to have as your references. Consider individuals who have directly observed you as a student leader—and can speak to your skills, strengths, and potential areas for improvement.

Marketing Your Skills

For many employers, a student’s GPA or major are not as valuable as the transferable skills they will bring to an organization. Consider how these skills possessed by a student leader are marketed on a resume:

S t u d e n t L ea d er s h i p Ex pe r i e n c e

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M a r ke ta b l e Sk i l l

Attitude is everything...make sure yours is a positive one.

Presented training and workshops

Oral Communication Skills

Managed a budget

Quantitative Skills

Created and coordinated programs

Event Planning

Completed organizational fundraising

Sales Experience

Worked within a diverse organization

Teamwork

Completed annual reports

Assessment

Promoted programs on campus Managed peer staff

Marketing and Publicity Experience Supervision

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Create Your Own Personal Brand

One of the newest terms used in the job search business is “personal brand.” Student leaders can easily create their own brand by implementing a few of these tips: I I I I I

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Know your passion. What makes you get out of bed every morning? What makes you smile in your school and work environment?

Develop your goals and dreams. You have to know where you want to go even if you don’t know how you will get there yet. Dream Big! Be honest with yourself. Assess your strengths and areas for opportunities. Discover what is unique about you. Determine what you stand for and what makes you different. Be visible. Go above and beyond simply because you love what you are doing.

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I Ask others for feedback. Ask your peers, mentors, supervisors, family, friends, professors, etc. Get a wide range of feedback so you know what areas you need to focus on for personal and professional development.

Resume Reminders

Keep these basics in mind when creating your resume. I Avoid college slang—don’t make potential employers guess what you are talking about.

You have done a lot in your time at college—but you aren’t writing a memoir, you are compiling a resume. Try to limit your resume to one or two pages with the highlights of your experiences.

Make sure you include any volunteer experiences that provided you with specific marketable skills. Don’t just limit your resume to paid positions.

Ask a mentor, supervisor, or friend to review your resume for clarification, typos, and to ensure you didn’t forget to include anything.

S i d e n o t e … A s y o u c r e a t e a n d c le a n - u p y o u r r e s u m e , d on ' t f o r g e t t o d o t h e s a m e w i t h a n y o f y ou r s o c i a l n e t w o r k i n g s i t e s . E m p l o y e r s a r e m e m b e r s o f F a c e b o ok a n d M y S p a c e t o o , a n d t h e p i c t u r e y o u p a in t o n y o u r r e s u m e m ay b e t a r n is h e d i f i t is n ' t c o n g r u e n t w it h w h at t h e y p e r c e i v e f r o m t h e p i c t u r e s p o s t e d o n y o u r w e b p r o f il e s .



Burnout

Being a dedicated student leader can be overwhelming, stressful, and draining at times. It is easy to burn out!

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What is “Burnout?”

Burnout is a feeling of emptiness, including a lack of motivation and care for anything or anyone. There is little to no hope that there is a light at the end of the tunnel.

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For student leaders, burnout can occur if you are constantly feeling bombarded with interpersonal conflicts, feel a lack of challenge in your work, or are not feeling like you are making a difference in your leadership position.

What Causes Student Leader Burnout? I I I

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Unrealistic expectations and goals Being too many things to too many people Working in unethical and unwelcoming environments

Giving 75% to all things, rather than 100% to a few things Being part of an organization that is incongruent with your values

St r e s s v s . B u r n o u t

A l t ho ug h t he y s o u n d t h e s a m e, bu r n o u t a n d s tr e s s a r e d i f f e r e nt . O n e s p e c i f i c d i f f e r e nc e i s y o u r o w n aw a r e n e s s . P e o p l e t y p i c a l l y k n o w w h en t h ey ar e f e e l i n g s t r e s s e d , b u t b u r n o ut c a n s ne a k up o n y o u … s o m e t i m e s t a k i n g w e e k s a nd mo n t h s t o s ur f a c e .

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Start by getting enough sleep. Whether you are a night owl or an early bird, make sure you are giving your body enough time to recharge. Eat balanced meals. Get creative in the cafeteria and make sure you are refueling with proper nutrition. Replace at least some carbonated beverages with water.

Get physical! Go to the gym a few days a week or get a group together for aerobics or a basketball game. You’ll burn off calories and reduce stress while having some fun.

Create a personal calendar. Time management is a life skill. Make sure you are blocking off time for study, for meetings, and for YOU!

…that procrastination can be a sign of burnout. If you find yourself consistently providing excuses for not completing tasks, showing up on time or living up to your own personal standards—it may be time to assess if you are in the midst of burnout!

Responsibilities and tasks that are boring and do not challenge you Look for new challenges that will be meaningful to you.

Offer to rotate or trade responsibilities with your peer leaders who might be looking for similar changes to their job descriptions.

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Seek help if necessary.

Juggling responsibilities can leave you feeling more like a sideshow act than a student leader. And, if you don’t learn to manage your life, you could find yourself in a major burnout phase. You can “tame the carnival” that is your college career, but you must commit yourself to finding balance.

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Feeling trapped in an organization or leadership role

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Prioritize and allocate your time and energy to things that are most meaningful to you.

Staying Balanced

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How to Battle Burnout I

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Take time away from your leadership work to build relationships, socialize, and spend time outside of the organization.

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Case Studies

A sure way to explore your “what if?” response is to work through a case study. Here are a few to get you started…

Holding a Case Study Competition

Playing Devil’s Advocate

As you are planning an event, a fellow group member argues with almost every suggestion that is offered. He says that he’s “just playing devil’s advocate” to help folks see different sides to the issues. Yet, you’re seeing some of the quieter members withdrawing—they don’t feel comfortable expressing their opinions or suggestions anymore because they expect they’ll automatically be shot down. You see the value of different perspectives but want to make sure that a collaborative, cooperative environment is being created, too. What might you do in this situation?

Coming to the Rescue?

During Family Weekend you walk in on a parent berating a fellow group member. She is screaming at her and obviously very upset. You don’t want to make the situation worse yet you want to help your peer handle the problem. What role would you take on? What would you need to take into consideration?

One way to use case studies is to have a friendly competition. Here are some how-to tips:

L Choose a series of 2-4 case studies as the base for your competition.

L Create rules that state things like: √ Each team will have 5 minutes per case study to make their case. √ Answers need to be based on the realities of your home campus. √ Clear rationales for actions need to be outlined. √ No name-calling or uncivil action will be tolerated throughout the course of this competition. √ Good sportspersonship is expected at all times. L Have members form teams of 3-5 people each.

L Solicit a panel of judges to score the case study competition. Provide them with parameters. L Hold the competition within an atmosphere of learning and collaboration.

Talking Trash

To Consider:

You overhear a group member talking trash about your advisor to another group member in the middle of an event. Students, faculty, and staff are milling around—it’s likely they can hear part of the conversation, too. While you don’t want to publicly confront these members, you’re also very concerned about their lack of tact and respect. What do you do?

L You may even want to secretly instruct judges to give extra points for teams that collaborate and contribute to the success of others.

L Consider having returning members serve as judges for this competition. It gives them a significant role to play while also valuing their experience.

Taking Credit

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Several group members have been working diligently to pull off a campus event. It goes really well and your group receives compliments aplenty. At one point, you hear someone giving a compliment to a group member who didn’t do much to help with the event. That member takes credit for the success, going as far as saying, “I worked so hard and love that it went off without a hitch!” This makes your blood boil because you know that the credit isn’t going to those who most deserve it and you feel this member is misrepresenting himself. What might you do? 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Celebrating Diversity and Welcoming Differences What does it take to create an environment that is safe and welcoming for everyone? Here are a few ways to begin the process of welcoming new people, ideas and backgrounds into the mix!

Can You Answer These Questions? I

Diversity is Just That…Diverse

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Sometimes it is easy to just think about race and heritage when the terms diversity and multiculturalism are mentioned. However, your campus community includes diversity beyond cultural backgrounds. What about the diversity of the community in areas such as: gender, physical ability, geography, economics, sexuality, faith, age, and family backgrounds?

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You truly are living in a salad bowl and every year new members bring new diversity to your college community. Celebrate it!

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Learn About Multicultural Campus Resources

Student leaders are often seen as resources regarding services on campus for non-majority students. Become familiar with the diversity of your campus—the names of the offices, organizations, and clubs on campus who have “multiculturalism” at the core of their mission. Also consider what opportunities exist on campus for YOU to immerse yourself in different cultural experiences.

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Use Inclusive Language

Tune into cultural cues when you consider your use of language. Inclusive language sends the message that you value, accept, and respect all people. Here are a few tips: I I I I

Direct eye contact is considered disrespectful by some Asian cultures. Don’t assume that an averted gaze is a sign of disinterest or disrespect. Don’t comment on people’s bodies directly or indirectly. You never know who may be struggling with body image issues.

How do students find support groups or special population groups? What groups are represented on campus? Who are the key contacts on campus for nonmajority students?

What courses are offered that explore multicultural topics? What programs are offered that introduce students to different cultures?

If someone is late, it may be a cultural thing rather than a purposeful lack of respect. Don’t criticize them publicly.

Use examples from a variety of religions and don’t take it as a fact that everyone believes in God. Don’t just use student culture references (i.e. celebrities, musicians, trends, etc.) that apply to traditional-aged students. Non-traditional students may feel excluded if you do.

Watch your Words

Be aware that language is very powerful and can make or break an experience for someone. Consider alternatives to commonly used “exclusive” words: Instead of…

Replace with…

Boys/Girls

Men/Women

Parents

Don’t assume that all romantic relationships are heterosexual. Figure out comfortable language that includes all different types of relationships.

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What initiatives are being taken to increase diversity enrollment and to support non-majority students on campus?

Freshmen

Make sure that when you talk about siblings, you also include only children in the conversation.

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What is the college’s diversity population? What populations are represented?

Boyfriend/Girlfriend Handicapped

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New Students

Family Members

Partner or Significant Other Person with a Disability



Civic Engagement & Service Many of today’s students are becoming more civically engaged. Case in point: during the 2008 U.S. primaries and caucuses, over 6.5 million young people under 30 participated. This turnout marked a dramatic increase from 9% in the 2000 primaries to 17% in 2008, according to statistics from The Center for Information & Research on Civic Learning & Engagement (CIRCLE). And if trends continue on this path—with 40% of youth voters voting in the 2000 presidential election and 49% in the 2004 election—this will be the first time since 18-to-20-year-olds were allowed to vote that youth turnout has increased three election cycles in a row! Wow.

Engaging Civically

What are some ways that you and your fellow group members can engage civically? Consider… L oo k a t Y ou ! I

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campaigning for a local or national political candidate

championing a local cause, such as keeping art and music in the middle school curriculum

A m o ng 1 8 - t o - 2 9 - y ea r o l d s , 3 8% w a t c h c a n di d a t e d eb a t e s , w h i l e 36 % o f 3 0- t o - 4 9- y e a r - o l ds do s o , s ay s a S e p t e m b e r 2 00 7 P e w R es ea r c h Ce n t er s u r v ey .

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Service Learning

In 1989, 66% of college freshmen volunteered during their last year of high school. In 2007, that number rose to 83.3%, according to a survey by the Higher Education Research Institute at UCLA. Yes, some high schools require community service as a graduation requirement, yet in this study, 70% of those who reported volunteering weren’t required to pitch in.

You’ve likely seen this service in action through alternative Spring Break trips to do service, such as the Pay It Forward tours launched by four University of Minnesota freshmen, and campus-specific efforts. Plus there are multiple groups—like the student anti-genocide coalition, STAND, which is present at 800 colleges and high schools—that have homes on various campuses.

hosting a voter registration drive

Service learning is a way to provide service to the community while also providing a tangible learning experience to those involved. According to the National and Community Service Trust Act of 1993, service learning:

Civic Reflection

According to the Projects on Civic Reflection (www.civicreflection.org/), civic reflection “is the practice of reading and discussing short pieces of literature as a means of reflecting on the central questions of civic life.” This practice is being used by different types of organizations to help participants think, talk, and respond to their communities’ needs. Check it out!

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5 T he r e s a b i g d i f f e r e n c e b e t w e e n s e e i n g an o p p o r t u n i t y an d s e i z i n g a n o p p o r t u n i t y. 6

Service is on the upswing, as students find causes to champion through their actions. The Internet has been a big help with Facebook groups rallying students to fight global warming, protest events, and more. USA Today (3/13/08) reported that over 22,000 non-profits have signed up on MySpace to gather supporters since the site debuted in 2004.

holding a fundraiser to help save a local historical building

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Whether you work on an initiative as a group or you decide to take on a civic cause independently, the fact that you act is something to be applauded.

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Is where students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities

Is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community Helps foster civic responsibility



Civic Engagement & Service continued The Giraffe Heroes Project

0 W hi l e t r y i n g t o t h i n k a b o u t h o w y o u c a n m a k e a b i g d i f f e r e nc e, t r y n o t t o i g n o r e t he s ma l l d a i l y d i f f er e n c e y o u c a n m ak e . 1

w ww . gi r a f fe . o r g

The Giraffe Heroes Project is an attempt to recognize and celebrate people who have “stuck their necks out” for the common good. The website defines this as “alleviating suffering, rectifying injustice or advancing goals such as peace or a healthy environment.”

˜ M a r i a n W r i g ht E d el m a n

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Before deciding what your group will engage in, talk with members about their motivators. It can be so eye-opening!

Is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled Provides structured time for students or participants to reflect on the service experience

Campus Compact • www.compact.org

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Learn and Serve America • www.learnandserve.gov/

√ √ √

What is it that motivates different people to get involved? Motivators may include:

√

personal experience with a cause that makes someone want to give back (i.e. losing a grandparent to cancer so now is involved with American Cancer Society fundraising)

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√ √

What Motivates People?

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Learn More

To investigate civic engagement and service further, tap into resources such as:

That reflection portion is one of the keys to the “learning” within service learning. H e lp i n g O th e r s When you and your group members deA c c o r d in g t o t h e 2 0 0 6 cide to engage in C i v i c a n d Poli t i ca l community service, H e a l t h o f t h e N at i o n remember to have S u r v ey , y o u n g pe o p l e some intentional rec i t e t he i r s i n g l e m o s t flection time built c o m m o n r e a s o n f o r vo l in. Work with your u n t ee r i n g a s 0 t o h el p advisor so that this o t h e r p e o p l e. 1 important meaningmaking takes place.

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believing in a group’s possibilities and wanting to help (i.e. taking on leadership of a group)

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Check out the site for nomination forms, Giraffe stories, and more. I

a desire to change the status quo (i.e. encouraging others to register to vote so our political leadership represents us)

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√

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Corporation for National & Community Service • www.cns.gov/ Make a Difference Day (the 4th Saturday of every October) • www.usaweekend.com/diffday/

National Service-Learning Clearinghouse • www.servicelearning.org/

Raise Your Voice Dialogue Resource Guide • www.actionforchange.org/dialogues/

Service-Learning Ideas and Curricular Examples • www.servicelearning.org/slice/

The Center for Information & Research on Civic Learning & Engagement • www.civicyouth.org/www.volunteermatch.org



Collaboration Contract Collaboration is an effective and valuable tool in some leadership endeavors. However, for some it can be intimidating, overwhelming, or just plain frustrating. Some of those feelings are fostered by previous experiences in which people may have felt disrespect or not valued in a group. To create a trusting and respectful collaborative environment for everyone, consider creating a Collaboration Contract—an agreed upon philosophy of Mutual Respect that will be used in all of your group interactions.

N e x t , as k t h e g r o up t o b r a i n s t o r m i d e a s o f w ha t b e h a v i o r s o r b e l i e f s w o u l d b e mu t u al l y r e s p ec t f ul .

If they are struggling, or don’t create an exclusive list, suggest some of your own

B e g i n by d o i n g a p er s o n a l r e f l e c t i o n .

What behaviors demonstrate respect and build trust in groups?

What behaviors demonstrate disrespect in a group and break teams apart?

O nc e t h i s l i s t o f r e s p e c t f u l b e h a v i o r s i s c o mp l e t e , t y p e u p t h e c o n t r a c t ! a n d a s k e ve r y o n e t o s i g n i t a s a s h o w o f t h ei r c o m m i t m e nt t o m u t u a l r e s p e c t . B e s u r e y o u s i g n i t a s w el l , t o a f f i r m y o u r b e l i e f i n a n d a c c o u nt a b i l i t y f o r t h e e x p e c t a t i o n s a s a me m b er o f t h e g r ou p .

Contract ideas adapted from www.goodcharacter.com Here are a couple of suggestions that you might want to consider for your contract:

What are some effective ways to respond to disrespectful behaviors in a group?

√

Treat others as you would want to be treated.

√

Respect the dignity of all people.

√ √ √ √ √

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Be considerate of others.

Accept personal differences.

Work to solve problems without violence. Be helpful, not hurtful.

Apologize for mistakes.



Committee Work

Committees, task forces, working groups, subcommittees… whatever the name, they serve a valuable organizational purpose. Organizations tend to be large in size, making it difficult for members to be actively involved in all aspects of the group. And, organization members are diverse, bringing a wealth of interests and talents to the group.

keep in mind when creating new and maintaining current committees: I

So, how do committees help? They provide a smaller group environment for tasks to be completed by individuals that are most interested and able to accomplish them.

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Types of Committees

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The type of committee you create is dependent on what you need.

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E xe cu tiv e C om m itt ee : This typically is a small

group that includes the officers or leadership of the organization. This committee meets regularly to prepare communication and long-term planning for the larger organization.

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St a n din g C om mit te e s: These groups typically

are long-term, ongoing committees that are focused on a specific area that the larger organization needs to consistently give attention to (Examples: Program Standing Committee, Diversity Standing Committee, Allocations Standing Committee, etc.).

Expectations must be clear—what are the goals, the timeline, what resources can we use, etc.

Regular meetings should take place and updates should be communicated to the larger group.

Committee work can feel isolating at times. Provide feedback to committees on progress made, new expectations, and recognition for a good job. When a committee no longer is needed, it is okay to disband it or restructure it.

1.

They help engage everyone in the organization.

3.

They divide the work into manageable parts.

2.

special interest groups that typically are short-term and only active for as long as needed to accomplish their appointed task. Once they meet their goals, the committee members are released.

4. 5.

How to Avoid Committee Chaos

Just forming a committee does not produce outcomes. There are specific things organizations need to

6. 7.

…that committee work can be a great way to get new members involved. Committee members get a chance to gain a deeper understanding of the organization and contribute meaningfully.

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People should be assigned to a committee for a reason, whether it be their interest, potential contributions, skills, or experience.

Ten Reasons Why Committees Work

Ta sk Fo rce s o r Su b -C om m itt ee s: These are

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A committee must have a defined and understood purpose.

8. 9.

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They promote group vision and goals.

They give “up and comers” the opportunity to test their skills and build their confidence. They spread the wings of the organization, allowing the group to focus on multiple tasks at once.

They offer the opportunity for members to meet and work with new people. They create new ideas for the organization to consider.

They provide informal training for future organizational leaders.

They allow the group to respond promptly to urgent matters.

10. Committees can produce, provide, promote, present, and prepare for just about anything your organization needs.



Compassion Fatigue

As a student leader, you care. You care about your peers. You care about your college community. You care about making a difference. You care about the projects you complete. You care about the reputation of the campus department or group you represent.

…that it is okay to put yourself first sometimes. We sometimes feel guilty putting ourselves first. But, in reality, if we don’t take care of ourselves, how can we care for others? Consider posting the following question (adapted from a quote by an unknown source) to affirm that caring for yourself is most important:

The student who disclosed to you that she was sexually assaulted at a party last week weighs heavily on your mind. The organizational member who shared she is struggling with tuition payments keeps you thinking. The student who asked you for help determining how to approach a friend she thinks is being hazed keeps you on edge. So, where do you draw the line? What impact do all of these issues actually have on your emotional, physical, and spiritual self? Perhaps they are having more of an impact than you think.

What Exactly is Compassion Fatigue?

Much of the research done on compassion fatigue (CF) focuses on caregivers; those people taking care of elderly parents, counselors working with troubled clients, and others. Some of the professionals most at risk for CF include medical professionals, human service workers, counselors, mental health professionals, advocates, emergency care workers, and the clergy. Just take a look at that list. As a student leader, you may have served one or more of the functions listed there within the past month, wouldn’t you say?

PTSD is a disorder that affects people who have experienced extreme traumatic or violent events in their lives such as severe car accidents, plane crashes, natural disasters, or abuse. People who develop PTSD report episodes of fear, depression, confusion, and hopelessness.

Signs & Symptoms of Compassion Fatigue

As a student leader, you often take on the problems of others, from the teammate who has a conflict with your advisor to a friend who is dealing with his parents’ divorce. Yet, you can’t solve these things all on your own—and you may harm yourself in the process. Compassion fatigue may kick in, with symptoms that include: I I I I

An overused sense of compassion that leads to a lack of ability to feel or to care for others An accumulated fatigue that can take months or years to surface

Re-experiencing the trauma of a situation or a student’s experience, even after the incident is over Avoiding any reminders of an event or numbing yourself to it

Losing your sense of self to the students you serve—getting so wrapped up in their issues that you leave yourself behind Get help if you’ve reached this point.

While those who experience CF have not necessarily been direct victims of trauma, as the “helper” they

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still experience an impact on their personal cognitive, emotional, behavioral, spiritual, interpersonal, and physical functioning. This is sometimes referred to as “secondary trauma.”

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Compassion Fatigue (CF) is a syndrome consisting of various symptoms that mirror Post Traumatic Stress Disorder (PTSD).

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”If you don’t take care of your body, where else are you going to live?”

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Compassion Fatigue continued

Strategies for Preventing Compassion Fatigue I I I I I I I I I I I I I I I

What Can I Do if I Am Experiencing CF?

maintaining a balanced lifestyle that includes boundaries and limit setting

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getting support and help when you need it

having plans in place for coping with tough issues and incidents

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taking stock of your own healing and letting yourself experience the necessary spectrum of emotions

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getting adequate professional training

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replenishing yourself

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nurturing social relationships outside of work

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getting involved in a positive initiative

maintaining proper sleep, nutrition, and fitness habits

cut out negative addictions or numbing agents such as alcohol, other drugs, caffeine, and nicotine get enough sleep

tune into your body’s nutritional and exercise needs

develop a segment of your life where you take rather than give put yourself in situations where you’re able to see the positives life offers

take some time off, or in more serious situations, switch jobs if necessary

What can you be doing better in your life to prevent experiencing compassion fatigue?

connecting with nature

expressing yourself creatively

meditating or engaging in spiritual practice

being honest with yourself about your strengths and limitations

How are you going to go about making these changes?

maintaining a sense of humor—even during difficult and stressful times working in a positive, supportive, and team-oriented environment

Reflection Section

CF Self-Tests

You have lots of students and a campus community to think about and care for. However, it is important not to forget about taking care of yourself! What have you done to treat YOURSELF lately?

In order to see if you may be experiencing CF, check out the following self-tests available on the web. Please keep in mind, however, that these instruments should in no way replace the advice of medical and counseling professionals who can best help.

Do you discuss your own personal well-being with your supervisor or advisor? Do you ask for help when you need it, or are you afraid that she expects you to be “the perfect student leader” at all times?

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What outlets do you have? Who provides support?

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The CF Self-Test from ACE at www.ace-network.com/cftest.htm is an instrument under development from the Florida State University Psychosocial Stress Research Program The Compassion Satisfaction and Fatigue (CSF) Test at www.isu.edu/~bhstamm/tests/satfat.htm may be freely copied based on conditions listed at the site.



Conference Attendance There are many local, regional, and national conferences that are designed specifically for student leaders. If you are fortunate enough to be invited to participate, take full of advantage of it…you won’t be sorry.

What You Need to Know Before You Go!

I C on fe re n ce log istic s: Dates, fees, accommodations, conference contact information, transportation, meals

R e p r es en t W e l l

I E x p e c ta t i o n s o f a t te n da n c e

You are the face of your institution at a conference. The way you behave, communicate, and participate will leave a lasting impression on how others not only see you, but also your college and organization. Leave a good impression! Use your manners, be respectful of others and the host facility, actively participate in the conference schedule, and value the time and money your institution has invested in your attendance.

I W h a t y o u n ee d t o b r i n g

How to Be a SUPER DELEGATE! M e et a s M a n y P e o p l e a s P o s s i b l e

Network! Take advantage of talking to students and staff from other colleges. What programs work on their campuses? What are some good promotional ideas they have used? Share contact information with individuals who have the same responsibilities that you do on other campuses and utilize them as a resource throughout the year.

H av e F U N !

It is important to be professional and take conference attendance seriously, but that doesn’t mean you can’t have fun. Enjoy yourself and all that a conference has to offer—beyond the schedule. If you are in a new city, go and explore during scheduled conference breaks! If some other delegates invite you to join them for dinner, go for it. There is lots to learn outside of the conference too!

P r e p a r e , P r e p a r e , P r e p ar e

Take time right now to look at the conference schedule. It might be on the Web or there may a consolidated schedule provided in the registration materials. Talk with your advisor and other delegates to get an idea of what you all want to cover and bring back to campus. Even consider developing some of your own personal goals for the conference.

K e ep Y o u r E ne r g y H i g h

Conference schedules can be draining. Take some snacks and a bottle of water along to give you that extra jolt when mid-afternoon sleepiness hits. And, as hard as it can be, try to get a solid 6-8 hours of sleep in each night—you will be much more attentive the next day.

G i v e B ac k

Most conferences invite delegates to volunteer for various tasks throughout the conference—registration, set-up and take-down, stuffing packets, decorations, etc. This is a great way to meet people, learn more about the organization, gain some new experiences, and give back.

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…that within the first three seconds of an encounter, you are evaluated. What impression do you want to leave? How can you make this happen?

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Potential Conference Bring-Alongs L Campus calendar

L Comfortable shoes

L Appropriate clothing— find out if you should be wearing casual or professional attire L Institutional apparel L Budget information

L Paper, folders, and writing utensils L Your business card with contact information L Alarm clock

L Snacks that you can throw in a bag for a quick pick me up



Constitution Basics

An organization’s constitution communicates the history and the future of a group. It shares the fundamental values, principles, and policies that the organization uses to function. Any organization that is seeking consistency, unity, and longevity should have their basic structure and operational methods in writing through a constitution.

Constitution Construction L Be concise L Be clear

L Use a consistent outline format L Remember less is more

L Get input from current members

A Basic Constitution Outline

L Seek your advisor’s feedback and suggestions

Ar ti c l e I

L Remember, if it is in writing—it is!

Name of Organization—this section identifies the

official name of the organization.

Ar ti c l e I I

Purpose Statement—this section communicates the

purpose or mission statement of the organization. This should answer what your group intends to contribute to members, the campus community, and even the greater community.

Ar ti c l e I I I

Membership—this section outlines requirements for membership and provides information related to membership fees, if appropriate.

process in which communication will be shared within the organization. It may include specific policies and procedures related to meeting schedules, committee structures, meeting attendance expectations, Internet correspondence, etc.

Financials—this section highlights the annual budget process, decision-making related to allocation of funds and membership dues, and any national or international financial responsibilities that organization may have (i.e. Greek organizations, national academic chapters, etc.). You may also want to include instructions for disbursement of any funds that should remain in the event that an organization dissolves.

Officers and Elections—this section speaks to the organizational structure of an organization. It may include an organizational chart, officer roles, officer requirements, and the process for officer elections. Ar ti c l e V

Ar ti c l e V I I I

Due Process—this section provides a statement on

the mechanics that your organization will use to ensure that all members are treated justly in disciplinary matters, etc. It may include information related to membership rights, duties, resignations, sabbaticals, etc.

By-Laws—this section details the specific proce-

dures an organization has agreed to follow as it relates to conducting regular business. Often times the bylaws provide further clarification of the Articles of a Constitution. Things you may want to define in your by-laws:

…that bylaws are typically easier to change or amend than a constitution. By-laws are the agreed upon practices behind the protocol of a group.

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Communication Structure—this section outlines the

Ar ti c l e V I I

Ar ti c l e I V

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Ar ti c l e V I

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Officer Job Descriptions

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Meeting Rules (i.e. Roberts Rules of Order)

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Meeting Quorum

Officer Election or Selection Process and Rules Due Process Details

Provisions for Amending the Constitution and/or By-Laws 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Contracting Tips

There may be times when you will be asked to request and review a contract. Contracts are legally binding documents representing a “mutual meeting of the minds between two parties.” Reading them can be tedious and not very exciting, but if you are asked to, you want to review a contract with a fine toothcomb. Here are a few tips to help you take the confusion out of contracting.

College Policies on Contracts

Ask your advisor or supervisor if there any institutional policies that you need to know when reviewing contracts (i.e. no deposits, tax information, etc.) 1. 2.

Vocabulary Often Used in Contracts I I I I I I I

Artist—refers to the performer, speaker, entertainer, trainer, consultant

3.

Agent/Agency—refers to the person/company representing the artist

4. 5.

Rider—an attachment to the contract that specifically states additional terms of the agreement— just as legally binding as the contract

Plus Travel—add airfare, car rental etc. to the cost

Shared Travel—the school will be responsible for a % of the travel Venue—space/location for event

1.

Do not commit to anything on the phone.

3.

Do not advertise for an event until the contract has been signed.

4. 5.

1.

Sponsor—name of your institution

Five Contracting Don’ts 2.

The 1, 2, 3, 4s of Contracting

2.

Do not commit on the phone or in writing without having: a venue for the event; the money for the event. Do not contract someone without seeing a demo first.

Do not sign a contract if you are not authorized by the institution.

…if you are given permission to sign a contract, always sign it on behalf of the institution. Never just sign your name, rather sign it “John Doe for Longwater University.”

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3.

4.

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When requesting a contract over the phone, review the following: location/venue requirements (stage, space needs, height); contract fee; technical requirements (sound, lights, power); food/lodging (specific needs for a pool or exercise room?); travel (who is paying; transportation from airport); when ready, request for a written contract to be mailed.

Once you have received the contract, review the details of the contract: date, time, location, stipend, accommodations, and technical requirements; confirm with appropriate offices that you are able to provide what is requested; any additional rider requirements. When making changes on the contract: call the agent to talk through and agree on any major requested revisions; cross out or revise in pen on contract; initial and date; follow any specific standards your institution has when it comes to contracts.

Signing and sending the contract: provide your revised copy of the contract to the individual(s) authorized to sign contracts; attach an institutional rider; attach a campus map, hotel brochure and driving instructions if necessary; make two extra copies of the signed contract before mailing back to agent—these are for your files.



Controversy and Conflict: It3s a Good Thing Being a student leader inevitably means you will be working with many people who may have different ideas, priorities, and expectations than yourself. The ability to understand these differences is more than just a vital leadership skill, it is a life skill. Remember— conflict can be a good thing, even a great thing— if it can lead to new ideas and new ways of thinking. In order to create an environment that manages conflict effectively, consider these tips:

1. I d en t ify a n d De fin e t he Pr ob lem—Use “I”

messages and openly state what the issue or problem is that is causing conflict. And offer others an opportunity to state their point of view openly too. Focus on the problem, not the individual(s).

will help everyone be most successful.

5 . U s e a M ed i a t or—Some-

1 W h en a n g r y , c o u n t t o t en b e f o r e yo u s p ea k ; i f v er y a ng r y a h u n d r ed . 2 ˜ Th om a s J e ff e rs on

times asking an objective individual to help mediate a conflict can assist in easing tension and facilitate finding a solution.

6 . Ag re e to Disa g re e—We will meet, work with,

and even love many people in our life that we will not always agree with. Sometimes we just have to respect each other’s perspectives, agree to disagree…and move on!

2 . Fin d C om m on G rou n d—You may disagree, but with a little bit of time and attention, you will probably see that you agree on more than you disagree on. There are many paths to one common goal. So, determine what you are NOT in conflict about and then move towards finding a solution.

3 . De e ply Liste n—Often when we are in conflict

we are focused on getting our perspective across. Commit to deeply listening to the other perspective and then confirm that you are hearing what is being said correctly: “What I hear you saying is…”

4. Fin d a Mu tu a l S olu t ion—Collaboratively

brainstorm all possible solutions to the problem and select the ones that are mutually agreed upon. Move away from being “right” and make a strong attempt to find a resolution to the problem that

You may find yourself at times helping others resolve a conflict. There are a few simple strategies that mediators can consider when assisting people in resolving their controversies: I

…the experiences you have had when conflict has led to a positive outcome. Keep a mental note of new ideas, new relationships, or just personal growth obtained when you were in conflict. Remember what you can learn from controversy, rather than what you could lose.

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Master Mediator

I I I I I I I

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Only serve as a mediator when asked.

Identify what you hear as the misunderstandings. Consistently review and restate the common goals.

Encourage all sides to walk in the other’s shoes. Listen deeply and actively.

Stay focused on the issues and the now.

Ask all involved for potential resolutions.

Know your limitations and when additional assistance is needed. 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Creative Program Titles! When it comes to programming and event planning, sometimes a creative title can lead to a great project idea! Here are some examples to get your own creative juices flowing…

Take a trip to the local zoo, volunteer at the animal shelter as a group, or invite a local animal trainer to show dogs performing agility tricks.

…that a creative name can throw people off track if they can’t fully tell what the program is about. So, if you use a creative name, consider having a secondary tagline below it, like: “The Way We Were: See Campus Community Members as They Used to be” or “Artists are Smartest: Rev Up Your Right Brain for Greater Grey Matter.”

Host a simple grammar workshop, complete with a showing (if campus performance rights allow it) of a “Schoolhouse Rock” DVD.

school gym may let you borrow their stock, especially if you get the kids involved.

A Jimmy Buffet Buffet!

Hold a themed buffet meal with all of Jimmy Buffet’s songs playing in the background.

Animal Magnetism

A Punctuation Celebration!

Cereal Bandits

The Consumption Presumption

Sponsor a breakfast program to encourage people to eat breakfast—offer various cereal choices and milk.

Ask a few faculty, staff, and community members to sit on a panel where you talk about today’s consumer society and the impact this has in a variety of societal arenas.

Yoga w/ Yoda

Hold a yoga class while playing inspiring music from the “Star Wars” trilogy.

Chalk it Up

Character Analysis

Dress up and act like your favorite book, comic, or movie character and have others guess who you are. This could be a great Halloween event or murder mystery premise!

Don’t Be a Dork, Use the Right Fork

Teach the group about proper dining etiquette at fancy restaurants or during interviews by holding an “etiquette dinner” right on campus.

The Germinator

On the Cat Walk

Work with a local greenhouse or campus botanist to show students how to care for houseplants.

Give groups trash bags and duct tape and have them create a fashion show dress or outfit to be modeled. Or invite them to use all recycled items as a shout-out to sustainability.

Jingle Jangle

Have students try to create a catchy jingle for an event on campus. This can help you name your next event!

Hula Hoopla

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See if an economics professor will share tips with students about how to sign up for frequent flyer programs and get the most out of them. Work with the fine arts department to discuss how creative endeavors can stimulate brain functions. Do a few projects to introduce students to art, too, from pottery to painting.

Have students bring baby pictures and guess at who is who. Include faculty and staff, too, for some bellbottom, plaid pants fun!

© PAPERCLIP

Frequent Fliers

Artists are Smartest

The Way We Were

Host a hula-hoop contest. The local elementary

Get sidewalk chalk and allow groups of students to chalk up the walkway or campus patio (with permission). Ask judges to award prizes for different categories.

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Creativity: Thinking Outside the Box urally do to make life more creative and colorful.

There’s a myth associated with creativity. It’s supposedly bestowed upon only a chosen few who then go forth to create wonderful, magical things. It’s a gift that few people possess. Therefore, “I’m not creative” is a cry often echoed by the rest of us mere mortals as we wander the earth with our limited abilities...

Nope. That’s not how it works. Creativity is available to all of us! It comes in many shapes and forms— from a creative landscape artist putting together breathtaking gardens to a creative lawyer bending and shaping words to best represent her client. And, unless you’ve been round-the-clock sleeping, chances are, you’ve been creative in the past 24 hours as well. I I I I I I I I I

For instance, in the past 24 hours, have you... Doodled in a notebook during a class?

Creative Questions

Consider using ˜ G e org e L oi s these kinds of questions to get your group thinking outside of the box: I

I

Put together at least one outfit?

Helped a friend/family member see a different side to an issue?

I

Told a joke or a story?

I

Made a point or debated a point in class?

Exercised by moving your body in different ways? Created something on your computer?

I

Pieced together a good meal in the cafeteria? Sung in the shower?

The list could go on but you probably get the idea. If you answered “yes” to even one of the above queries, you’ve employed creativity! It’s not just about painting like Picasso or composing like Beethoven. Instead, it’s also about the little, everyday things we nat-

& C r e a t i v i t y c an s o l v e a lm os t a n y p rob le m . T h e c r e a ti v e a c t, t h e de f e a t o f h a b i t by o r i gi n a l i ty , o ve r c o m es e ve r y t hi n g .'

I

You decide to enter a “create a new candy bar” contest (or breakfast cereal or laundry detergent or sandwich…). What would you use to create your ultimate candy bar? And what would you call it? So, hey, Walt Disney World called and they’re looking for some new ride and attraction ideas. What would you suggest?

Come up with a new name for yourself by shifting around the letters of your first name. Now do it with your last name, too. If you were asked to put yourself in the next revision of the dictionary, which existing word entry would you place yourself under? If you could gather three important figures from the past or present in one room, who would you choose and why?

If you could invent a virtual reality program that would place you in the scene of your choice, what would the scene be and why?

Ways to Use (Em

L To warm up your group before a brainstorming session. L Post one per week on your meeting agenda as the “discussion question of the week.”

L Throw one out over lunch to get some interesting discussion going among your peers!

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Creativity: Thinking Outside the Box continued I

I

I

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Because of time constraints, you only have a minute to find out one thing about every person you meet. What would you ask each person – and why?

+ C r e a t i vi t y i s l i k e a m us c l e . Y o u ei t h er u s e i t or l os e i t. ,

The government has asked you to come up with a new holiday that will be celebrated by everyone in the country. What day would you choose? Why is that? Say you worked for Nickelodeon or the Sesame Workshop, creating educational programming for kids. What character would you like to create? What would that character’s purpose be?

Creative Techniques

Here are a few tricks of the trade for your consideration as you move toward incorporating even more creativity into your life…

Bla n k St a re. For a moment, just try staring at a

blank wall to clear your mind. Project images of dreams, thoughts, and musings onto this wall to help yourself get back in touch with imaginings beyond the everyday.

G o Le ft -Br ain e d . Often times, when we’re trying to do something creative or right-brained, we may feel stumped. That’s why researchers suggest doing something left-brained for a bit to help stimulate creative thought. For instance, if you’re having a tough time thinking of how to creatively begin a paper, do something logical for a while such as balancing your checkbook. The different activity will help you go back to the right-brained task with a fresh perspective.

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Pla y w ith W ord s. If you need a creative boost, try playing with words. A good pun can make you feel like a creative genius! Or taking someone’s name and coming up with an adjective for each letter can help you think a bit differently.

C ha n g e Yo u r Filt e r. Draw a squiggly line and look at it carefully. What is it? If you say, “A squiggly line,” your filter needs a change! Instead, think of all the things it could be, such as a piece of Alaskan spaghetti shivering in the cold, a clothesline dancing to a conga beat or a string of dental floss awaiting its next tooth encounter with unbridled glee. Now try this same thing with any other shape you can imagine.

If you had the opportunity to choose a thought that would go into thousands of fortune cookies, what would it be? Why?

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˜ R o g e r vo n O e c h

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M a ke C om p ar ison s. In his well-known Creative Whack Pack, Roger von Oech invites readers to try all sorts of techniques, including making comparisons. He gives the example of comparing a cat and a refrigerator. Both come in a variety of colors and have a place to put fish! Think about the similarities between two other seemingly dissimilar objects to help you think outside of the box.

Creativity has to begin with you. Learn to trust and appreciate your innate abilities. Have fun tapping into the creative sides of yourself that are present but just need some urging to come out. Creativity can help you in your leadership position, sure. Yet, leading a creative life can give you even more in the long run – possibilities, humor, self-confidence, and an ever-interesting life! So, let yourself out to play regularly, either with others or on your own. Make the “I’m not creative” myth just a figment of your imagination.



Cultural Etiquette & Global Leadership

rated by "y.” Miguel Eduardo Cela y Banderas' father was Señor Cela, so that's what you call him.

There are so many wonderful nuances to learn about people throughout the world. Enhancing your cultural etiquette will help you become a more effective global leader.

People from China I I

I I I I

Have family as the main focus

Typically list the traditional family name first while the last name is their given name – use family name until you’re invited to use the given name (i.e. Chang Wu Jiang is Mr. Chang)

People from Turkey I

Dislike being touched by strangers

Point with their open hand so don’t point with your index finger

I

Place chopsticks neatly on the table or on a chopstick rest when done eating – don’t tap them on table, as it’s considered rude

I

Find it difficult to say “no” so may say “maybe” or “we’ll see” instead

People from India I I I I I

Appreciate greetings with “namaste” (na-mastay), both hands together and a slight bow

I

Do not touch anyone’s head and consider feet unclean—apologize immediately if your shoes or feet accidentally touch someone

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Value personal space

Most Hindus, especially women, and strict orthodox Muslims don’t drink alcohol

I I I I I

I I

Often stand close together when talking – moving away out of discomfort would be considered rude

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I

Can hold a hug, handshake or arm squeeze longer than Canadians and Americans do

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Bring flowers when visiting someone’s home

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Often see deadlines as general target dates

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Appreciate the attempts of others to communicate in Spanish and to share appreciation of Mexican culture

Usually have two surnames: one from their father, which comes first, followed by one from their mother. Sometimes the two surnames are sepa-

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A t ww w .g et c u s t o m s . c o m/ 2 0 0 4 G T C / q u i z . h t ml , y o u + l l f i n d C u l t u r a l I Q qu i z z es o n t o p i c s f r om w a te r t o h a n d g e s t u r e s t o un d e r s t an d i n g n a m es . W ha t a g r e a t w a y t o e d u c at e y o u r s e l f a n d o t h er s !

Shake hands with all present, going to elders first, and may cheek-kiss when meeting and parting Say “yes” with a slight downward head nod and say “no” with a slight upward head nod, accompanied by a sound like “tsk” made by sucking through the front teeth May avoid looking you directly in the eyes as a display of humble behavior, due to being devout Muslims

View putting thumb between first two fingers the same as raising your middle finger in the U.S.

People from Germany

Often say “I will try” as a polite “no”

People from Mexico I

I

See family as the most important social unit

Y ou r C u l tu r a l I Q

Value order, punctuality, hard work, privacy and perfectionism

Introduce themselves by last name only – use first names once you’ve been invited to Consider the “okay” sign as a rude gesture

May appear reserved until you get to know them better View tardiness as thoughtless and rude

Place knife and fork side by side on the plate in the 5 o’clock position when done eating

See correcting others’ behavior as a social duty, not an offense May be embarrassed by compliments rather than pleased

Sources: Learn more about other cultures at www.ediplomat.com and www.getcustoms.com/2004GTC/Quizzes/name2.htm

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Delegation 101

Think about it. At one time, maybe months ago, maybe years ago, someone invited you to step up and serve in a leadership capacity. Do you remember that moment? When someone tapped your talents and saw potential in you? Many student leaders can share that story and now it is time for you to be a part of an up and coming student leader’s “leadership tap” story.

( A c an d l e l o s e s n o t h i n g b y s h a r i n g i t s f l a m e .)

˜ An on y m ou s

How to Tap New Leadership I

Keep your eyes and ears open—be on the lookout

I

Start small—don’t ask a new volunteer or member

I

Check-in—sometimes we think delegation is just

I

Be a coach—if you really want to have delegation

for individuals who are consistently coming to meetings, programs, offering feedback and ideas, and displaying genuine interest in the work you and/or your group is doing for campus.

to plan an entire event. Ask her what she might be interested in working on, and give her a meaningful chunk to be responsible for. As time goes on you can offer larger tasks for her to manage.

I

handing a job over to someone. However, effective delegation includes providing the individual with the information and resources he needs to be successful, and checking in on how he is doing. Don’t just leave him hangin’ – let him know you are there to support him along the way.

transform future leaders, you need to coach and mentor them in each experience they have. They

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Let go—as a student leader you have probably had many rewarding opportunities, had access to privileged information, and earned the trust and respect of many on campus. It is now time to share some of that with the next pool of student leaders. This can be hard, because it means you may have to step to the side for someone else to be recognized and rewarded, but just remember someone did it for you too!

What You Need to Know About Delegation

… delegation is mutually beneficial. Someone is afforded the opportunity of being challenged, gaining new experience, and being entrusted with a valuable task. And, someone else can take one additional thing off the “to do list’ and know that it will be completed!

© PAPERCLIP

will make mistakes along the way, have questions, run into problems, and be excited and frustrated throughout. Do not only help them accomplish their goal at hand, but assist them in becoming strong, confident leaders by providing coaching through the dips and dives of leadership.

I n trin sic m ot iva t ion—People get involved be-

cause they want to be. Some incentives may include: desire to give back to the community, loves working with children, or makes me feel good. It meets a personal need or desire and the reward is internal.

E xt rin sic m ot iv a tion—People engage in the activity because a reward will be forthcoming. Some incentives may include: food, cash, job experience, course credit, resume filler, free trip, etc. Thus, the reward is external.

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Election Considerations When the time comes to find new leadership, elections are often the way to go. These elections may happen just among your group or they may be open to the entire campus. Here are some things to think about as you develop your election process:

Election Timeline I I I

Open Positions I I I I

Have job descriptions posted online for interested candidates to look through.

I I

a certain number of student signatures on a candidate petition? an application form? a transcript?

a platform describing themselves, their purpose in pursuing a position and what they hope to do within that position?

Other Requirements

I I

I

I I

Also provide details regarding eligibility so no one goes through the process, only to find they’re not eligible for a particular position.

List these requirements online and also have information available for distribution at the Student Activities and/or Student Life office.

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Tell them how many positions are available.

What must a candidate submit to be considered an official candidate? I

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Provide general responsibilities in an easy-to-read format.

Candidate Requirements I

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Determine if candidates must:

When they must attend a meeting(s) by When elections will be advertised When elections will be held

When election results will be announced When officers will officially take office

Then, create a timeline that lays this out and publicize it. You may even want to use “backwards planning” (plotting dates by going backward from election results being announced) when creating this timeline.

saves labor because you don’t have to tabulate paper ballots

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I

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When candidate platforms are due

What are the benefits, beyond increased voter turnout?

Be a certain class year or have a certain number of academic credits (think about this carefully so you’re not unintentionally disqualifying transfer students)

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When signed petitions are due

Many schools have found that putting their elections online significantly increases the numbers of students who vote. For instance, at Carnegie Mellon University (PA), when they put their student government elections online, the percentages went from 2 to 7 percent who had previously voted to 25 percent. Clemson University saw 5,000 students voting when their process went totally online, up from 3,500 when both online and paper versions were available.

I

Have a particular GPA

When candidate applications are due

Online Elections

Attend a “Meet the Candidates Forum” to answer questions from their peers Attend a meeting of the organization they hope to have a position in

Determine the following:

makes candidates really get out there with their message because, with more people voting, they can’t rely as much on “special interests” voting them in What are the drawbacks?

Vulnerabilities and irregularities in the system might prevent some students from getting online to cast their vote systems may require students to input their social security numbers to get in

I

Sources: Chronicle of Higher Education, March 24 and April 8,

2003

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Emotional Intelligence Beyond IQ smarts is your “EQ,” or emotional quotient, where you develop capabilities that assist you in reacting appropriately to your own feelings as well as situations with which you are presented. That could come in handy, don’t you think?

…people often feel before they think or act. Therefore developing your emotional competency helps to “rewire” your responses to your own feelings which, in turn, helps to change your responses to a situation. Outcomes are likely to be more effective if the response to a situation is more appropriate.

It’s all part of Emotional Intelligence (EI), defined by author Daniel Goleman in Emotional Intelligence as “the capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” Goleman states that EI drives two-thirds of an individual’s performance and that it is four times more important than IQ. In addition, EI has twice the weight of cognitive ability and technical skill combined in terms of overall success.

EI Capabilities

An emotionally intelligent person demonstrates the ability to:

U nd e r s t an d s o c i a l d yn a m i c s

K n o w t he m s e l ve s

I I

I

Avoids hasty judgments

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Able to sense how people are feeling Brings conflict out into the open

Willingly collaborates across boundaries

B e s o c i a l l y a dv a n c e d

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Recognizes how their feelings affect themselves and others

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Understands various viewpoints

I

I

M a n a g e t h ei r f e e l i ng s a n d i m pu l s e s

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I I

Has deep understanding of their own strengths, weaknesses, needs and drives

Controls bad moods and emotional impulses

Understands how the organization works

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Able to assess themselves realistically

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Chooses their words carefully

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Has a talent for finding common ground with people of all kinds and has a network of people in place when the time for action comes Committed to helping people improve

Friendly with a purpose: moving people in the direction they desire Excellent persuader and collaborator

As these capacities are developed, EI provides individuals with the capability to change and grow, and to be flexible and responsive while engaging others. These are the building blocks of leadership and managing relationships, and some very helpful abilities for student leaders to cultivate as you focus on the human element associated with your position.

Creates an environment of trust and fairness

B e s e l f c o n f i d e n t , w i t h a f i r m g r a s p o f t he i r o w n c a p a bi l i t i es

Adapted from an article by Lisa Currie, Director of Health Education for Wesleyan University (CT), for PaperClip Communications

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Empowerment How to Pass the Baton Your greatest legacy as a student leader may be most defined by how you prepare those who will be continuing your leadership efforts long after you are gone. And, the first step in “passing the baton” is through empowerment!

The “How To’s” of Empowering Up and Coming Leaders

Ke ep y ou r ey e s a n d e a rs o pe n—be on the lookout for individuals who are consistently coming to meetings, programs, offering feedback and ideas, and displaying genuine interest in the work your group is doing for campus.

I

I

St a rt sm a ll—don’t ask a new volunteer or mem-

I

ber to plan an entire event. Ask her what she might be interested in working on, and give her a meaningful chunk to be responsible for. As time goes on you can offer larger tasks for her to manage.

Be a c oa ch—if you really want to empower future leaders, coach and mentor them along the way. Not only help them accomplish the goal at hand, but assist them in becoming strong, confident leaders by coaching through the dips and dives of leadership.

I

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asking a student to work with you on planning a program—and really letting him do good work instead of just “grunt” work encouraging other students to take initiative, whether it’s starting up a sustainability effort among group members, planning an event or doing an icebreaker at the next group meeting

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offering genuine feedback when a student gets involved—go beyond saying just “thank you” to let her know why you are saying thanks

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had many rewarding opportunities, had access to privileged information, and earned the trust and respect of many on campus. It is now time to share some of that with the next pool of student leaders. This can be hard, because it means you may have to step to the side for someone else to be recognized and rewarded, but just remember that someone did it for you too!

Help fellow group members take ownership and feel empowered by considering a few different ways that you can enhance their involvement:

Providing emerging leaders the opportunity to spread their wings and explore their talents is very empowering. And you can help them do that by:

I

Le t g o—as a student leader you have probably

Empowering Through Involvement

Encouraging Emerging Leaders I

…how you have felt empowered by others in the past. What helped you gain more confidence and competence?

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Share Information. Providing accessibility to information, decision-making and problem-solving empowers people to see AND get involved in the big picture. Ask for Opinions. This is a good way to hear from

those passive participators. See what insights they may have gleaned from their observations.

Look Beyond the Obvious. The enthusiastic “sure-

I’ll-help-you!” students are easy to spot – and easy to love. Yet, if you look beyond these obvious helpers, you’ll also find a wealth of talent.

Welcome Change. If someone identifies a challenge, invite him to create the change that will resolve the problem. An environment that invites and celebrates change is empowering.



Energy in 5 Minutes or Less Need a quick energy booster to get the group moving, laughing, talking or thinking? Here are five quick and easy recipes for ENERGY that take 5 minutes or less! I

I

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Bu b ble B a looz a. Give everyone a piece of bub-

ble gum. Have them blow the biggest bubble they can. Have the group vote on the biggest bubble and reward the winner with a pack of gum!

La st Wor d. This activity is sure to exercise your brain. First form a standing circle. Have one person approach another individual in the group and state a random sentence (Example: I love going to the zoo.) The person approached is then instructed to go to another person in the group and say a sen-

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tence to her that starts with the last word in the sentence that was just said to them. (Example: Zoo life is wild and crazy.) Continue the activity until everyone has had a turn.

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Ad d a Wo rd . Form your group members into

small groups (6-8 per group if possible), shoulder to shoulder. Tell them that the rule of the game is to make the longest sentence they can with each word one letter longer than the word previous. Here's an example: I am not sure which karate student competes. Play starts and then continues clockwise around the circle. If someone can't think of a word that makes sense, the group must begin again. Give them a time limit and let them create away!

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Sh o uld H a v es. This activity will not only be fun, but reinforce the materials that organization members should bring to a meeting. Have the entire team take one minute to brainstorm items they think members should have at a meeting or training session. Next randomly break the group up into teams of 4. Give the teams 2 minutes to collect any of the items on the list that they currently have on them. For each item a team member displays, the team gets a point. Make this one a little more challenging by adding some random items to the list such as a college keychain, a picture of a pet, a spoon, etc.

Wo rd Scr ab b le. Select a word or phrase like “Leadership” or “Community” Ask participants to write down as many words as they can make out of the original word (Example: Leadership = lead, ship, red, are, etc.). TO D O list . We all have many things going on in our life that can weigh on our minds when we are doing something else. Help your group members get focused by giving them a brief moment to make a list of things on their mind that could interfere with their ability to concentrate on a meeting or training session. Give each participant a scrap sheet of paper. Ask them to write down, in 3 minutes, everything that is currently running through their head. Then ask them to fold up the paper and put it in their bag or a binder for review after your session is done…it will all still be there! U s es f o r a … G et t h ei r c r e a t i v e j u i c e s f l o w in g! Pick an item, any item…a milk jug, a college

shirt, a koosh ball, or a coffee mug. Break the team into pairs. Explain that each pair will have 4 minutes to come up with as many uses for the object you have selected. Tell them to be creative and imaginative. Have a contest for various awards like: The Most Innovative, The Most Outrageous, The Most Obvious, etc. At the end of the activity announce the winners!



Ethical Leadership

Being a student leader often means that you are living in a glass house. People are watching your every move, observing the “right” way to do things. Leadership and ethics go hand in hand. Identifying and knowing your personal code of ethics will serve as a valuable filter when you experience an ethical dilemma.

5 Basic Ethical Principles D o N o Ha r m

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Avoid harm to others—both psychological and physical harm

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You have your code of ethics. How does it influence your role as a leader? Consider how ethical leaders treat those they work with and serve.

Make a positive contribution to another’s welfare Promote personal growth and opportunity

S h o w R es p e c t f o r E a c h P e r s o n

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The freedom to think, choose, and act

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The right to privacy and confidentiality

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The right to informed consent

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Fair and just treatment of all persons

Fair distributions of goods, services, and rewards

Ethical leaders respect the opinions and attitudes of others.

6.

The obligation to be loyal and truthful

From: Kitchener, K.S. (1985). Ethical principles and ethical decisions in college student affairs. In H.J. Cannon & R.D. Brown (Eds.), New directions for student services: Applied ethics in student services, no 30. San Francisco: Jossey Bass.

7.

Ethical leaders place concern for others above concern for personal gain. Ethical leaders defend others when they are censured for carrying out policies supported by the leader.

Ethical leaders are consistent in their treatment of others regardless of gender, ethnic, or social background.

Ethical leaders establish clear and uniform policies and procedures that are implemented consistently throughout the group, organization, or society. Ethical leaders follow the “golden rule of leadership” by demonstrating a willingness to meet the expectations required of all members.

Reflection Section

…there are no “time outs” when it comes to a leadership code of ethics. Ethics and expectations were created specifically for the times when you want to take a time out—so you have a frame of reference to turn to when doing “the right thing” doesn’t come naturally or easily.

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3.

5.

The obligation to keep promises

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Ethical leaders do not convey intentionally deceptive or harmful messages to others.

4.

Be F a i th fu l , K e e p P r om i s e s

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1. 2.

Respect for the autonomy of others

P r o mo t e J u s t i c e

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C ha n c e s ar e t h a t yo u h a v e y o u r o w n e t h i c a l c o d e o f c o n d uc t , t ho s e r u l e s t ha t g ui d e y o u b e t w e e n r i g h t a n d w r o n g , g o o d an d b a d . H av e y o u e v e r p ut t h e m d o w n o n p a p e r , t ho ug h ? S o me t i me s ha v i n g s o m e t h i n g i n w r i t i n g l e t s yo u r e a l l y t a k e a g o o d , h a r d l o o k a t w h e t h e r o r n o t y o u . r e l i vi n g t h e l i f e o f i nt e g r i t y t h a t yo u s u p p o s e y o u a r e .

Walk the Talk

A c t t o B e ne f i t O t h e r s

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Getting in Touch with Your Guiding Principles

Sometimes you will find yourself struggling with the ethics of a situation. Leadership is much more gray than black and white, particularly during ethical dilemmas. When you come upon these challenging scenarios, take the time to reflect on what those you respect in your life would think. What would… √

Your parents or family members think?

√

Your faith leader think?

√ √

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√

Your faculty members think? Your advisor think? Your coach think?



Evaluation, Assessment, & Performance Reviews You have probably heard the words sprinkled across campus—“assessment,” “evaluation,” and “performance review.” And, you might hear a slight groan after any of these terms are uttered. Why the bad reputation for these invaluable tools? Some people fear them, some are frustrated by them, and some just don’t want to go there! But this sheet is sure to take the fear, frustration, and avoidance out and help you understand and value what is gleaned from intentional feedback.

...student needs and wants. Instead of just sponsoring events that sound good to you, assess what’s important to students. Take an informal poll when talking with them. Put together a brief online survey at www.surveymonkey.com. Ask students to fill out a list of topics at a table set up outside the dining hall or during another event. Then you’ll know how to focus your efforts.

What’s the Difference?

For many, the difference between assessment and evaluation is blurry. However, a difference does exist.

Evaluation is truly about exploring the strengths and weaknesses of something—a program, service, presentation, etc. Once you know what is working and not working you can make a decision on how to proceed. Assessment is an ongoing process that is broader in nature in that it appraises what is known and understood following an experience.

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T h u m bs Up / T h u m bs Do wn—To get a quick pulse

Date

Participant information—year in school, gender, major, etc. No more than 10 brief questions—preferably in the form of “yes or no” or ranking Space for additional comments

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! Qu a lity " Q ue st ion s—Ask participants to an-

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swer prepared questions that focus on a topic where you are seeking feedback.

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Name of Program

Types of Assessments

of the group, ask participants to go around and just share where they are at with a topic by providing a thumb up for GREAT, thumb down for NOT SO GREAT, and a thumb to the side for MEDIOCRE.

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Assessment and evaluation need not be formal. You can get some quick and simple feedback with these two exercises:

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Quick and Simple Feedback

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MUSTS in Creating a Program Evaluation

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Needs Assessment—What are the needs of your audience, members, etc.?

Outcomes Assessment—What did participants

learn, gain, take away, etc.?

Financial Assessment—What is the cost effec-

tiveness of your programs, activities, and services?

Satisfaction Assessment—Are participants sat-

isfied with their experience or service? Why or why not?

Organizational Assessment—What are the traditions, mission, vision, and roles within the organization? How are they currently functioning?



Evaluation, Assessment, & Performance Reviews continued Quick Assessment Questions

Assessment doesn’t have to be hard or lengthy. Intentional questions can provide you with the assessment information you are seeking. Consider the following: 1) What do you now know? Responses to this question can help you assess what information participants gained and retained.

2) What do you now understand? Feedback on this question will help you assess if participants understand the overall purpose and “big picture” of the intended goals. 3) What will you now do? This question gets at how well participants are able to put what they “know” and “understand” into practice. What skills and abilities have they learned that they are now ready to put into action?

The DOs and DON’Ts of Performance Review As a student leader you may be on the giving or receiving end of a performance review. Allow that there are a lot of emotions involved in giving and receiving performance feedback—a review should be welcomed and consistently provided to ensure individual and organizational growth and success.

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If you are interested in getting to know YOU better as a leader—consider some of these Leadership Assessment Instruments. I

DON’T surprise members with reviews. Provide a consistent schedule—an annual review is common —and provides ample notice for individuals to prepare.

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DO be open to feedback and suggestions regarding your performance. And, hear the positive as well as the not so positive.

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DON’T provide a review on responsibilities or expectations that were not previously outlined in a job description or goal report. If it is not in writing…it is not fair game!

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DO provide ongoing performance feedback. A Performance Review is not the time to dump all of the concerns that you have had over the past three months to a year. There should be no surprises!

Each leader brings unique skills and contributions to each leadership experience. And, self-assessment can serve as a means for you to better understand what you are crazy good at and where you might need to tweak a bit to reach your fullest potential!

DO have a consistent process for performance review and communicate it clearly to all members.

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Getting to Know YOU!

So, what should you do AND not do when giving a performance review? I

...there are many performance review methods out there. Some organizations like to use annual goals and objective reports, others implement a 360 process, and still other organizations have created their own form. Explore your options, create what is best for your group and then just do it!

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Leadership Practices Inventory (LPI) – Student Version • Authors: James Kouzes and Barry Posner Personal Profile Preview (DiSC) • Author: Carlson Learning Co. Myers-Briggs Type Indicator (MBTI) • Authors: Katharine Briggs and Isabel Briggs Myers

Socially Responsible Leadership Scale • Author: Dr. Tracy Tyree StrengthsQuest • Author: Gallup, Inc.



Event Checklist Event:

Cost:

Contact Name:

Contact Phone #:

Location:

Date:

Create an Event File Ë

Create a paper and computer file for the event

Time:

Setting a Date and Time Ë Ë

Check the campus calendar for conflicts

Check in with other programming organizations for potential conflicts

Contract (***Reminder - Only authorized staff should sign a contract) Ë Ë Ë Ë Ë Ë

Read contract and verify with appropriate staff that contract provisions can be met If liability or legal questions arise, contact your campus legal advisor

Have contract signed by authorized personnel and faxed or mailed to agent or performer Include a campus map and driving directions to campus with the contract

If housing will be provided at a local hotel, send the hotel brochure (if available) Confirm any other contract provisions (AV, meals, lodging, travel, etc.)

Housing Ë Ë Ë

Make reservation under name of performer.

Hotel and confirmation #____________________________________

Have hotel name, directions, check-in and checkout time, smoking policies and Internet services available in writing so they are easily referred to when needed.

Facility Reservation Ë Ë Ë

Reserve room(s) for event ___________________________________________________

Reserve rain location for event if necessary ______________________________________ Reserve dressing room(s) if necessary

Room Set-Up Ë Ë Ë

Contact Reservations with specific set up (chairs, tables, trash cans, staging, sound)

Contact the campus cleaning service for any out of the ordinary room cleaning needs

Recruit volunteers for any set-up or take down needs (i.e., staging, seating, technical-sound/lights, decorations, etc.)

Technical Ë Ë Ë

Check to see if sound system and lighting equipment meets contract requirements Reserve sound and light equipment if necessary

Check to see if electricity is adequate at event location

Meals Ë Ë Ë

Contact food service for any catering needs

Make reservation at local restaurant if necessary __________________________________ Obtain cash or check to pay for food

Publicity Ë Ë Ë Ë

Add event to campus calendar

Provide event information to the Campus Public Relations Office for internal and external publicity

Brainstorm creative publicity ideas

Send invitations to specific student groups or faculty/staff members

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Event Checklist continued Ë Ë

Design and distribute event flyers

Update website with event information

Money Ë

Request check(s) from Business Office

Follow-up Ë Ë

Send thank you notes

Evaluate event and keep on file

Last Minute Event Tasks Event:

Cost:

Contact Name:

Contact Phone #:

Location:

Date:

The Week of the Event Ë Ë Ë Ë Ë Ë Ë Ë

Call performer, speaker or presenter to confirm

Time:

Check performer contract to be sure all contract details have been or are being met Confirm housing reservation(s)

Confirm campus room reservation(s) Confirm technical equipment

Distribute last minute publicity

Confirm volunteers who are helping with event

Go through Event Checklist to be sure all is complete and ready

The Day Before the Event Ë

Be sure check has been cut and/or payment is ready for performer or other event needs.

The Day of the Event Ë Ë Ë Ë

Check room to be sure it is set up properly

Check technical needs to be sure they are in place and working Obtain introduction or bio from performer

Welcome performer and provide contact information should she need to get a hold of you

At the Event Ë Ë Ë

Introduce event

Announce upcoming programs Monitor audience

After the Event Ë Ë Ë

Return room to original set-up Write evaluation

Send thank you notes

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Fabulous Facilitator

As a student leader you may be asked to serve as the facilitator of a meeting, a workshop, or a discussion. Leaders are often naturally looked to as individuals who are prepared to facilitate groups of any shape and size. Don’t worry; you are up for the challenge! But to assist you along the way, consider these basic tips for the fabulous facilitator.

Top Ten Characteristics of an Effective Facilitator I I I I I I I I I

An effective facilitator listens deeply for participant understanding.

In short, the literal definition of “facilitate” is defined as “to make easier!”

…how do you encourage participation in discussion or activities?

An effective facilitator uses humor appropriately.

…how do you create a safe place for participants, while also stretching comfort zones?

An effective facilitator provides the map but allows participants to lead the way.

Facilitation Fundamentals

An effective facilitator demonstrates preparedness and organization.

There are some fundamentals that all facilitators should consider when preparing to facilitate a group:

An effective facilitator consistently recognizes participant contributions. An effective facilitator provides ample time for participant reflection and processing.

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Always state the purpose of the gathering.

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Call participants by name.

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An effective facilitator watches for, and listens to, nonverbal cues.

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An effective facilitator leads the celebration of big AND small group accomplishments.

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One of the first steps in successful facilitation is creating the environment! As a facilitator…

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…what seating arrangements do you want to use?

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…how do you help groups you facilitate consistently get to know each other?

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…how are you at remembering names? What are some tricks you use to remember people you work with?

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… an effective facilitator listens more often than talks, and asks more often than tells.

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It is the process of leading people through an experience toward mutual goals in a manner that encourages participation, ownership, and learning from all involved.

…how do you get to know the participants you facilitate—their personalities, learning styles, involvement in the group, etc.?

An effective facilitator intentionally uses the time and space allotted.

© PAPERCLIP

What Exactly is Facilitation?

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Be respectful of participants, their opinions and their contributions. Encourage active participation while allowing participants to choose their participation level. Recognize all contributions, big and small.

Be careful to not give answers or your opinion too often. Ask open-ended questions and use exercises that promote sharing. Expect respect of each other.

Watch the clock, don’t devalue participant’s time.

At the conclusion, do a quick assessment of what each participant now knows, believes and will do based on what they learned today. Ask for feedback of your facilitation style – use evaluations, assessments or just index cards – so you can continue to improve.

Adapted from handout provided by the Department of Leadership, Service and Involvement at St. Norbert College, DePere, WI.

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Facts and Finds for the First Year Student √

Service and Volunteer Opportunities √ Employment √ Cultural Activities To learn more about leadership and involvement on campus, and all the ways it is being offered, visit your Student Activities Office for a list of organizations and opportunities to discover the leader in you!

Learning takes place inside and outside of the classroom in college! And, leadership is one subject that you can explore and learn about quickly if you just get involved.

FACT: Why Get Involved?

Studies repeatedly show that students who are involved in campus life are more likely to… I

…grow personally and professionally

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…persist in their education and graduate

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FACT: Warning – The Balancing Act

…be more satisfied with their college education

Although leadership and involvement is fun and rewarding, finding a balance between your co-curricular involvement and your curricular responsibilities is key! Beware of some of the signs of over-involvement:

....continue their learning beyond college

Additionally, involvement can benefit you by offering… I I I I

…opportunities to meet people and make friends …direct experiences that will build your resume and professional experience

…the opportunity to gain new—and enhance existing—leadership skills

Student Organizations and Clubs Intramurals Fine Arts Media Organizations Internships

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You find yourself procrastinating more often.

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You are unable to give 100% to anything, and are giving 75% to everything.

You are giving more time and attention to your activities, than to your studies. You are feeling burned out—no longer feeling the rewards of being involved.

FIND: The Path to Leadership

Most college campuses boast student organizations and activities for just about every interest out there. And, in many cases, if there isn’t a group already formed, you are more than welcome to go through the process to start it yourself. So how do you maneuver through the maze of involvement opportunities on campus for the first time? Reflect on these questions to explore where your leadership path should begin:

College provides numerous opportunities for students to develop their leadership skills through:

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…opportunities to try new things or continue your involvements from your before-college-life

…don’t avoid getting involved so you can devote all your time to studying—there is plenty of room for academics and involvement when balanced properly. Plus, you will feel much more a part of campus life!

You are experiencing numerous schedule conflicts.

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FIND: Involvement and Leadership on Campus √ √ √ √ √

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Is there a particular area of interest or subject I am looking to get involved in? Is physical activity something I want to gain from my involvement? What skills am I seeking to build or enhance through my involvement?

Am I interested in serving in a leadership capacity now or in the near future?

Where do I feel my skills could best contribute to a group or the college community? How much time am I willing to commit?



Finding, Involving and Keeping Your Advisor As a student organization leader one of your main responsibilities is working with your organization advisor. And for some, the first challenge you may experience with an advisor is finding one!

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The student leaders of an organization are ultimately responsible for building bridges between the organization and the advisor. So whether you are in the process of “finding”, “involving” or simply “keeping” your advisor, here are a few tips to tap!

Finding: Who to Ask?

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Fir st, se e t his a s a n op p ort u nit y . Yes, it is hard to say “good-bye” to a member of an organization that was so valued by the group. However, here is your opportunity to welcome new advising ideas, support and contributions to the team. S p e n d s o m e t i m e a t a n o r g a ni z a t i o n m e e t i n g i d e n t i f yi n g w ha t t h e g r o u p n e e d s i n a n a d viso r. Try to think more about skills and re-

1 1 E x p ec t

2 1 O p t io n al

3 1 N o t Ne c e s s ar y

L Attend and participate in all executive board meetings.

L Schedule weekly/biweekly one-on-one meetings with executive board members. L Attend social and service functions (fundraisers, programs, dances, etc).

C r e at e a j o b d e s c r i p t io n a n d p r i n t o f f a f e w co pie s. This will come in handy when you are

L Mediate interpersonal conflicts that arise in the group.

ready to approach potential candidates and they ask you what the expectations of an advisor are. Plus, the process of putting together this description on paper will really help your group clarify what they are looking for in an advisor!

L Represent the group in any conflicts with members of the college/university community.

Br ain st orm . Once you have determined the char-

acteristics you are seeking in an advisor, spend some time brainstorming names of faculty, staff, administrators or if your institution allows, community members, that might fit your needs.

L Help manage the budget and financial obligations of the organization. L Ensure that elections and/or proper training and transition takes place annually. L Be ultimately responsible for knowing and communicating institutional policies to the group.

I n vi t e p o t e n t i a l pr o s p ec t s t o c h ec k y o u r g rou p ou t. Draft a formal letter of invitation to

L Provide your own expectation and rank it…

those individuals you would like to approach. In-

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Listed below are several statements that describe possible responsibilities an advisor may have. Take some time and rate each of these as they relate to the expectations and needs you have of your advisor for the coming year. Ask your advisor to complete the survey as well and then compare and discuss your respective responses.

L Attend and participate in all organization meetings.

sources that will benefit the organization, and avoid comparing the traits of your former advisor(s) to the ideal new advisor.

© PAPERCLIP

M a ke a d e cision . Selecting an advisor can be an informal process or a formal process; you need to determine what is best for your group. However, put whatever advisor selection process you follow in writing, so the group has a record of how past advisors have been selected for the next time around!

What Do You Think?

Imagine this…you just received an email from your current advisor; she has accepted a new position at another institution and will be unable to fulfill her advising role for your group beginning in the fall. Where do you begin? How do you find someone as dedicated as she is to the organization? I

vite them to take a closer look at your group if they are interested.

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Finding, Involving and Keeping Your Advisor continued

My Advisor…

Involving: Beyond the Signature

Every advisor is different, and is volunteering his time to an organization for various reasons. But there is no doubt that many advisors are untapped by the student leaders they work with. Most advisors would like to provide more than their signature! So, what exactly is the appropriate level of involvement you should expect from your advisor?

What do you really know about your advisor? Can you answer the following questions?

M y a d vi s o r …

L went to school at…

L likes to do… in his/her spare time

D i d y o u k n o w th a t a n a dv i s o r c a n :

Serve as a campus resource

L has been at this school for… years

Help you think outside the box

Answer your questions…sometimes with other questions

L gets freaked out when…

Help mediate internal conflicts

L laughs like crazy when…

Provide referrals

L feels passionate about…

Facilitate training

Provide new ideas

L has favorite things/experiences such as…

Be a great model of leadership

Keeping: Building the Relationship

L decorates his/her office that way because…

Advisors are like team coaches, focused on the good of the whole while also placing a great deal of importance on working with you and providing opportunities for you to develop as an individual and leader. Continue to build your relationship by getting to know your team coach and let her get to know you!

L feels… about his/her family and friends L does… really well

L is also involved with… on campus and… in the community

W h a t a C o a c h W a n t s a n d N ee d s Wants: You to be challenged AND rewarded

through your leadership experience.

Needs: You to follow through on what you agree

L chose to work with students because…

to do.

Wants: To be a full participant in the team activities and endeavors.

…that as much as your advisor wants to be involved, she has additional responsibilities within and beyond the college. Similar to you she is juggling multiple balls in the air. Support her need to be away from the group at times, and communicate when her participation is most valued.

© PAPERCLIP

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Needs: Time away from the team to accomplish

Wants: You to communicate fully—the good, the

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those “administrative” duties she still needs to get done during training and during the year.

bad, and the ugly—in a respectful manner.

Needs: To share information with the team that

may be for your ears only and expects you to keep it in confidence.

Wants: To have fun! Coaches want to work hard and then play hard in appropriate ways.

Needs: You to have fun and enjoy your experience. 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Follow-Through & the Power of a Promise Chances are that you’ve known someone who is very good at making promises, thus making people feel good, in the moment. Yet that person may have very poor follow-through, meaning that many promises go unfulfilled. Now, how do you think folks feel about him?

…when you promise to follow through on something, people are placing their trust in you. That’s a very valuable commodity that you don’t want to mess with!

Don’t be a leader known for empty promises and lousy follow-through! Here are some ways you can avoid that trap:

Re fe r W h en Y ou ' re Un su re—People will ask

you all sorts of things as a student leader. And, yes, it definitely feels good when you have the answer for them at your fingertips. Yet, the reality is that no one person can stash all the necessary knowledge in her brain! So, instead of giving people info that you’re unsure about, refer them to the appropriate source instead. You’ll be doing everyone a big favor while also demonstrating your ability to be an excellent resource person!

Do n 't Ov e rp rom ise—Keep your promises in check by only promising things that you are absolutely sure you can follow through on in a timely manner. The next tip will help you keep track of that…

What Effective Follow-Through Looks Like… I I I

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H av e a C h ea t S he e t—Every time that you promise something, jot it down in your planner or on a bright piece of “Promise Paper” that you have clipped in your planner. This will keep your promises front and center to make you aware of what you’ve already promised and what still needs doing. There’s nothing wrong with jotting it down to give your memory a nudge.

Ke ep in T ou ch— Sometimes, you won’t be able to follow through in time to meet an initial deadline. Instead of hoping people will give you the benefit of the doubt because they know you’re busy, be upfront and stay in touch with them about what’s going on and a new deadline that they can anticipate. They won’t feel blown off that way and will know that you’re still on the case!

You can’t be all things to all people, much as you’d like to be. By only promising what you know you can deliver on and making timely, positive follow-through your mode of operation, you’ll become a trusted leader that others can count on.

writing thank you notes within 48 hours of a program/workshop/training

letting members know the answer to something that came up at your meeting that week

putting important deadlines on your calendar so folks don’t have to hound you for things that may be holding them up from doing their jobs, too

tackling those necessary tasks that you don’t like but still need to get done, instead of pushing them to the side where they may be quickly forgotten people being able to trust that when you say you’ll accomplish something, you’ll do it

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Gettingand Staying Organized One of the biggest challenges faced by college students is staying organized. And, for student leaders, it can be an even more overwhelming task as you attempt to balance multiple responsibilities, relationships, and schedules. However, by applying a few simple steps you can get—and stay—organized!

…that you don’t need to print off everything you find or receive on the computer. Avoid printing needless documents. You’ll benefit from less paper in your life, plus you’ll be environmentally friendly.

SIMPLE Steps and Strategies to Organization

S

—Set goals and priorities—identify your goals, prioritize them, break them down into manageable objectives and stick to them. Write them out and put them in a visible place—like your planner, or on your mirror—this will help motivate you and keep you focused.

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—Implement a filing system—eliminate clutter, and find things when you need them, by simply creating your own filing system. Consider creating a file for every class and group you are involved in, using a file cabinet to maintain files, and actually putting materials in the appropriate files IMMEDIATELY.

M—Manage your schedule—your calendar is

sure to fill up fast with all the meetings, activities, events, and of course, classes you need to fit in each day. Use one calendar for everything, color coding activities by priority or category, providing some wiggle room in your schedule between activities.

P—Prepare ahead of time—avoid procrastination,

sleeping in, or rushing to get something done. Preparing ahead will not only help you stay organized, it will also reduce your stress. Wake-up earlier, get your clothes, lunch and backpack ready the night before, make a to-do-list, and write deadlines in your planner a week early.

L

—Lose the clutter—when you enter your office or college room at the start of the year, you do not have clutter. How can you maintain a clutter-free environment? Recycle unnecessary paper, have specific spots for specific things, and use files and folders to manage necessary paperwork.

E—Edit regularly—every other month, edit

through your paperwork to see what may not be necessary. With so much available on the Internet, information can get stale quickly. So, edit out the clutter and you’ll breathe much easier!

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Stop the Paper Pushing

Paper can be the biggest enemy of organization. We are bombarded by paper—through the mail, our computers, newspapers, classes and meetings—it’s everywhere! When trying to organize paper, do the following: 1.

Act on it

3.

Toss it

2.

File it

From www.lifeorganizers.com/school-family/college-organization.htm

e-Organization

Although your computer may look organized, the inner-workings of it may be messy. Help your computer be an organizational helper, rather than a hindrance, by: I I I I

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Replying to email immediately and choosing to file or delete Keeping your address book updated

Backing up your documents so you have an extra copy in case of emergency Creating file folders in all email accounts to save important documents



Giving and Receiving Feedback Feedback—it goes both ways – to give it you have to be willing to receive it! Feedback is a beneficial, and necessary, tool for leadership development. If you want to grow as a leader you need to learn how to give and receive compliments and criticism. What better time to practice than with a group of peer leaders that you trust, and can learn a lot from? You will be a better leader for it!

Starters

Sometimes starting the feedback process is the hardest part when giving a compliment or criticism. Consider these “starters” when sharing feedback with others.

Compliment for going the extra mile – “Sarah, I noticed today that you went out of your way to…”

To help you best realize your potential as a feedback giver and seeker, consider the following points: I

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Criticism of not pulling their weight – “Marcus, you are a valued member of this team and I benefit from your skills and talents when you are engaged in our team effort…”

Y o u a r e n % t p er f e c t $ l et % s j u s t g e t t h a t o u t t he re ! It is tough to hear, but you are in good

company, as no one is perfect. That said, it should make receiving suggestions for improvement a little easier and even rewarding as your ultimate goal is improvement, not perfection.

Compliment for developing as a leader - “John, I remember when we first started on the executive board and I have enjoyed watching you grow as a leader who…” Criticism of causing disruptions – “Ella, I have enjoyed having you as a part of our small group and I feel when you give your full attention to….”

Be h e l p fu l , n ot h u rtf u l! When

giving feedback use descriptive, constructive and helpful language. Ways to best do this include using “I” statements, speaking in specifics rather than generalities, focusing on things that can be changed, and avoiding giving suggestions when you are angry or frustrated.

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Fin d a b a la nc e! Feedback includes compliments as well as criticism. Go out of your way to let people know when they have done a good job! This is

…consider how you like to be thanked for a job well done. What kinds of “thank yous” mean the most? Now consider some simple ways you can thank and recognize those you work with.

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I

especially true if they have improved in an area that you had earlier given feedback on – let them know that you noticed and it is valued.

Pu b lic v er su s p riv a te ! Consider your surroundings before you give someone feedback. No one likes to be in the limelight when a shortcoming is being addressed. Find time in a private, less visible location, to provide a suggestion or tip for improvement. Alternatively, some people are motivated by public acknowledgement. In a team meeting recognize the good work of a fellow member!

Kill em wit h kin d ne ss! Sometimes you just can’t make someone happy. They will always be the first to tell you what is wrong and last to tell you what went right. In these situations, you may have to swallow your pride – and your frustration —and thank them for the feedback and let it go! If you have done all you can to address their concerns, then you have done your best.



Healthy Collaborations What is Collaboration?

…when collaboration makes sense. Not everything that you do needs to be collaborative. Sometimes collaboration takes longer than a decision or project calls for. Be intentional about choosing a collaborative process and know why collaboration will be more beneficial and efficient than doing it solo.

Collaboration is the “coming together” of two or more parties who will work collectively and cooperatively for the purpose of a common goal.

Why Collaborate? I I I I I I

Collaboration is a beneficial process when you are: Looking for additional support – moral or financial

Seeking special talents or resources currently not offered in the group Looking for new ideas

Seeking additional human resources

How Can I Be a Healthy Collaborative Leader?

Making a decision that will have an impact beyond the organization

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Seeking feedback outside of the organization

Who to Invite to Collaborate?

There are many potential partners on campus that you can invite to collaborate at given times. Below are four possible groups to consider inviting to collaborate, but do not let this list limit you. Spend a few minutes at your next group meeting and brainstorm all the potential partners you have on campus.

C a mp u s O ff ice s a n d Org a n iza tion s: They

know the campus like you do and have an invested interest in contributing to campus life. Plus, they might gain some extra publicity in the process.

Alu m n i: They will often come back to the college/university or a specific group they were a part of in their day, offering to lend their insight, time, and/or money. Loc al Bu sin e sse s: Whether you seek them out

or they come to you, they can bring a whole new dimension to your group. Be sure to talk with your advisor before partnering up as there may be policies or past history to consider.

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sional resources on campus that would gladly be involved in your efforts if just asked.

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Identify and recruit the collaborators that will both give to and gain from the collaboration. Value participants’ time. Being invited to collaborate is often an “extra” and, if not managed efficiently, can become something people just can’t fit in. Set a timeline, meeting schedule, and deadlines and stick to them.

Make sure that participants know what is expected of them and what their specific roles and responsibilities are. This is a balancing act – you don’t want to ask a lot of those who are volunteering their time and resources, however, you want to make their involvement meaningful.

How to Avoid Collaboration Chaos I

Fa cu lt y a n d Sta f f: There are wonderful profes-

Facilitate and communicate a shared purpose from the beginning. Why have you invited people to join you? What is their role? What are the goals and expectations of this particular collaboration?

Stick to a regular meeting schedule and location. Communicate the roles and responsibilities of everyone involved in the collaborative process.

Have dissolution deadline—a goal for when the collaborative process will be completed and the group will dissolve. Regularly recognize participants for their contributions. Be open to feedback, suggestions, and ideas.

Identify and communicate the mutual benefits of collaboration.



Holding Others Accountable Leadership on campus often revolves around a group of people working together and depending on each other to follow through on their respective tasks and responsibilities. Holding yourself accountable is a challenge in and of itself. However, being part of a leadership team often requires you to hold others accountable too!

…that you want to treat others the way you would want to be treated. If you are in a situation where you need to hold a peer leader accountable, consider how you would want to be approached if the tables were turned.

Find Common Ground: Mutual Expectations

One way to make holding each other accountable simple is to communicate expectations and responsibilities right off the bat. Setting expectations is one of the most important steps in developing a team. When teams simply form and assume that everyone expects the A s a g r o u p , id e n t i f y same thing, it tends to w ha t y o u e x p e c t f r o m : lead to frustration and a lack of productivity. √ Y ou rse lf Consider how you will √ E a c h O th e r set mutually beneficial √ Y o u r S u pe r v i s o r s expectations as part of or Ad v i s or s your organization team supreme!

3) Refer to the agreed upon expectation(s) or responsibility(s) that was not met. 4) Determine a plan of action to resolve the unmet expectations or responsibilities, and consequences if an action plan is not completed by the determined timeline.

Brainstorm together and then come to consensus on the expectations you all have. Put them in writing and make sure everyone has a copy to refer to. You may even want everyone to sign it – almost like a contract that serves as a friendly reminder throughout the year.

Addressing Unmet Expectations and Responsibilities Determine as a group how individuals and the team will respond to unmet expectations. As important as setting up mutual expectations is, it is equally important to come to consensus on how they will be addressed when not met.

1) When addressing an individual, find a neutral location where you can speak one on one confidentially.

Sometimes holding people accountable can be tough, especially when you first begin a conversation. You don’t want to begin with, “We need to talk” – that is just a killer statement! So consider these “accountability starters” when sharing feedback with others; Holding someone accountable for not pulling his weight—“Marcus, you are a valued member of this team and we all benefit from your skills and talents when you are fully engaged and committed to our goals…”

Criticism of someone causing disruptions – “Ella, I enjoy having you as a part of our organization and I feel when you give your full attention to….”

2) Use “I” statements when sharing your perspective.

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Accountability Starters

Holding someone accountable for not meeting a deadline - “Jonah, at our last meeting we collaboratively determined a deadline for your report that you felt you could accomplish…”

C o n s i d er T h e s e 5 S i m pl e S t e p s :

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5) Set people up for success, not failure. Provide them with the tools and information that will help them meet the expectations outlined.

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Humor How-to

It’s so important to have fun within your leadership gig! Yet, it’s also important to know where to draw the line between appropriate and inappropriate humor. When used poorly, humor can ostracize others, make you look bad, and potentially do harm. When used well, though, it can add that much-needed sense of fun into your organization and motivate you all! Here’s how you can tell the difference…

W h e n U s in g H u mo r …

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√ √

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Appropriate Times & Ways to Use Humor: I

In pre-existing relationships

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To engage an audience

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When used respectfully and not to degrade an individual or group

Inappropriate Times and Ways to Use Humor: I I I

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During crisis situations where the meaning could be misunderstood

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When it may be hurtful toward an individual or group

When it detracts from the message you’re trying to convey

Confronting Inappropriate Humor

There will be times when someone’s attempt to be funny comes across hurtful or offensive instead. You can handle this by: I

d o n # t l a u g h a t p eo pl e

l a u g h wi t h th e m

k e e p t h e h u mo r i n c he c k d o n # t g o o v e r b o a r d w i t h t he ! f u n n y s t uf f "

t r y n ot to tr y s o h a r d

a d d r e s s o f f e n s iv e h u m o r a p p r o p r i a t e l y

through with your advisor, though). Go directly to the source. Don’t turn the situation into a source of gossip. Confronting with dignity and respect. How would you like to be told something difficult to hear? Receiving the information openly and attempting to understand their perspective if someone confronts you about your actions. Listen fully to all concerns before trying to rebut their statements.

More times than not, someone says something without thinking about the consequences, rather than intentionally trying to do harm. Keep this in mind when addressing instances of inappropriate humor so it can become a conversation rather than an attack. “Humor is the great thing, the saving thing. The minute it crops up, all our irritations and resentments slip away and a sunny spirit takes their place.”

… that “inside joke telling” can really make people feel left out. Just because it’s comfortable for you and the few people who might be in on the joke, it won’t have meaning to everyone. After all, one of the objectives of your position is to include people, not exclude them!

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s t e e r c l e a r o f o f f e ns i ve j o k e s a n d c o m m e nt s

Quips and Quotes

Confronting the individual directly in a timely manner (within 24 hours) without talking about the incident with your peers first (you can talk it

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d o n # t d i s r u p t t h e f l o w o f y o u r pr es e n t a t io n w it h j o k e s

~ Mark Twain

“USA Today has come out with a new survey: Apparently three out of four people make up 75 percent of the population.” ~ David Letterman

“A sense of humor is part of the art of leadership, of getting along with people, of getting things done.” ~ Dwight D. Eisenhower

“Humor is a universal language.”

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~ Joel Goodman



Humor How-to continued More Mirth on Earth!

3 L if e i s n 5 t ju s t t h e f r o n t p a ge 2 i t 5s t he c o m ic s , t oo .4

Here are a few simple ways to share the mirth as you strive to create more joyful workplaces and life spaces: I

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˜ Ji m A lt h o f f

C lea n H u m or. Get permission to hang Ziploc

bags from the showerheads in community bathrooms (from residence halls to locker rooms) and put a new joke in there once a week. What a perfect place to share some “clean” humor!

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Vis it No ogie La n d. At Gilda’s Clubs across

America (cancer support centers started by comedian Gilda Radner), a place called NoogieLand is reserved for children. Contact them to see if you can make puppets, help with projects, and more!

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C ost um e C a pe rs . Wear a costume during your next group meeting, whether you’re a Smurf or a duck. Act like nothing whatsoever is out of the ordinary!

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C hu c k l e C ho w .

Serve funny foods like Laffy Taffy, Good Humor ice cream bars, Snickers candy, smiling Oreos or those McCain smiling tater tots as part of your next meeting. Or go doorto-door, office-to-office serving them out of a little red wagon.

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Silly S tu f f! Get a group of people together to

play silly kid games that were always fun like Mad Libs, Duck-Duck-Goose and Red Rover! You’re it!

La u gh t er is t he B es t M e d icin e. Organize a trip to a local hospital or nursing home to cheer up the residents with jokes, clown noses, and goodnatured ribs.

G rin & Gre e t! Try on a new greeting or catch phrase like “Great. Groovy. I wish it was a movie!” See how people react.

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Th e Re sp on se . Think about some creative, funny

ways to respond to people’s polite question: “How are you?” Answer them with something goofy like “If I was any better, I’d be twins!”

U p t o th e M ic. Hold an Open Mic Night for aspiring comedians. Recruit an appreciative audience, too. Sm ile A tt a ck! Make a bunch of yellow smiley faces and stick them everywhere, from bathroom mirrors to memo boards (depending on campus posting policies).

I m pr ov e wit h I mp ro v. Do your own departmental version of “Whose Line is it Anyway?” by using improv games. It’s a great way to get the mind and the blood pumping! 3 Je st 4 a J oke ! Put blank paper on a bulletin

board and have everyone contribute to it by writing a funny (tasteful) joke. Or send a joke a day email to folks who are interested.

Fu n n y Sig n off s. Sign emails with funny wordplays used by folks at the Humor Project, Inc. (www.humorproject.com) such as “Jest thinking of you!” or “Hope you get some smileage out of this.” Some people will think you’re a cornball yet most will probably love it! C low n Nose Ph ot o S h oot . Take a group photo

with everyone wearing a red clown nose.

Writ e on t h e Wa lls. Is there a quote or image that just makes you smile? Why not draw it on the wall? Get a craft projector, trace it on the wall and paint it! This can spice up any home or office space invaluably!



Inclusive Leadership

Being an inclusive leader means opening yourself to a variety of people with different strengths and backgrounds. It also means taking a step back and realizing that no one “type” best fits the leadership mold.

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Take Stock of Talent

As an inclusive leader, it’s very important that you first review the “raw material” at your disposal. The outgoing, over-involved group members are usually easy to spot. However, have you figured out how the more introverted folks may contribute? Or what about the enthusiastic transfer student who was never involved during his community college days but who you appointed to a position on a hunch? Taking stock of the talent surrounding you will open up a variety of leadership doors. So, try doing a talent inventory of your group members! There are a number of ways to go about this: I

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name and then choose common words to describe leadership “possibilities” they may possess. For instance, you can use words such as “behind the scenes” or “great group encourager.” List the top 3 leadership possibilities you have seen within each of them, based on observations made during training, the selection process, and beyond. This database will allow you to perform a search when you’re looking for a group of leaders who may best fit a certain task.

Ma ke A t-a -G la n ce C ar ds . Simply write each member’s name atop an index card and list his leadership traits. When you’re looking for an experienced theater manager during an event, flipping through these cards will help you see who has done this type of thing before. Or, if you need someone to help you implement a recognition program, look at the cards for education majors or for students known to write thank yous regularly. They may be just the people you’re looking for!

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Take Chances

Recognizing talent is one thing. Appreciating it and putting it to use is another. Inclusive leadership requires a true commitment to using all of your group members well rather than just those who are known to you. And this can be tough since many of us have that human tendency to turn to the tried and true folks when things get hectic. Therefore, you’re going to need to take some chances! By purposefully soliciting the perspectives of quieter students and delegating to emerging leaders rather than those with expertise, you are sending the message that all of your members have leadership potential.

Take Time

C re at e a Da t a ba se . First list your members by

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I n stit u te Pe e r F ee d ba ck Fo rm s. It could be very helpful to get a variety of perspectives regarding each group member’s leadership traits. During your next meeting, ask members to fill in a simple Peer Feedback Form for each of their fellow group members. This honest feedback doesn’t need to be extensive, yet it may tip you off regarding who has leadership potential in different areas. The peer perspective can be invaluable!

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The differences among your group members are probably very pronounced. The extroverts in your group may jump in regularly whenever discussion ensues while the introverts may make their points more selectively. Some strong female leaders may volunteer for everything, leaving some male leaders to feel unsure about their place in the process. Being aware of differences and putting this awareness into action is a hallmark of an inclusive leader.

The next time you have your members together, be conscious of how the discussion goes. And then allow yourself some quiet, reflective time when it is over to honestly assess your leadership style. For instance, did you allow the dominant people in your group to take over? Were there times you called upon someone who was a known group member rather than the new members because you wanted a quicker response? Do you hesitate to ask the opinion of your member who stutters because others get impatient as he’s trying to formulate his sentences? Mind you, none of these things make you a bad person! It’s just very important 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Inclusive Leadership continued know that your entire group benefits from the riches of difference! And you’ll all be better able to serve the diverse needs of your campus constituents as a result.

to be aware of your leadership tendencies so that you can make adjustments the next time around.

Take It All In

Inclusive leaders have the great honor of working with diverse students and appreciating the differences they bring to the organizational table. Everyone is at such different stages and growth can occur through reflection and conversation. As your group members observe you making efforts to include others, they are much more likely to follow your lead. And that domino effect is what inclusive leadership is all about.

And, last, but definitely not least, inclusive leadership requires more heightened awareness of different cultures, religions, lifestyles, and more. Chances are that your members come from a variety of different backgrounds that have influenced their values, personalities, and ways of interacting with others. Keep this thought foremost in your mind as you work with this interesting bunch of peer leaders. These differences may produce disagreements at times, yet you

The Language of Inclusion

The language of inclusion may involve things such as:

L Not assuming that because someone has black skin that they are automatically “African American.” Talk about the importance of finding out where people are from rather than applying a label. L Not referring to all relationships as “he/she.” Regularly referring to “significant others” or another term that feels comfortable to you is a means of recognizing heterosexual, homosexual and bisexual relationships. L Never denouncing religious faith. Recognizing the central role that a higher being plays in many students’ lives is just as important as supporting those who are not religious or are questioning.

And there’s much more. List some other ways you can be more inclusive with your language here:

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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Juggling Junior Year

formance reviews, brochures/designs, pictures, flyers, letters of recommendation, thank you notes, personal reflections, transcripts, and work samples

The junior year of college could be considered the “premiere year” for student leadership and involvement. Some juniors are seasoned veterans, having been involved in campus life previously. And yet others may be just realizing all of the great opportunities available on campus, and are now ready to dive in! Either way, the junior year of college offers numerous ways to enhance your own leadership experience, and that of others.

Leave Your Team Baggage Behind

Resumes are full of facts that help potential employers know what skills and experiences W h at is a L e a de r you have had. But what if you could enshi p Po rt fol io ? hance your resume A mo ve a b l e c o l l e c by SHOWING them t i o n o f pa p e r s a n d a r t i all that you have acfa ct s t h a t i n cl u d e s complished and ta n g i bl e o b j e c t s t o learned? A leadership s u pp o r t i n f o r m a t i o n portfolio can do just pr o v i de d o n y o u r r e that.

Attitude: “Been there, done that”

Openness to learn from each member

Memories of things that didn’t work Negativity, Hesitation, and Reluctance

Inability to be open to differences

Junior Year Just Dos

Time is flying, so explore new leadership opportunities and experiences this year. Consider doing at least one or two of these “Just Dos”: I

s u m e an d o f f e r s a r e f l e c t i o n o n y o ur p e r s o n a l l e ad e r s h i p e x pe r i e n c e .

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Types of Portfolios

Web—create a website, paper/binder , CD/DVD

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Types of Leadership Artifacts to Include

Resume, listing of classes, workshops, trainings, certificates, awards, newspaper articles, evaluations/per-

Serve as a mentor to an emerging leader

Immerse yourself in a different culture through a service project or study abroad Job shadow someone in a profession you are exploring Explore summer internship possibilities

Select one program or project you have worked on that you want to take up a notch this year Volunteer for a community organization

Mirror, Mirror…

…why you are involved in the activities you have selected. If you are just working hard to “pad” your resume, you may want to rethink how you are spending your time, and that of others.

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New ideas

Energy, Creativity, and Commitment

Interviews, grad school, jobs, volunteer service, leadership showcase

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Bag It

Strategies that worked

Preparing to Sell Your Leadership Experience

What are Leadership Portfolios Used For?

Bring It

What do you want the people you work with to say about you as a leader? How would you want your leadership style to be described? When you reflect on your role as a leader, what words come to mind? Do you think they match what others have observed or perceived?

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Looking Beyond )The Usual Suspects* for Presenters & Trainers Who says you have to be an expert on every topic? Nah. In fact, that’s one of the greatest benefits of working on a college campus—there’s an abundance of talent right at your fingertips! Sometimes it’s easiest to tap into “the usual suspects” or the people we know are tried and true. The professor who always says yes, the staff member who has been doing a great workshop for years… they are all excellent resources. Yet, it may be time to freshen things up a bit and not overuse your usual folks. Consider tapping into others within your campus and community, for topics such as: I

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C us tom e r S e rvic e. Try career services, admis-

sions, the business school, your community’s Better Business Bureau or a human resources professional from a local department store.

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Alc oh ol a n d O th e r Dr u gs. Try the wellness

center, the athletic department, peer educators, student health, a local alcohol counselor, an emergency room doctor/nurse or an alcohol educator from an area high school.

C a ree r Is su es . Try career services, faculty members, a Job Corps volunteers in town, a professional career counselor or the career writer for your local newspaper.

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Te a m wo rk. Try recreational services, an athletic coach, a campus activities professional, a professor of organizational culture, a youth minister, a camp counselor, a Little League coach, a military officer or the director of a non-profit organization in town.

Pu b licity . Try someone from the Chamber of Commerce, your campus public relations office, an advertising agency in your community, a graffiti artist, a sign maker in town or the advertising manager of your school paper. Pro gra m m in g. Try an events planner at a local

hotel, a conference coordinator, someone from student activities, the community art guild, an activities director at the local nursing home, the director of a non-profit organization such as the American Lung Association or a local concert promoter.

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H um a n I ssu e s/D ive rsit y . Try the international

studies program, your office of multicultural affairs, a member of the local NAACP or P-FLAG chapter, a senator or other political officer, someone from the campus ministry or interfaith staff, or a panel of students and staff from different backgrounds.

We lln es s. Try the campus wellness center, a local

yoga instructor, a YMCA representative, a massage therapist, an aromatherapy expert, a coach or a nutritionist.

Sa f et y . Try the department of public safety, student safety escorts, information technology staff members, the local police or fire departments or peer educators.

Tim e Ma n a ge m en t . Try a staff member from the Learning Assistance Center, an organizational expert in town, an academic advisor, someone trained through the Covey Leadership Center or an administrative assistant who juggles multiple tasks effectively.

C om m un it y De v elo pm e n t. Try local social service agencies, the Ombudsman, a residence life professional, a director of community theatre, the activities director at an assisted living facility or a student who runs a programming organization on campus.

Don’t be afraid to reach out beyond those trusty “usual suspects” to infuse new life and energy into your efforts!

…people coming in from outside the campus may not have the college “lingo” down and may need an orientation to your students and your school. Don’t skip over this important step—it’s a way to make them feel welcomed and valued! 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Making the Most of the Second Year Often referred to as the “sophomore slump”, the second year of college can feel a little less exciting than when you first arrived on campus. However, involvement and leadership can be the cure-all to what otherwise might be just another year of college. You know the ropes now, so what better time to really explore, question, and try new things?

The Name Game

As you grow as a leader, you will meet more and more people AND need to remember more and more names. Here are a few memory tricks: I

Peel back the layers of your first year of involvement and dig deeper. Take the first steps in setting the stage for a successful second year of campus involvement by: I

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Visiting the Career Services Office—By meeting

with a career services advisor you can get a jump start on your professional preparations rather than waiting until your senior year. Getting a head start will help you avoid the scurry and worry of senior year, plus you’ll be in a better position to explore quality internship and job possibilities.

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Tracking Your Leadership Experiences—Keeping

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track of the details related to your leadership experiences can be tough and overwhelming. Continually write down the types of programs and projects with which you’ve been involved. Take the time now to save time later!

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Assessing Your Current Involvement—Are there any activities you’ve “tried on” in the past year that don’t really seem to fit? If so, be honest and extract yourself in an ethical way by giving notice, rather than just avoiding meetings or responsibilities.

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…that flexibility is key when it comes to leadership! For instance, just because you once believed something, it doesn’t mean that you have to stick by that belief forever. We are flexible, ever-changing creatures! So, when new information comes your way, incorporate it into your belief system.

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U niq u e Fe a tu re s. Focus on something inter-

esting about the person, from hair color to a wacky interest they may have.

Re p et itio n. During your first meeting, repeat

the person’s name out loud (“It’s really nice to meet you, Steph!”). Also, say the name to yourself several times during that first encounter.

M n em o nic . Try turning the person’s name into a mental image of an object. For instance, Steph sounds like “step” so this will remind you of her from now on.

As socia t e. While repeating the name, try to associate the mnemonic with the person. Steph sounds like “step” so imagine her running up the stairs. Do u ble Ta k e. At the end of your initial en-

counter, repeat the person’s name (“See you later, Steph!”).

Writ e it Dow n . And if your memory needs a

nudge, write it down!

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Asking Big Questions—You have so many oppor-

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Giving Back—If you haven’t already, this is a great

tunities to learn more about different backgrounds, interests, and cultures through getting involved. Jump into something new!

time to consider how you can incorporate service into your involvement life. How are you giving back to the college and community? Volunteer on campus or off – either way you will reap excellent leadership experience from serving others.



Meeting Management Avoid Meeting Mayhem

…an agenda is only valuable if everyone can see it. Write it on a white board, type it up and hand it out, or show it on the big screen. Whatever you do, just share it!

As a student leader you will be conducting and participating in meetings – small group meetings, training meetings, program planning meetings, evaluation meetings, and the list goes on. How a meeting is run can make or break the overall productivity of the meeting itself. So whether you are a facilitator or participant, aim for success by implementing some of these basic tips:

Effective Meeting Facilitators… I I I I I I I I

agenda formats, but if you are looking for a starting point, test out this traditional agenda outline:

State the purpose of the meeting or activity, or write an agenda on the board

Meeting Title

Treat participants with respect

Date/Time

Call participants by name

Location of Meeting

Model the behavior they want from participants

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Support and encourage participation but allow opting out

II. Approval of Minutes III. Officer Reports

Ask open-ended questions rather than giving answers

IV. Advisor Report

Keep track of time

V. Program Reports

Conclude meetings by asking each person to state what they learned or an action they will take as a result of the meeting

VI. Old Business

VII. New Business

VIII. Adjournment

Productive Meeting Participants… I I I I I I I

Arrive 5-10 minutes early

Get Them Involved!

Keep members engaged and invested in meetings by getting them involved! For your next meeting, consider rotating meeting responsibilities and roles such as:

Actively participate

Come prepared with materials…including a planner, pen and paper Show respect for the facilitator and peer participants

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Respond to controversy with civility

Have a clear mind and provide 100% focus to the items at hand

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Are clear about what is expected before leaving

Creating an Agenda

An agenda is an incredibly helpful resource for all meeting participants. For the leader(s) of the meeting, an agenda is an outline of the desired outcomes of the meeting. For participants, an outline clarifies the purpose and sequence of the meeting. There are numerous

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Attendance

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Agenda Creator—Contacts group members before the meeting to collect agenda items and compiles them for the meeting

Mission Moment—Prepares and presents an activity that helps members refocus on the group’s purpose

Meeting Facilitator—Starts meeting, guides the group through the agenda, and concludes the meeting

Time Keeper—Keeps the group on task with identified time limits Note Taker—Takes notes and/or minutes



Motivation in Motion

Motivating others can be challenging, but with the right recipe of various leadership skills you can be successful.

...why you might not be motivated. Have you lost your passion for what you are doing? Are you being expected to do things that are not congruent with your personal values? Are you over-involved and over-scheduled? Reflect, rewind and reboot your motivation when necessary.

Move people to action through empowerment, delegation and recognition (“Wanda, you seem creative, would you be interested in leading the group in designing our team sign?”).

Offer autonomy and the freedom to determine the direction and vision (“I have some ideas of how we might use our time today, but first I would like to hear what you hope to learn about.”).

Tap their passion! People are committed and motivated when they truly believe in something.

Involve people in creating the process to accomplish

What About YOU?

Being a student leader can be draining. You may wake up some days and wonder why you are putting in the effort – does it really make a difference? You can be assured that it does, but nonetheless it is understandable why you might, at times, lose your motivation to keep up the good work. This is when you need to dig deep for a little self-motivation. Here are some quick tips to help motivate YOU!

the purpose! (“Seth, here is what we have been asked to accomplish today. How do you think we could best do that in the next hour?”).

Value where each individual is at and help them find a “fit” in the group.

Always remember that people support what they help create!

Tone—it’s not always what you say—it’s how you

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say it.

Invest in the individual! People are motivated when

they feel like they and their contributions matter (“Ty, thanks for asking that question about meal plans; I saw a number of your peers taking notes as we discussed that topic.”).

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Offer your thoughts and ideas to encourage others to do similarly (“I remember leaving my group of friends behind and how hard it was to say goodbye.”).

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Notice individual contributions and refer back to

them (“Maria asked about what faculty expect and what we just discussed is a perfect example of how to connect with faculty in the classroom.”).

M o t i v at i o n i s a f i r e f r o m w i t hi n . I f s o m eo n e el s e t r i e s t o l i g h t t h a t f i r e u n de r y o u , c h an c e s ar e i t w i l l b u r n v e r y b r ie f l y .

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I d en t ify I n ce n tiv e s—Tell yourself that, if you get your tasks done, you can treat yourself to an hour of your favorite TV show or time with your friends.

Br ea k I t in t o C h u n ks—A big task can feel overwhelming, yet if you break it into smaller parts it can feel more manageable. U s e th e Bu d d y Sy s t em—Partner

with someone who needs your support in accomplishing a goal and ask her to support you with your goal.

Fo cu s on Wh a t Yo u Wa n t—Focus your efforts on how

you will get what you want out of accomplishing the task at hand (“Once I get these fliers up around campus I can hit the hay.”). 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Passion and Purpose

You were selected to be a student leader, therefore you can safely assume you already possess some leadership skills. Do you see the potential that others see in you? What do you consider your leadership strengths and areas for improvement?

The first step in taking on a new leadership role is being aware of what you do well and knowing what you need to improve upon. Similarly, part of being a team player is where and how you can contribute to the team along with what you hope to learn from others. Student leaders often struggle with this question. As you develop your own leadership identity you may further define what a leader is and what leadership does. Through experience in formal leadership positions, you begin to identify yourself as a leader. But the question remains: a leader for what purpose? Where do you want to make a difference? How do your values, passions, and gifts form your leadership vision?

Reflection Section

As you contemplate your own leadership passion, vision, and purpose, consider…

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skills you wish you possessed

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past leadership experiences you bring to this role skills you need to enhance and improve

You have a passion, maybe undiscovered, but it exists. And, with that passion you have the potential to be a visionary leader. When the heart (passion) and the head (vision) work together, purposeful leadership can emerge. Consider this equation… I

L Where do I get, or what gives me, energy and motivation?

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L What do I really care about? (people, organizations, relationships, human issues, social issues, etc.)

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L What would people who know me say are my passions and gifts?

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your leadership strengths

PASSION + VISION = PURPOSEFUL LEADERSHIP

L If I had all the time in the world, how would I spend it? (Don’t let potential boundaries stifle your thoughts—money, relationships, time.)

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Leadership for What Purpose?

…where you are now and where you are going as a leader. When assessing your current leadership skills consider things such as:

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Fin d in g Y ou r Pa ssion—To find your passion consider what brings you joy. What leadership position, job or experience have you had where you felt happiest or most fulfilled? Now break that down and find the core of your joy – that is where your passion lies! Pro vid in g Vision—Leadership is more than just

doing, it is thinking, reflecting, imagining, and envisioning. Once you identify a passion you can then create a vision you have for the future, something better or different than it is now. Great leaders are great visionaries who can share their visions with others to create change.

Le a de rsh ip w ith Pu rp os e—Purposeful leader-

ship is more than running meetings or recruiting new members. Those things are important to an organization, but leadership with purpose is about creating change or finding where you can best contribute to the greater good. There is a saying that goes, “To lead is to serve and to serve is to lead”—this motto speaks to purposeful leadership. 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Planning a Successful Retreat It may be that you want get to know each other better. Maybe you’re a new leadership team that needs some time to plan. Or, it may be mid-year and you are seeking a way to refocus and re-energize the group. Retreats can happen anytime and anywhere, and can be as short or as long as you need. With a little effort and some planning, you can provide your group with a rewarding, productive experience. Before you get started…stop to think about what the purpose and goals of the retreat are?

Why do you need to retreat as a group? What is the purpose? How much time can you allocate to the retreat – half-day, overnight, two days, etc.?

F ou r R e a son s t o R et r e a t

R eg r o u p

…that retreating off campus has many benefits. It minimizes distractions, separates participants from other priorities on campus, and ensures that the group will remain together throughout the retreat experience. Where can you go?

Location, Location, Location

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Retreats can take place anywhere! What you are seeking is a quiet, reflective space with little to no distractions. So the office or traditional meeting room should be avoided. However, there are many options on and off campus to consider: outside space, a nearby campus, an advisor’s home, the Alumni House, a local place of worship, and a hotel conference room, among others.

R ef l ec t

R es u m e

Where are possible locations for the retreat?

Some Things to Keep in Mind When Planning a Retreat…

Who needs to be invited to the retreat?

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Now…match your group’s needs and desires with your identified retreat purpose…

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What three things would you most like participants to get out of this retreat?

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How can you best accomplish this, while keeping their needs and desires in mind?

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What are some activities you have enjoyed on other retreats that you can incorporate into this one? Who needs to be a part of the facilitation team?

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Are there any campus events happening on the day or evening you picked for the retreat? Is the location adequate for your needs (does it have enough beds and comfortable meeting space)?

How can you keep food costs down? Can you ask each participant to bring a snack? Can you work with your campus food service to do pack-outs?

What activities do the participants usually engage in on the weekend? Can you adjust the departure and return times accordingly?

Are participants generally morning or evening folks? Plan your most educational activities for the time when they will be most engaged. What kinds of things can you do to get participants excited about the retreat (teasers, add some mystery, theme a meeting prior to the retreat, involve them in the planning, etc.)?



The Political Scene

Ick. Politics can be such a loaded word. It often implies backroom dealings, hidden agendas and, worst of all, schmoozing.

…politics can be genuine. In our society, politicians are often seen as false representatives with agendas of their own. Yet, many people get into leadership positions because they hope to make a difference, politicians included. So, don’t knock the political game!

Yet, when it comes down to it, politics don’t have to be a dirty little secret. The word “politic” actually describes someone as “wisely discerning” or “shrewdly expedient.” And you are a big part of the political structure on campus! As a collaborative, connected student leader, you help this campus hum.

It may be that part of in your role in interacting with campus VIPs involves the college political structure. This may be on a formal basis, such as through committee work, or an informal basis, like when you stop by someone’s office or bump into her during a social event.

5. C orra l Y o ur Ow n C on fid e nc e. Remember, as a

leader on campus, you’re a valuable commodity to VIPs. They can learn from you, just as you can learn from them!

6 . Be w a re of Se lf- Fu lfillm e nt . Rather than using

good relationships with VIPs to advance your own cause, stay true to the institution and the needs of your organization.

Top 10 Ways to Navigate the Political Waters

7 . Re m em b er Na m es . Repeat someone’s name

1. Se a rch for Co m mo n Gro u nd . Talk about com-

8 . Ma ke Tit le Dist in ct ion s. Academic “labels”

several times during a conversation to help it stick. People like to hear the sound of their name! Don’t you?

As you begin interacting with campus administrators and “friends of the college,” let the following tips be your guide:

such as “professor” or “doctor” may be more important than you think. If unsure, refer to individuals as Mr. or Ms. Try to make these distinctions and address people appropriately.

mon interests, families, etc. There is so much more to these folks than just their jobs.

2 . J oke A p pro pr iat e ly. Remember that VIPs are

people, too, and many like a good laugh, as long as it’s not at anyone else’s expense.

9 . H av e F ait h in Y ou rse lf. Don’t minimize your

impact or your importance, simply because you may be younger and less experienced than many administrators are. You’re something!

3 . Do n 5t be A fr aid . You didn’t get to this point by holding back. No one is better than the other in this scenario.

10 . St a rt Now ! If given the opportunity to interact

4. Le a rn Ab ou t Th e ir S ch ool Da y s. Many VIPs

with college VIPs, jump at it before your time as a student leader is over. This is more real, more honest and less “schmoozy” because you’re not just socializing and networking, you’re getting to know people as people.

have attended college and may have roots in student leadership so, ask them about it and let them reflect on those “glory days.” You’re bound to learn a lot.

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The Priority Pinwheel

The daily battle to let priorities take the lead has just acquired a new challenge: your student leader position. All the “shoulds” and “musts” swirl about mightily as your leadership responsibilities are added to the mix, making it more difficult to discern what your true priorities should be.

M ak e Y o u r se l f a Pr i or i ty

O t h e r w i s e , y o u pr o ba b l y w o n t b e h e a l t h y , e f f e c t i v e, o r a n y f u n t o b e a r o un d !

The List

as well as flexibility. You’re anticipating your priorities right now, yet they need to be subject to change in order to make them accommodate your ever-changing lifestyle.

To get in touch with your priorities, first jot down all of the roles you currently play. They may include things such as: student, group leader, daughter, sister/brother, friend, part-time cafeteria server, intramural broom hockey teammate, community volunteer, and amateur guitarist.

Being Pragmatic About Priorities

Prioritizing requires some sort of system to make it work effectively. And list making may be the easiest system of all. Try these tips:

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Spinning Round

The ebb and flow of priorities makes it similar to a pinwheel, spinning a new priority to the forefront when the winds of change sweep around. For instance, your role as a sister may be more of a priority this term because your little brother just started high school and you want to be particularly supportive. Or maybe you’ve taken on a new leadership position with some specific goals to be met throughout the year. Whatever the case may be, setting priorities requires willpower

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Now take this list and highlight your role as a “student.” Although it may not always feel like it, this needs to come before your student leader role. Next, select the top 5 roles that will require your concentrated attention over the coming term. This doesn’t exclude your other roles, it just help define where your priorities need to be at this time.

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My Top 5 Roles

Before the week or month begins, make a list of everything that needs to be done within a certain timeframe. Put it on a bright piece of paper or on your “list making” pad—somewhere where you know it will be.

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Chances are that you’ll have quite a list! Yet, please don’t get an attack of the overwhelmeds when you look at it. This list is simply meant to provide an initial at-a-glance summary of who you are and where your priorities lie.

Use a number, color, letter, or other system to mark your “must get done,” “should be done,” and “could get done” tasks. Those marked as high priorities (or “musts”) get your primary attention. Update this list regularly as new priorities enter the picture. Set aside a regular time each week to alter your list, whether it’s Sundays during laundry time or over Monday morning breakfasts.

Break a major task such as “Do a program” down into bite-size tasks, like contacting the speaker and creating publicity, to help you identify real priorities. Plus, this gives you more things to check off your list! And date your tasks. Anything left lingering over two weeks needs some serious, high priority attention.



Programming Hunt 1.

Read your card and note mentally which squares you can answer.

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Each person may sign only one square on a card.

2. 4. 5.

Be prepared to sign your initials and share what you know with others. Plan to circulate!

You will need to know the answer to get credit for the box.

_______________

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Has used an event Can name what they would consider checklist in the past the most important programming tipwhat is it? _______________ _______________

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_______________

_______________

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Attended a program after seeing it advertised in a residence hall

Knows where to Knows who is augo/call to reserve thorized to sign conrooms on your cam- tracts on campus pus

Can name two campus offices that would be of assistance when programming

Can name a good fundraising idea

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Has memorized the number for Campus Reservations—recite it

Has previously written a program evaluation

Has used a form of publicity other than a poster- what?

Has used multiple Has co-sponsored an event; with who? means of publicitywhat are they?

Has ever used a sur- Has used off-campus transportationvey to figure out what students want what company? in campus programming

FREE

(Wa-hoo!)

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Can name some publicity ideas you can use outdoors

Has attended a Fine Arts event on campus; what is it?

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Can name one cam- Has attended a mulpus programming ticultural program resource on campus; what is it?

Can think of a cre- Knows how to acative way to handle cess student activity alcohol issues at funds on campus events; what is it?

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Can explain backwards planning

Has used the resources of a group member to accomplish a program

Can identify one contact in Food Service; who is it?

Knows where to find your college calendar of events



Promoting Your Group with Effective PR

second paragraph should detail more about the what and why.

Toot your own horn and become “known” to the campus community through group promotion. This will help your group become more effective and engaged in the life of your campus!

T i p # 3 : K e e p i t S i mp l e

Use plenty of action verbs and active voice. Keep the release simple and easy to understand. Use short sentences and paragraphs. Avoid negatives in order to keep the piece concise. For example …

Writing a Press Release

In order to grab attention for an event or initiative that your group is involved in, consider writing up a press release. Here are some tricks of the journalistic trade to get you started:

Passive: "It was announced by him that…" Active: "He announced"

Passive (negative) "Workers decided not to accept the offer."

Ti p # 1 : Us e t h e I n v e r te d P y r a m i d St r u c tu r e

The inverted pyramid structure means that you should put the most important or enticing information in the first few sentences of your press release, and then unfold the rest in descending order of importance. Don’t bury your "best" stuff near the bottom.

Active: "Workers rejected the offer."

T i p # 4 : I nc l ud e F o r m a t t i ng I t em s

For example, if you are announcing a contest with a large monetary prize for the winner, put that up front:

“A $500 bookstore gift certificate will go to the winner of this year’s Creativity Challenge – the largest prize offered to date for the annual competition—which is open to all students.” Many people tend to put less important information in the first sentence of a release. For example:

Ti p # 2 : I n c l u d e th e 5 Ws

Begin the release with a concise summary of who, what, when, and where. The

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What2s Happening?

L events that are open to the community

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L the accomplishments of individual members

L group recognition from campus, community, or national sources

Fi v e tot a l p a r a g r a p h s i s a g o o d m ax i mu m f o r e a c h r el e a s e . Yo u 2 r e t r y i n g t o g e t a fa s t - s c a n n i n g e d i to r 2s a t t en t i o n a n d i f h e o r s h e t h i n k s t h e y h av e t o s l og th r o u gh a l e n gt h y de s c r i pt i o n , t h e y w o n 2 t b o t h e r . I f t h e y ha v e q u e s t i o n s , t h e y 2 l l c al l yo u .

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Adapted from a piece written by Lisa J. Hudson for Federal News Services, Inc., a division of PaperClip Communications Make it a practice to send out press releases and/or email announcements for various happenings within your group, such as:

“Joe Smith, President of the XYZ Club, today announced that this year’s Creativity Challenge, open to all students, includes a $500 bookstore gift certificate for the first-place winner.” What's more important, your name, your title, and the organization name, or the fact that you’re offering an enticing prize?

Be sure to include: release date, contact information (your name/position, your phone and email), headline, dateline, and the proper ending (at very bottom and center of the page, include -30- or ##).

L community service initiatives

L recruitment drives, open meetings, and ways to get involved L what your group offers to the campus community (who we are and how we can help you)

You can send these notices to: campus listserves, the school paper, the local newspaper, the office of public relations/community relations, and the online campus calendar.

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Publicity Pizzazz!

On every campus there are students who don’t look at flyers and don’t go out of their way to find something different to do on campus. So, it can be a challenge to maintain a positive attitude when promoting programs. However, there are plenty of creative ways to get the news out about a program! For instance…

F i l l s 0m e b a l l o o n s w i th h e l i u m a n d w r i te y ou r p r o gr a m i n fo r m a t io n on t h em . You can give

these out to students, tie them to chairs and other furniture in the Student Center (with permission) and have friends walk around with them tied to their backpacks.

C re at e a se n se of m ys te ry . Put up signs and block off the programming space for two days before your program. Make it obvious that something will be happening there. Cover any windows with black paper and make sure people can’t peak inside. People will be so curious when the time of the program comes they will be there. Just make sure the program is really good so they will not be disappointed.

Nothing says that a piece of publicity can only go on a wall or a bulletin board. There are plenty of other options to consider! For instance…

Fr on ts of St air s. If there is a prominent staircase

and hang them over your shoulders with your program advertisement displayed prominently on the front and the back. People will pay attention to you and wonder just what it is that you are advertising.

in the middle of your building or one that is well used, see if you can get permission to place pieces of program info on the fronts of each stair. It could say something like “Organic Eats!” on the top stair, “Taste good, fresh food” on the next, “Tuesday at 8 pm” on the next one, “Meet in the basement kitchen” on the next and then “From Farm to Fork —YUM!” on the last one.

H an g y o u r ad s o n s t r i n g f r o m t h e c e i l i ng .

Make them high enough so people can walk under them, but low enough that they catch their eyes. If the ads are at most peoples’ eye level, they will automatically read them.

H an g f rom t he C e ilin g. Dangle program details tantalizingly above folks’ heads, either using string or wire hangers.

G et a s t a m p o r s t i c k er s t h a t s a y , ,T O D A Y .-

On the day or evening before your program, stamp flyers with the “Today” sign as an eye catcher. (If you don’t have a stamp or stickers, you can write “TODAY” in red marker too.)

As k f ood se rv ice w h ere y o u ca n p ut a d s. See if your ads can be attached to items in the vending machines. Ask the campus store to distribute a small ad with each purchase. Have your program as the special of the day on cafeteria signs. Place a small ad in between napkins on the tables. Use table tents in the cafeteria. Just ask first before doing any of this!

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up personal invitations and tell people to keep it on the down low. This can create a “buzz” and people will show up to see what all the fuss is about. Just be careful not to be too exclusive or people will think that no one else they know is going.

Fun Publicity Placement

B e c o me a w a l k i n g b illbo ar d. Get poster boards

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M a ke y ou r pro gra m s ee m e xclu siv e . Make

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Stand Out!

Students get flyer blind after just a few weeks on campus. They are bombarded with paper and things to read so you need your publicity to stand out and catch their eye… L Try to have a logo for your programs so students can look for it.

L Use pictures and creative colors to help items stand out.

L Have catchy names for your programs so people remember them. 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


Publicity Pizzazz! continued The Power of Color!

F e e l i n g s a s s o c i a t ed w i t h p u b l i c i t y c o l o r s

It’s no mistake that USA Today, in all its full-colored splendor, has become one of the most popular newspapers of all time. Research shows that newspapers using color are viewed as more pleasant, interesting, active and modern. This is a good thing to keep in mind as you decide upon colors for your publicity, too! Different feelings are associated with different colors. Physical responses can even be affected by the colors you choose. For instance:

Green. Makes people feel comfortable so it is often used to introduce a product or service.

Feelings Associated with Green include peacefulness, guilt, refresh-

ment, and quiet.

Red. Preferred by active readers, red raises perspiration rates, blood pressure, and the number of blinks per minute.

Feelings Associated with Red include passion, rage, excitement, energy,

intensity, and fierceness.

Yellow. Draws attention to a product. As a matter of fact, yellow and black is often touted as the most eye-catching color combination around!

Feelings Associated with Yellow include cheerfulness, health, opti-

mism, celestial, high spirits, and inspiration.

Blue. Lowers blood pressure, respiration rate and the number of times you blink per minute. It has a calming effect that can cause the brain to secrete at least 11 tranquilizing hormones.

Feelings Associated with Blue include sobriety, gloom, melancholy, tranquility, furtiveness, fearfulness, and coolness. Other Feelings Associated with Colors Include:

Purple – Mournful, lonely, desperate, dignified, royal, and mystic. (Signifies mystery or intrigue when mixed with blue or green.) Orange – Jovial, hilarity, forcefulness, exuberance, and energetic.

Black – Formal, death, elegant, depression, funeral, and negation of spirit.

A b o v e t he T o i l e t P ap e r .

Print out simple program details on index card-sized flyers and post them right above the toilet paper in common area stalls. It’s that captive audience thing!

O n Ba th r o om M i r r o r s .

Use a dry-erase marker (with permission!) to write program specs on common area bathroom mirrors. It’s different than paper and could attract attention.

I n Z ipt igh t Ba g gie s. Get

permission to hang gallon-size ziptight baggies from shower heads. Then, place a flyer inside the bag for folks to read while they get sudsy.

E le va t or C e ilin gs. Since folks tend to look up in elevators much of the time, why not have a big poster board sign up there, telling them about your program? Might as well help them make the most of their ride!

Please check with your advisor before trying any of these tactics, as they may have facilities/fire code implications. And then get creative!

White – Pure, clean, frank, normal, and youthful.

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From Public Speaking to Power Points & Everything in Between One of the leadership skills you will exercise often as a student leader is public speaking. Between the questions, meetings, and public presentations, you are sure to gain and enhance your speaking skills. Don’t panic, you just have to remind yourself that you have been speaking in front of others all your life – answering questions, telling stories, and relaying information. You just may find your speaking invitations to be a bit more formal when wearing your student leadership hat.

Speaking Out: Getting Past the Butterflies I I

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M a k e t he m o s t o f y o ur f i r s t f e w m i n u t e s .

Connect with the audience with a question, a significant story, or humor.

Spice Up Your Speech

Make your words stand out with some of these tips:

L Use language to express, not impress—using jargon, acronyms or big, impressive words that may be unknown to others will lose them.

L Paint pictures with your words—use images that will burn into their brains.

L Be aware of your tendency to use “Ummm” or “Like”—these terms take away from the crispness of your words and may make you seem uncertain about the information you are sharing.

Scoring POWER Points

Wa t ch n on v er ba ls*y o ur s a n d th e irs! Have

In today’s age of technology, using a PowerPoint is a fairly common method of presenting information. Consider these “points” when preparing and presenting with a PowerPoint:

a smile on, make eye contact with audience members, and stand tall with your arms and hands loose—no crossed arms allowed!

H av e n ot e s y ou ca n t u rn t o in a p in ch . It’s your safety net, and people will know you have made every attempt to have a breadth of information prepared for them, so they won’t mind you looking at your notes if you can give them an answer to their question.

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Kn ow y ou r s pa ce . Visit the space you will be presenting in prior to the actual presentation. Check out the room, adjust furniture, and test the audio visual equipment at least two hours before your presentation.

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I n a m o r e f o r m a l s m a l l o r l a r g e g r o u p s et t in g , m ov e ar ou n d. Don’t simply stand at the

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Be a w a re of y ou r la n gu a g e. Avoid obscene

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front of the room and speak to the group. Consider asking smaller groups to get in a circle to create a more inclusive setting.

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Re ca p y ou r h ig hlig h ts. Prior to speaking, select

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language and watch for campus slang.

the top three to five things you want your audience to leave with. Then use the final minutes of your presentation to recap those things.

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Outline your presentation and create main points and sub-points. Create a title slide.

Create one slide for each main point and add subpoints appropriately. Use an easy to read font and 28 point size or larger.

Consider including artwork or graphics to add life to your PowerPoint. Put your slides in sequential order. Proofread and edit.

Save the PowerPoint on your hard drive and USB thumb drive.

Print a copy of the presentation for yourself just in case technology goes awry.

The day of or before, practice using the equipment you will use for the actual presentation.

Adapted from “How to Use PowerPoint Effectively in a College Class” at www.ehow.com



Quotes

“Don't tell people how to do things, tell them what to do and let them surprise you with their results.”

"You have not lived today until you have done something for someone who can never repay you."

“Delegating work works, provided the one delegating works, too.”

"All the adversity I've had in my life, all my troubles and obstacles have strengthened me... You may not realize it when it happens, but a kick in the teeth may be the best thing in the world for you."

~ George S. Patton

~ Robert Half

“Go to the people. Learn from them. Live with them. Start with what they know. Build with what they have. The best of leaders when the job is done, when the task is accomplished, the people will say we have done it ourselves.” “The ultimate measure of a man is not where he stands in moments of comfort, but where he stands at times of challenge and controversy.”

~ Martin Luther King, Jr.

“Do not follow where the path may lead.

~ Harold R. McAlindon ~ Lao Tzu

"Be a good listener. Your ears will never get you in trouble."

~ Frank Tyger

"Never doubt that a small group of thoughtful, concerned citizens can change the world. Indeed it is the only thing that ever has."

~ Margaret Mead

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~ Winston Churchill

"The most important single ingredient in the formula of success is knowing how to get along with people."

~ Theodore Roosevelt

"Kind words can be short and easy to speak, but their echoes are truly endless."

~ Mother Teresa

Go instead where there is no path and leave a trail.”

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~ Walt Disney

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

~ Lao Tzu

"Silence is a source of great strength."

~ John Bunyon

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"If you tell the truth you don't have to remember anything."

~ Mark Twain

"A great man is always willing to be little."

~ Ralph Waldo Emerson

"Not everything that counts can be counted, and not everything that can be counted counts."

~ Albert Einstein

“Keep your eyes on the stars and your feet on the ground.”

~ Franklin D. Roosevelt



Recognition and Rewards Recognizing good work is one of the most important responsibilities of a student leader. Think about ways you can recognize and reward good work. Perhaps it’s an impromptu sundae bar at your next meeting or maybe it’s just a two-minute note you jot in between classes and shove in someone’s mailbox. Whatever it is, go out of your way to catch those you work with being good!

Specific Thanks

Saying “thank you” is often not enough. People want to know WHY they’re being thanked and WHY their efforts make a difference! Get specific with your thanks in order to make praise more genuine – and more appreciated. For instance, say, “Thanks for showing me how to use that program on the computer. Not only did you make my life easier but now I’ll be able to pass it on to others!” instead of “Thanks for your help yesterday.”

Types of Thanks

Different people are motivated by different thank yous: I

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Th e Pu b lic T ha n ks—take some time to recog-

nize someone publicly—at an organizational meeting, in a newsletter, in the campus newspaper, or at an event.

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for a job well done. Send something meaningful that relates to what you are thanking them for.

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“You seem very smart.” “I really like that idea!”

“You come up with such creative stuff. Wow.”

“You’re so nice to people – I’m going to try to follow your example.”

Plastic outlet covers that you can write “You’re such a creative outlet!” on in Sharpie marker

Pre-made postcards that say “You make a difference by…” that can be filled in on a moment’s notice Stickers, note paper and envelopes

Colorful index cards that you can jot notes on and add a sticker too Lollipops to thank someone for “Licking that problem!” Flat things to stick in envelopes such as packets of Pop Rocks, seeds, or gum

There are so many possibilities! Just be sure to let people know WHY you appreciate them and to send thank yous in a timely fashion. It can be fun and satisfying, especially with the right tools at your fingertips! It’s going to be a very good year.

“I had fun with you today – thanks.” “That’s a very good point.” “Thanks for your help.”

“You really added a lot to the discussion.”

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“Thanks for explaining things so clearly – you’re really good at it.”

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“I agree with you.”

Be ready to recognize and appreciate people by gathering:

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“That color looks great on you!”

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Th e G ift—send a small gift or reward to someone

note or ecard, make a call, or simply visit individuals to thank them for their great work.

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“You make me laugh!”

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Th e O ne -o n -On e T ha n ks—send a personal

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“You handle responsibility so well. It’s great to be able to count on you!”

The “Good Job!” Thank You Kit

Props and Praises that People Love to Hear I

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…sending out meaningful and timely thank yous. It’s polite, good practice to send out thank you notes within 48 hours.

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Recruiting and Retaining Members Organizations are only as alive and productive as their membership. And, as members graduate or decided to leave a group, efforts to recruit “new blood” should be made. Not only do new members help replace outgoing members, they also enhance the organization by providing new ideas and energy. So what are you doing to recruit and retain members for the groups that you participate in?

4 . G et t i n g t h e W o r d Ou t ,

Why Do People Join?

The first step in recruiting new members is understanding why people are motivated to join in the first place. The list is long, but here are a few possible reasons: socialization, friendships, experience, personal interests, skill development, recognition, leadership opportunities, and to make a difference.

Recruitment Process

Word of mouth is a great way to recruit new members, but it can’t be the only method you rely on! Consider adapting these five simple steps into your group’s recruitment plan:

1. E v alu a t ion ,What have you done in the past for

recruitment? What worked and what didn’t work? What were your final membership numbers under your current plan?

2 . Re cru it me n t Go als ,How many members did

you lose in the past semester or year? What is your ideal membership goal? How many new members do you want to recruit?

3 . Me mb e rsh ip Be n ef its ,What will students get out of their membership? What does your group

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R et ent io n R e m in de r

C he c k i n w i t h m e m b e r s r e g u l a r l y . S ee i f t h e y a r e b ei n g f u l f i l l ed t hr o u g h t h e i r pa r t i c i p a t io n w it h t h e g r o u p , i f t he y a r e l o o k i n g f o r n e w c ha l l e n g e s , o r i f t he y a r e f e e l i n g o v e r w he l m e d w i t h r e s p o n s i b i l i ty . L e t t h e m kn ow t he y m a t t e r !

What strategies can you use to promote your group? How can you invite students to check you out? Who do your current members know that they can make contact with?

5. We lcom in g Pot e nt ia l Me mb e rs,What are

some extra special things you can do to make potential members feel welcome and wanted in your group? What events could you create just for new members? How can current members be a part of the welcoming process?

10 Retention Realities

Retention of current members should be given just as much attention as recruiting new members. And, the reality is, the more members you keep, the fewer you will have to recruit! Consider these realities in retaining your members: 1.

Conduct consistent meetings

3.

Facilitate collaborative decision-making

2.

…the names of your new members. One of the most effective retention efforts you can make is remembering the names of new members. Everyone likes to feel like they are memorable, and someone calling you by name is the first step in feeling valued.

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offer that is different or unique? What rewards will be received after one, two or three years of membership?

4. 5. 6. 7. 8. 9.

Provide ongoing communication and updates Emphasize a group vision, goals and expectations Actively welcome new ideas and perspectives Offer opportunities for leadership

Recognize individual and group accomplishments Delegate responsibilities across the membership Mediate controversy with civility

10. Celebrate and have fun

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Resources The James MacGregor Burns Academy of Leadership www.academy.umd.edu

Center for Creative Leadership www.ccl.org Center for Ethical Leadership www.ethicalleadership.org/

The National Outdoor Leadership School www.nols.edu

International Leadership Association www.academy.umd.edu/ila

The Robert K. Greenleaf Center for Servant Leadership www.greenleaf.org

LeaderShape www.leadershape.org Leadership Online from W.K. Kellogg Foundation www.leadershiponlinewkkf.org/

The Starfish Story

A beloved story that is wellknown in student affairs circles is The Starfish Story. For links to this story to share, head to: www.starthrower.com/ star_thrower_story_script.htm

Leadership Organizations www.nclp.umd.edu/resources/associations_and_organizations.asp National Clearinghouse for Leadership Programs www.nclp.umd.edu

www.wjcc.k12.va.us/content/admi n/superintendent/starfish/story/st arfish%20story.pdf

National Student Exchange www.nse.org/

Remember, 7it made a difference for that one.8

Teaching Tolerance www.tolerance.org

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Robert's Rules of Order & Parliamentary Procedure

The two go hand in hand. Here is a summary, with additional resources where you can find out more specifics that apply to your organizational meetings.

Motions

Parliamentary Procedure

This procedure is about the rules of democracy or the “commonly accepted way in which a group of people come together, present and discuss possible courses of action, and make decisions,” according to the National Association of Parliamentarians. Parliamentary procedure is a way for groups to make decisions in fair, consistent ways while also making good use of members’ time. It also outlines the duties of officers. This procedure is an important part of Robert’s Rules of Order. For a great overview of parliamentary procedure, go to the National Association of Parliamentarians’ website at http://parliamentarians.org/ procedure.php. Also check out www.csufresno.edu/comm/cagle-p3.htm, where Dr. John A. Cagle, a professor of Communication at Cal State, Fresno breaks it down into manageable chunks.

1. 2. 3. 4. 5. 6.

Call to order Roll call of members present Reading of minutes of last meeting Officer reports Committee reports Special orders—Important business previously designated for consideration at this meeting 7. Unfinished business 8. New business 9. Announcements 10. Adjournment Source: www.robertsrules.org/rulesintro.htm

2. Subsidiary Motions—Purpose is to impact how a main motion is handled and is voted on before the main motion is.

3. Privileged Motions—Purpose is to bring up items

about special, important matters unrelated to the business at hand.

4. Incidental Motions—Purpose is to provide a way

That’s how he decided to write Robert’s Rules of Order—to help control the chaos! The first version came out in 1876. The book is currently in its 10th edition. Source: www.robertsrules.org/history.html

Robert’s Rules of Order allow for deliberative assemblies, where all questions are discussed before decisions are made. The idea is to have constructive, democratic meetings, not ones where too much strictness intimidates or limits members’ participation.

The rules contain everything from a Point of Order (infraction of the rules, or improper decorum in speaking—must be raised immediately after the error is made) to Amending (inserting or striking out words or paragraphs, or substituting whole paragraphs or resolutions).

F o r a n e x c el l e n t o v er vi e w o f T h e R u l e s , h e a d t o ww w .r o be r t s r u l e s . o r g / .

Robert's Rules of Order

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members for them to consider.

Source: www.robertsrules.org/rulesintro.htm

Organizations using parliamentary procedure usually follow a fixed order of business. For instance:

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1. Main Motions—Purpose is to introduce items to

to question procedures concerning other motions and must be considered before the other motion.

A Fixed Order of Business

When Army engineering officer Henry Martyn Robert was asked to oversee a church meeting, he got embarrassed when he didn’t know how. So, he decided to learn about parliamentary law and did some reading. He also witnessed chaos throughout the U.S. when people couldn’t agree on meeting procedures.

Under Robert’s Rules, members use motions to make proposals to the group. There are 4 basic types:

O t h e r h e l p f u l r e s o u r c es i n c l u de :

I n t r o d u c t i o n t o R o b e r t ' s R u l e s o f O r d er • w w w . r o b e r t s r u l es . o r g / r ul e s i n t r o . h t m M o ti o n s Ch a r t • w w w. r o b e r t s r u l es . o r g / m o t i o n s . h t m

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Saying No A Diplomatic Skill to Learn You are capable, responsible and trustworthy – without a doubt. As a result, peers and professionals alike probably approach you to take on new challenges and tasks. Interested in being on the wellness committee or part of a new task force? Chances are that you are in demand!

Practice This… I

This might feel good initially. Yet, flattering as it is, there’s danger in taking on more responsibility than you can handle. Overcommitment can lead to stress and burnout, not to mention the fact that you won’t be able to do quality work when you’re just plain doing too much. So, learning to say “no” is a necessary survival skill to cultivate! Here’s how you can become one of those healthy naysayers…

It’s Not Always Easy

How we respond to requests is often a learned behavior influenced by family, cultural background, friends, acquaintances, and role models, not to mention societal expectations. If you’re a person who finds it hard to say no, perhaps it’s because you are sensitive to the other person’s reaction or you know how it feels when someone says “no” to you. With practice and self-assurance, the word “no” will cease to be an emotional event, and become a natural, appropriate life skill.

Explain It, Don’t Excuse It

There are times when an explanation is necessary and should be offered. Your advisor has a right to know why you are declining a particular request, for instance. Yet, explanations are different from excuses. With an explanation, you can matter-of-factly tell others why you need to decline their request. However, an excuse often makes you seem wishy-washy.

So, don’t go too heavy on the excuses or become overly apologetic when you’ve decided to say no since you will undermine your credibility and risk offending the person making the request. When you have reached a decision to turn down a request, be sure to say it with conviction and firmness.

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“No, I won’t be able to fit that in my schedule.” ”No, I can’t do it yet I have some ideas about other great candidates!”

“No, I need to keep things balanced right now and I can’t take on another responsibility without my others ones suffering.”

Just Say No to Guilt & Ego Trips

Many of us have allowed ourselves to be forced into unwanted positions or tasks due to an unhealthy sense of guilt. Learning to say no involves learning not to feel badly when you need to turn down a request. If you have honestly weighed the pros and cons and made a decision based on the merits, you can put any second thoughts out of your mind. In addition, while you may enjoy the idea that you are the very best person to do something, don’t be persuaded to accept the added responsibility based on these grounds alone. You are unique, but others can also rise to the occasion. Watch out for subtle ego trips, which can make it difficult to delegate responsibility or turn down requests.

If you’re saying yes all the time for the wrong reasons—because you want to be liked, because your ego enjoys the stroking or because you’re afraid to let people down—you’re doing more harm than good. You can say no without destroying relationships and your reputation. Really.

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Senior Year Strategies

This is it—your final year of college! You have so much to look forward to, but be sure you don’t jump too far ahead. Enjoy the ride—including all the new adventures and challenges your leadership experiences will offer this year. You may be a veteran student leader now, yet there is still lots to learn and do!

Leaving Your Organization Better than You Found It I

Encouraging Emerging Leaders

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As a seasoned student leader it is your job to mentor up and coming leaders—helping them discover their talents and possibilities—just like others did for you. And you can help them do just that by: I I

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Asking a student to work with you on planning a program—and really letting him do good work instead of just “grunt” work

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Encouraging other students to take initiative, whether it’s starting up a sustainability effort among group members, planning an event, or doing an icebreaker at the next group meeting

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Offering genuine feedback when a student gets involved—go beyond saying just “thank you” to let her know why you are saying thanks

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A nudge from you may be all that a leader-inwaiting needs, and you can graduate knowing you contributed to the next generation of leaders on campus.

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Personal Development

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Present a topic you feel passionate about at a campus, regional, or national conference

…how you will avoid being a lame duck this year. You don’t want your leadership legacy as a student leader to be that you “checked out.” What will you do to keep the “senioritis” at bay and stay committed to your involvement responsibilities?

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Writing down ideas that never came to fruition

Introducing emerging leaders to campus resources and administrators

Setting one or two personal leadership goals that are focused on an area of improvement within the organization Using your years of contacts and resources to recruit for the future Take a leadership assessment

Attend campus programs that you have missed in the past Join a new student organization you have been interested in

Identify a professional on campus that you would like to invite to be your mentor this year

One of the newest terms used in the job search business is “personal brand.” Student leaders can easily create their own brand by implementing a few of these tips:

Work with an advisor or supervisor to publish an article

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Creating thorough and organized files to pass down

Create Your Own Personal Brand

Take this year to spread your wings and get the most you can from your involvement opportunities. You can: I

You can do this by:

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Know your passion. What gives you energy? What makes you smile in your school and work environment? Develop your goals and dreams. You have to know where you want to go even if you don’t yet know how you will get there.

Be honest with yourself. Assess your strengths and areas for opportunities. Discover what is unique about you. Determine what you stand for and what makes you different. Be visible. Go above and beyond simply because you love what you are doing.



Series Programming

The late “Last Lecturer,” Dr. Randy Pausch from Carnegie Mellon University (PA), brought series programming poignantly to life when he participated in CMU’s “Last Lecture” program. This series, which is sponsored on many college campuses, allows parT o l ea r n m o r e ticipants to give a lecture a b o u t D r . R a nd y as if it were their very last. This is but one type of series programming that can take place on campus. Here are some others to consider and to get you and your group thinking: I

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A Ho w- to S e r i e s .

Awareness Weeks

Themed awareness weeks come in all shapes and sizes. For instance, at Ithaca College (NY) they held a Conservative Awareness Week while the University of North Carolina-Chapel Hill annually sponsors a Race Relations Week. And, although we haven’t yet heard about a Lizard Lover’s Awareness Week, it’s probably only a matter of time!

P a us c h , t o a c c e s s h i s l ec t u r e s , t o o r de r t h e m a nd m o r e, he a d t o ww w. c m u . ed u / r a n dy s l ec t u r e / .

So, what type of awareness week might you like to try? Consider the needs and interests of your fellow students, such as: √ √ √ √ √ √ √ √ √ √

Ask different faculty, staff, students, and community members to share how to do something, from making balloon animals to concocting delicious lasagna. The website www.ehow.com has tons of ideas to get your how-to juices flowing!

A Tim e in a Bo tt le Se rie s. Talk about different time-related topics, from a practical “time management” program to the more abstract “making the most of your time on earth” discussion.

Collaborate with different campus and community groups to make these awareness weeks come vividly to life!

A Mus ic t o O u r E a rs S e ries . Celebrate differ-

ent types of music from different eras with dances, concerts, lectures, and open mic jam sessions. Give students an opportunity to visit the music and arts building to try different instruments. Make music!

A Soc ia l J us tice S er ies. Invite a Peace Corps volunteer to share her experiences. Program around Hunger and Homelessness Awareness Week. Share poverty statistics. Discuss the meaning of a living wage. Bring issues of social justice to life through this series.

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A Cr ea t ive S pir it S er ies . Celebrate the creative spirit by hosting painting classes, doing rightbrain aerobics, chalking a campus parking lot (with permission), creating puppets with local schoolchildren, making a “Creative Geniuses” honor wall that students can add to, and more!

Career Choices Awareness Week Anxiety and Depression Awareness Week Healthy Relationships Week Fitness Fads Awareness Week Financial Fitness Week Summer Options Awareness Week Pet Care Awareness Week Etiquette Awareness Week Anime Awareness Week Skin Care Awareness Week

An )O ut in t h e Re al World * Se rie s. Give stu-

dents practical tools they can use in their lives after college by sponsoring workshops on things like cooking for one, car maintenance, financial fitness, pet ownership, finding a place to live, stretching your clothing budget, and more.

An An im al Ap p rec ia tion S e ries . So many peo-

ple love animals—so give them what they want! This series could include dog agility trials, a cat show, visits to the local animal shelter, showing some cool Discovery Channel documentaries, a professor talking about her primate research, a trip to the local wildlife sanctuary, bird watching expeditions, and much more.

Tune into students’ interests and you’ll soon have an excellent series to offer!

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Setting Goals

…it only exists if it is in writing. Write your goals down. Whether it be in your journal, in your planner, or just a piece of paper, when we write things down they become real!

You can’t move forward unless you know what direction you are going in, right? Goal setting is your compass. Knowing how to set goals is an important skill for student leaders to not only develop, but sustain both in their personal and professional endeavors. You’ve got to have goals!

Why Set Goals?

Goals are statements that identify what you plan to accomplish in a given period of time. There are so many reasons why student leaders and organizations should set realistic and achievable goals. They can: √

Provide direction and vision

√

Provide clarification in purpose and process

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S S pe c i f i c √

Help avoid chaos and confusion

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√ √

Act as a motivator for recognition and measuring accomplishments

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Individual Goals

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S.C.O.R.E. is a simple formula that will make goal setting efficient and achievable for student leaders as they set short-term and long-term goals.

√

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Whether a group is identifying accomplishments they plan to achieve for the year or goals they have for a particular event or project, the process and outcome of collaborative goal setting is sure to be very valuable.

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Ideas grow and are enhanced when diverse perspectives are shared Group members are engaged and own goals that they help create Provides a method to measure group success and evaluate areas for improvement Individuals know and understand where they can best contribute to the overall success of the group Holds the group accountable to agreed upon priorities

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Details, details, details!

√

When?

Timeframe

Our lives include many facets and having goals for each of them is valuable. Consider identifying at least one goal in each of these areas: Career

√

Education

Spiritual

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Relationships

Family

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Wellness

Envision what you will have accomplished, completed, achieved, etc. when you fulfill the goal. Desired outcome

What will it look like when it is completed?

R R e v ie w

Benefits of Group Goal Setting

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How?

O O u tc o m e

Group Goals

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What?

C C a t eg o r i e s

Help manage time by identifying where resources will be allocated

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Write a goal that includes all of the following specifics:

√ √ √ √

Your life priorities, time, and tasks change, thus goals evolve with them. Make time to review and revise your goals as necessary. Monthly, mid-year, annual review Adapt to changes in goals or life

Be flexible for unexpected circumstances Add and/or delete

E En g a g e

√

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The process of goal setting can be overwhelming, but your life can feel more overwhelming without any goals. Start small, with baby steps, and gradually move into bigger and longer-term goals. Develop short-term goals that provide ACTION steps toward long-term goals



Sleep, Caffeine & Your Well-Being

Lack of adeC af f e in e C o n te n t quate sleep often causes your grades C he c k o u t t h e c o m to drop—somep r eh e n s i v e t a b l e o f ho w times dramatically. m u c h c a f f e i ne i s i n v ar i And, yes, staying o u s p r o du c t s , f r o m s o f t up late to study and d r i n ks t o m e d i c a ti on s to then getting up c h o c o l a t e i c e c r e am , a t early in the mornh t t p: / / s l e ep e du c a t i o n . ing to do it again c o m / T o p ic . a s p x ? i d = 4 5 . are counter-effective strategies! What about the practice of sleep-deprived all-nighters? That creates a sleep debt that can be tough to overcome.

Yawn! Many of us are experiencing a sleep debt. According to the Centers for Disease Control, over one-quarter of the U.S. population report occasionally not getting enough sleep (approximately 8 hours per night) while nearly 10% experience chronic insomnia. Could one of them be you?

Overtired & Overwhelmed Being overtired can cause: √

moodiness

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lack of energy

√ √ √ √ √ √

higher susceptibility to illness

Often, students are unaware that their sleep deprivation can cause them serious problems—you may be so used to being consistently sleepy that you don’t realize your lack of sleep is unhealthy or abnormal. Or you may just think it’s “part of college life” because roommates, residence hall noise, late-night socializing, and more regularly interrupt your sleep. Help your peers see that this doesn’t have to be the norm—good, quality sleep can go a long way in making all of you healthier, happier individuals.

stress

anger

motor vehicle and machinery-related accidents lack of concentration

difficulty retaining new information

Caffeinated Concerns

It’s tough to tell how much caffeine is in a cup of coffee. The way it’s prepared, the type of bean used… all can impact the total caffeine content.

Ways to Get Quality Sleep

The experts suggest a few simple tactics to help you increase the quality of your sleep:

Caffeine is often found in many people’s coffee mugs on a daily basis, as it’s a stimulant that promotes alertness to get you through the long days and nights. However, that’s no help when you’re trying to get some good sleep! It can make it difficult for you to fall asleep plus it can reduce the amount of deep sleep that you get. Caffeine takes about 30 to 60 minutes to reach a peak level in your blood, according to the American Academy of Sleep Medicine (AASM), and the effects can last from 8 to 14 hours.

So, the AASM recommends that caffeine consumption be limited to no more than 300 to 400 mg. per day (about 3-4 cups of coffee). It’s also a good idea to avoid caffeine in the late afternoon and evening if you want to get a good night’s sleep. Now, wouldn’t that be nice?

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G et on a sch e du le . It is helpful to get to bed around the same time each night so your body gets used to a regular sleeping schedule.

Do n +t m a ke y ou r b e d a ke y stu d y sp a ce . It comes highly recommended that activities like studying, reading, and any other type of work or stress-related activity NOT be done while in bed. This presents a problem for students who have only their beds and desk chairs in which to sit and complete their schoolwork. Use common areas (if they are quiet enough) and the library instead.



Sleep, Caffeine & Your Well-Being continued I

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R e a l i z e th a t a n i g h t c a p w o n5 t h e l p t h e s i tu a t io n . A common

A B e d- o f -F a c t s

M o s t c o l l eg e c a m p us e s h av e s p a r e b e d f r am e s e a s i l y a c c e s s i b l e. C o n s i d er a s k i n g y o u r f a c i l i t i e s d e pa r t m en t t o s e t o n e u p i n th e l o bb y g e t p e r m i s s i o n f i r s t ! s o y o u c a n p o s t s l e e p - r e l a t e d f ac t s o n i t t o e d u c at e p as s e r s b y . P o o f ! I n s t an t p r o g r a m !

misconception among students and non-students alike is that alcohol will help you sleep. Though drinking before bed may help some people fall asleep, it doesn’t guarantee a quality night of sleep. Often, it causes the drinker to wake up several times during the night, which can be just as detrimental as only getting a few hours in the first place.

Av oid w a tc hin g t he c lock! Often, keeping an eye on your alarm clock can stress you out and make it even more difficult to fall asleep. Consider turning your clock around after you set your alarm, or putting it in a bedside drawer where you can hear your alarm in the morning but not see the time at night. E st ab lish a r ela x in g ro ut in e (taking a shower,

reading, doing crossword puzzles, listening to music) to do about a half hour before bed.

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C on sid er u sin g 3 w hit e n oise 4—like a fan—to help you fall asleep. The systematic hum can lull you into slumber.

I T r y t o m ak e y o u r b e d a s c o m f o r t a b l e a s p ossib le . Get some comfy pillows, snuggle in, I

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and snooze!

F i n i s h e a t i n g a b o u t t w o h o u r s be f o r e b ed .

That way your body won’t be working on digestion just as you’re attempting to calm and cool your body down.

Av oid e xe rc ise righ t b ef ore b ed—a workout in the late afternoon is ideal, because it gives your body adequate time to cool down (and a dropping body temperature is what the brain associates with sleep).

Get to know the facts when it comes to sleep and take a good look at your own sleep habits. You deserve your share of zzzzzzs! Sources: The Centers for Disease Control; www.sleepfoundation.org; www.sleep-deprivation.com

E ar ly To Ris e C A N M ak e Y o u W is e !

M o r n i n g p eo pl e a r e m o r e l i k el y t o g e t g o o d g r a de s t h a n l a te r i s e r s , a c c o r d i n g t o n e w r es e a r c h pr e s e n t e d a t t h e A s s o c i a t ed P r o f e s s i o n a l S l ee p S o c i e t i e s 5 a n nu a l m e e t i n g J u n e 20 0 8 .

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Social Change and Nonhierarchical Leadership Models Purposeful. Change-oriented. Bottom Up. Transformational. Relational. These are common phrases often associated with some definitions of leadership today. If you want to create change and work collaboratively, here are just two models of leadership that you might want to explore further.

The Social Change Model (SCM) of Leadership Development

Author: Higher Educational Research Institute – HERI, 1996

This model of leadership was created with you in mind—college students who want to make a difference. The SCM places social responsibility and change for the common good as the highest priority. If you are attempting to change a campus policy, address a social issue, create awareness, and more you may want to explore this model further.

The 7 Cs

The SCM is comprised of seven core principles that, when achieved, assist students in working together to create positive change for the common good. I I I I I I I

Traditional vs. Participatory Leadership

Want to get more people involved? Want to encourage more ownership and buy-in? Want to empower those participants you know are just itching to contribute? You may want to move from a more traditional leadership model to a participatory process by simply turning the organizational triangle upside down! I

Consciousness of Self—being self-aware of values,

attitudes, and beliefs that motivate you and your peers to take action.

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Congruence—talking the talk and walking the walk. Behaving in a consistent, genuine, and honest manner towards others.

Commitment—being fully engaged and contribut-

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Collaboration—working with others toward com-

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ing personal energy and resources to an agreed upon, collective effort through completion.

mon goals by sharing responsibility, authority, and accountability for achievement of the goals.

Common Purpose—sharing in the development of the mutually agreed upon vision, purpose, and goals. Controversy with Civility—listening. Agreeing to

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disagree. Approaching differences fairly and civilly. Being respectful.

Citizenship—understanding how democracy works and your responsibility within that democracy. Ultimately, student leaders understand and embrace their role as an active participant in the greater good.

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…collaboration and participatory leadership are not always necessary or appropriate means of achieving your goals.

A traditional model of leadership assumes the positional leader (Director/President) facilitates all team meetings.

Turn the triangle upside down by rotating responsibility among members for the development of agendas and facilitation of regular meetings. A traditional model of leadership assumes that every individual is accountable to their direct supervisor.

Turn the triangle upside down and live a model that asks everyone to hold each other and themselves accountable to the team. This can be done through the development of shared expectations, ongoing feedback, and viewing the supervisor/supervisee relationship as a partnership. A traditional model of leadership assumes that every individual has a role within the organizational chart and their job responsibilities leave little room for flexibility. Turn the triangle upside down and consider individual gifts, talents, and interests when assigning tasks.



Social Host Liability Laws

Important considerations when hosting any event with alcohol, whether formally or informally, are social host liability laws. Mothers Against Drunk Driving (MADD) describes them as “laws that hold individuals responsible for underage drinking events on property they own, lease, or otherwise control.” Those responsible can be students, parents, landowners, and tenants. MADD goes on to say that, “Unlike laws that prohibit furnishing alcohol to youth under 21, social host laws focus on preventing underage drinking on private property without regard to who furnishes the alcohol. Their focus is on the venues in which underage drinking takes place rather than on the furnishing of the alcohol.”

So c i a l h os t l i a b i l i ty l a w s h ol d a d u l ts t h a t * s y o u ! w h o s e r v e o r p r o v i d e al c o h o l t o u n d e r a g e pe o p l e c r i m i n a l l y l i a b l e i f t ha t m i n o r i s k i l l e d o r in j u r e d ) o r i f t h a t m i n o r k i l l s o r i nj u r e s s o m e o n e e l s e . C h e c k o ut t h e n u a nc es o f y o u r s t a t e l a w s t o s e e h o w s o c i a l h os t l i a b i l i ty i s i n te r p r e te d .

The Impact of Hosting Underage Drinking Events

Social host liability can apply in situations when underage drinking occurs at someone’s house, even if they aren’t home. If someone is injured at a party hosted at that home, these laws can kick in, too. Older students, siblings, and other relatives So c i a l H o s t need to be aware of La ws i n Y o u r these dangers so they Ne i g h bo r h o o d can make smart choices. T o s e a r c h s p e c if i c

s o c i a l h o s t l a w s i n y o ur Unlawful social ar e a , g o t o hosting is a crime in w w w 3 . ma d d . o r g / s o c i a l 24 states and can reh o s t / i n d e x . as p x . sult in civil lawsuits against hosts in 33 states. Violations may result in civil or criminal fines, prison terms, and monetary damage awards, depending on the jurisdiction.

Multiple Concerns for Hosts to Consider

One of the major concerns with underage drinking parties is drinking and driving. Students may feel okay if they take guests’ car keys. Yet, nothing is completely in their control because, as you well know, students can find access to other vehicles fairly easily.

So, keep social host liability issues in mind. Be aware of the consequences to your hosts, should you drink underage at their house. And let other students know what the consequences to you could be, should they decide to host a party at your house while you are gone. Think carefully about allowing underage drinking at your place. The outcome could be dangerous in a wide variety of ways—and potentially lead to legal troubles— for those involved.

Plus, drinking and driving is just one concern when it comes to underage drinking and social host liability. Other issues include: √

sexual assault/rape

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property damage

√ √

alcohol poisoning

Source: MADD, www.madd.org/Professionals/SocialHost/Social-Host-Liability.aspx

violence

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Socially Responsible Leadership

A socially responsible student leader is not only concerned about what he does, but how he does it. As a leader you have the opportunity, and ultimately the responsibility, to add value to your campus and greater communities by holding yourself and others accountable for how your endeavors affect the people, places, and world around you. Although it is voluntary, it is quickly becoming the expectation of leaders to model the way for ethical and responsible leadership in the world.

Carving Out Your Character

This leadership position you’ve taken on requires strength—strength of will, strength of convictions and, most importantly, strength of character. And your character is who you are and how you act, even when no one is looking.

A s o c i a l l y r es p o n s i b l e l e a de r w o r k s t o w a r ds b ui l d i n g a c h a r a c t e r t h a t i s . ..

Consistent Humane Aware Responsive Accountable Culturally sensitive Tuned in Ethical Respectful

Ethical leaders follow the “golden rule of leadership” by demonstrating a willingness to meet the expectations required of followers.

Responsibility for Others

One part of social responsibility is being responsible for people—those you work with, serve in your role, or haven’t even met. A socially responsible leader treats all people with respect and works to help the marginalized matter by: Responding to and eliminating biased statements Refusing to join in harmful jokes or behaviors

Genuinely caring about the needs and wants of colleagues and community members

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Holding organizations and people accountable for irresponsible and unethical behaviors toward others

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As a socially responsible leader you are being asked to “model the way.” In many ways this requires you to consider how your personal ethics intersect with your responsibilities as a leader. Consider these five principles as you reflect on your own leadership ethics: 1.

Ethical leaders do not transmit intentionally deceptive or harmful messages.

3.

Ethical leaders respect the opinions and attitudes of others.

Ethical leaders place concern for others above concern for personal gain.

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Operating Ethically

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Ethical leaders are consistent in their treatment of others regardless of gender, ethnic, or social background.

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Carve out your character carefully. It’s the essence of who you are.

2.

4.

…that good intentions alone just don’t cut it. You may have the best of intentions yet, if you don’t act, you are not living up to the expectations and standards of a responsible student leader.

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Community Contributions

Contributing positively to your community— how can you do that? Take some time to reflect on how you can do the following … √ √ √ √ √

Keep a global perspective Create a positive workplace Promote diversity Keep students’ wellness needs in mind Focus on sustainability

Once you’ve answered these types of questions, you can meld your answers into an organizational mission statement. It shows what you stand for! 125 Paterson Ave. • Little Falls, NJ 07424 • 973.256.1333 • Fax 973.256.8088 • www.Paper-Clip.com • Copyright 2008


The Stress Management Mambo Not all types of stress are bad. Positive stress can add anticipation and excitement to our lives – and humans tend to thrive under an appropriate amount of stress.

Keep Yourself Relaxed I

So, as deadlines, programs, presentations, and papers pile up, the goal isn’t necessarily to eliminate stress. It’s more about learning to manage your stress in order to keep things balanced. Here’s how…

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Keep Your Physical Health in Check I I I I

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Exercise for fitness three to four times a week. You’ll sleep better and work more efficiently.

Eat well-balanced, nutritious meals. Don’t skip meals; it’s not good for your mind or body.

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Avoid nicotine, excessive caffeine, and other stimulants. The high only results in a low feeling later.

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Get enough sleep. Be as consistent with your schedule as you can. Sleep is like food for the brain – it impacts your alertness and mood.

Don’t bottle things up inside—talk with a friend, a counselor, or someone else you trust. Do things that you enjoy, not just the things you feel you “should” do!

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If you are typing on a computer a lot, give your eyes a rest every 30 minutes. Look around the room or out the window to stretch the muscles and then close your eyes for a few minutes just to relax them. Get up and walk around, stretch your arms and back when you start to feel a little weary.

Allow yourself some time to joke around. Laugh with friends, read a funny story, or turn on the Comedy Channel now and then.

Get together with friends to work on a project. It can be fun to work together and you’ll get things done in the process!

Is there a comedian in the Student Center? You don’t have to stay the whole time. But go have a laugh. Laughter and smiling calm muscles and release positive endorphins into the brain.

Other Keys to Stress Management

Take time to speak to and spend time with friends. Don’t neglect your social needs.

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Before you go to bed clear your head, by either making a list on paper or just sorting things in your mind.

Take Breaks and Let Yourself Have Fun

Mix leisure with work. Take breaks when you can. Make sure you aren’t working for five hours straight —you need a break for food and fun. But make sure you don’t break for five hours either!

Keep Your Emotional Side Healthy I

Take deep breaths and try to relax your muscles. The calming rhythm of your breathing automatically lowers blood pressure and soothes sore muscles.

L If you’re overwhelmed by something at night, tell yourself, “It’ll be better in the morning.” It often is. L Do tasks in between things—always have a textbook with you when you have 45 minutes between classes or are waiting at the doctor’s office. L Say “no” when you’re unable to squeeze another task into your day. You can’t do it all— and that is perfectly okay!

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Sustainability

Creating a “green” campus with sustainable systems is a cause that is certainly striking a chord among many college constituents. It can mean many things, from lobbying for local foods to be served in the dining halls to holding Energy Wars competitions between residence halls to constructing LEED certified campus buildings. It’s a concept that is really resonating with many of today’s students, too. As resources become scarcer and the felt impact of human consumption on the environment becomes more evident, sustainability is quickly moving from a good idea to a global necessity.

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economics

√

social justice

environment

Resource Consumption

L 100 million trees are used each year for junk mail. 250,000 homes could be heated with one day's supply of junk mail.

L 100 billion plastic shopping bags are produced annually in the U.S. at a cost of $4 billion. L The average distance our food travels is 1500 to 2500 miles.

L Lighting consumes 22% of the electrical power generated in the U.S. L It's estimated that 64 billion paper cups and plates, 73 billion Styrofoam cups and plates, and 190 billion plastic containers and bottles are thrown away each year.

L 150 billion liters of bottled water are consumed worldwide per year. U.S. consumption of bottled water annually is 25.8 billion liters. Sources: www.epa.state.oh.us/opp/consumer/junkmail.html; www.reusablebags.com/facts.php; www.foodroutes.org/; www.energystar.gov/index.cfm?c=cfls.pr_cfls; www.worldcentric.org/bio/index.htm; www.answers.com/topic/bottledwater-2

Adopt green standards for buildings

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√ √

In order to address the issue of sustainability, hundreds of college and university presidents have signed the “American College and University Presidents Climate Commitment,” pledging to create and execute a plan to achieve climate neutrality as soon as possible and to immediately take action to reduce greenhouse gas emission and improve energy efficiency. Sustainability must also be integrated into the campus curriculum. The commitment that presidents signed says their institutions should adopt the following actions: Require Energy Star certification for products produced by the university

Purchase energy from renewable sources and support climate shareholder proposals through their endowment

Many people perceive that the sustainable choice is not the economically sound choice. However, a good number of sustainable products and projects pay for themselves through energy savings. A sustainable decision requires a long-term outlook that considers a “triple bottom line”:

It is the biggest buzzword to hit college campuses in recent years, and with good cause—colleges and universities are among the largest consumers of energy. Just think about the amount of energy A D e f i n it i on that goes into powering students’ comI n 1 9 87 t he B r u n d t puters, iPods, l a n d R e p o r t u s e d t he chargers, and more, p h r a s e %s u s t a i n a bl e d eplus what it takes to v el o pm e n t & a n d de f i n e d heat and cool multii t a s de v el o pm e n t t h a t ple campus spaces. m e et s t h e n e e ds o f t h e In addition, water p r e s en t w i t h o u t c o m usage is high, due to p r o m i s i n g t h e a b il i t y o f showers, landscapfu t u r e ge n e r a ti on s to ing, laundry, and m e et t he i r o w n n e e d s . food preparation. It takes a great numbers of resources to make a college system hum.

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Encourage public transportation

The Triple Bottom Line

What is Sustainability?

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Reduce air travel or offset emissions by investing in renewable energy sources

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Sustainability continued

Instead of merely looking at initial cost, examine what each decision will mean for the triple bottom line over time. There are many projects that have a fast pay-off within all three dimensions.

Carbon Neutral

To become carbon neutral means that any energy that we use should not contribute greenhouse gases. Visit www.climatecrisis.net/takeaction/carboncalculator/ for one tool that will calculate your personal emissions. Then multiply that by the number of students living on and employees working on your campus. It puts the whole issue into perspective and emphasizes that all students and staff need to cooperate to help bring campus emissions down.

Students Embracing a Cause

What are students doing about the sustainability cause that has them all fired up? I

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At The Evergreen State College (WA), Central Oregon Community College, the University of Kentucky, and other schools, students voted by wide margins to pay additional fees to cover renewable energy purchases. At Humboldt State University (CA), they fought for a sustainability coordinator to be hired.

At Duke University (NC), they held an annual

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Eco-Olympics. Rules of the game can be found at www.duke.edu/web/env_alliance/games/.

These are just a few examples of how students are making a sustainable difference within their own environments. Sources: http://chronicle.com/free/v53/i09/09a01801.htm; www.theoutlookonline.com/news/story.php?story_id=1197440909 57604800

Learn More About It

Here is a sampling of organizations that involve campuses in sustainable initiatives and/or that provide resources your group can use:

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F oot p r in ts

T h e a v e r ag e e c o l o g i ca l f oot p ri n t o f a U . S. c i t i z e n i s 2 4 a c r es , bu t w o r l d wi d e th e r e e x i s t o n l y 4 . 5 b i o l o g i c al l y p r o d u c t i v e a c r e s pe r p er s o n pe r w ww . ea r t h da y . n et / F o o t p r i n t . T ak e a n E c o l o g i c a l F o o t pr i nt Q u i z a t w w w . my f o o t p r i nt . o r g / o r w w w .n a t ur e. o r g / i n i t ia t i v e s / c l i m a t e c h a n ge / c a l c u l a t or / .

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C h ec k t h e S u s t a i n a b i l i t y R e p o r t C a r d 2 0 0 8 d o c u m e nt a va i l a b l e a t w w w . e nd o w m e n t i n s t it u t e . o r g / s u s t a i n a b i l i t y / f o r t h e 2 S u s t a i na b i l i t y I n n o v a t o r A w a r d s , 3 s t a r t i n g o n pa g e 1 0 . G r o u n d b r e a k i n g w o r k un d e r t a k e n a t v a r i o u s i ns t i t ut i o n s i s e x p l a i ne d i n d e t a i l a n d m i g h t o f f e r a f ew i d ea s t h a t y o u c a n a d a pt t o y o u r c a m pu s !

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At Dickinson College (PA), students sewed cloth to-go bags to replace paper sacks and sold them outside of the Grab-and-Go food facility on campus. Ec o lo gi c al At Carleton College (MN), they held their annual Tofu Fest as the culmination of their Food Truth Week. From a “Tofu Toss” to cooking demos to the “Tofu Princess” coronation, this quirky fun shared important info, too.

2 Su s t a i n a b i l i t y I n n o v a t o r A w a r d s 3

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Association for the Advancement of Sustainability in Higher Education (AASHE) • www.aashe.org/index.php A Tale of Two Tomatoes • www.sectionz.info/ISSUE_3/

Blue Ocean Institute Guide to Ocean Friendly Seafood • http://blueocean.org/seafood/ Campus Climate Challenge • http://climatechallenge.org/

Campus Ecology Project of the National Wildlife Federation • www.nwf.org/campusecology/ Clean Air-Cool Planet • www.cleanair-coolplanet.org/

I E, The Environmental Magazine • www.emagazine.com

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Environmental Protection Agency (EPA) - Sustainability • www.epa.gov/sustainability Freecycle: Changing the World One Gift at a Time • www.freecycle.org/www.secondnature.org/



Talking to Your Family about Involvement Sometimes it’s hard to explain to family members what “exactly” it is that you are doing in your co-curricular life. And, it can be even more difficult for them to understand and support the time and energy you are giving to all your involvements. Following are some facts that can help you better explain to your family the value of your co-curricular involvement.

Involvement=Academic and Personal Success Student engagement is positively related to grades and to persistence between the first and second year of college.

~ from the 2006 report from the National Survey of Student Engagement

Research shows that students who engage in campus happenings, whether it’s joining an organization or attending campus events, often feel more a part of their school and gain valuable leadership and service experience. They also learn to juggle more, leading to increased academic success.

Ways to Learn Outside the Classroom

Many of today’s employers are seeking more than a solid GPA on a resume; they want to see evidence of skill development and application. Provide your family with some solid examples of the learning you have received from your involvement: I

making mistakes and learning lessons from others

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taking a risk to speak up in a meeting

I I I I I I I I

taking on a leadership position in an organization doing something outside of your comfort zone

putting yourself in a situation where you are in the minority participating in programs and activities listening to what others have to say

tapping into the wisdom of professional and support staff

getting active when a cause stirs something inside of you

staying aware of the world beyond just the campus bubble

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…that your family may be worried about your ability to juggle academics and involvement. This is a great time to share with them what a “typical” day looks like and how you are balancing all of your college responsibilities and priorities successfully.

The 5 Pillars of Co-curricular Life

Your family will glean a better understanding of the breadth and depth of student involvement through these five pillars of co-curricular life.

1. Sc h ola rsh ip—resources and support that help achieve student’s academic goals.

2 . Se rv ice—involvement to help others through active participation in community service activities.

3 . Re la tio ns hip s—lifelong friendships and in some cases, national networks, that can be beneficial while at college and following, when members pursue careers or further education.

4. So cia l—more than just dances and socials, the social aspect can include things such as education programs, community service Skills Student Leadevents, intramural sports, Homeers are Sure to Gain coming, dinner These are just a few exchanges, and valuable proficiencies that so much more. student leaders can glean

5 . L e a de r s h i p—

skills and experiences that will be a future investment as a professional, community member and individual.

from their experiences: √ Organization √ Time Management √ Delegation √ Conflict Management √ Collaboration √ Meeting Management √ Supervision √ Financial Management √ Ethics



T.E.A.M. ( Together Everyone Achieves More

Being Part of a Team

There are few things that are certain in the world of leadership, but one thing you can be sure of as a student leader is that at one time or another you will be part of a team. Knowing how high functioning groups work, and how to be a positive, productive member are the first steps in embracing that team spirit!

T- rea t each other with respect. You all deserve re-

spectful treatment. If you’ve got experience, don’t pull rank. Challenge yourself to be a mentor to new student leaders.

E -v e n workloads make for happy team members. Don’t expect anyone to pick up the slack if you aren’t fulfilling your responsibilities. Everyone must pull his/her own weight.

Characteristics of Top Teams I I I

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Mutually agreed upon goals and expectations

A- sk questions. Ask for advice. Ask if another student leader would like to meet for lunch. Other students are great resources and would be happy to share some of their wisdom or brainstorm a problem with you.

Distributed participation and leadership

See conflict as natural and productive, and address with civility and respect

M -a ke good decisions that reflect well on you and the rest of your team. Keep in mind that you are a role model both on and off campus. Don’t be the bad apple that makes the job of others more difficult.

Trust, understanding, and acceptance within membership

4 Ways to Build Your Team Today

Welcome differences in ideas, backgrounds, and perspectives

Celebration of small wins along with big successes Work hard and play hard

Characteristics of Tumbling Teams I I I I I I I

Group goals are unclear, or personal goals supersede team goals Lack of trust and loyalty within the group

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New ideas or perspectives are not welcome Members are not familiar with each other

See conflict and controversy as bad and avoid at all costs

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Feedback is not welcome or provided constructively

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Members do not pull their own weight

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Teambuilding is an ongoing process and must be given attention year-round. There are simple ways to create a team atmosphere.

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Put “Team Time” on the Agenda—provide a question or activity at every meeting that gives individuals an opportunity to share something new about themselves.

Reward and Recognize—a quick “congratulations” or “thank you” is priceless. Whether you do it publicly or privately…do it!

A Motivational Speaker—invite the President of the institution, a staff advisor, or community member to come in and share some motivational thoughts with the group.

The Buddy System—en-

courage members to get to know each other in fun ways. Have peer mentors within the group, secret “friends” to send fun notes or gifts to throughout the year, or small teams that work on projects together year-round.

*** I t i s n ot t o o l a t e! I f y o u s e ns e yo u r t e a m i s ) t u m b l i ng * a bi t , j u s t go ba c k to th e b a s i c s b y s t r i vi n g f o r t he c h a r a c t er i s t i c s o f a T o p T ea m .



Time Flies%But You Can Capture It! As a student leader you more than likely have a daily schedule full of responsibilities related to academics, organizations, work, and personal relationships. Twenty-four hours can feel very constricting when your life is so full, but rather than feeling overwhelmed by the little time you have, celebrate the full life you are leading by reaping the benefits of managing your time to its fullest!

Technology can be a friend when it comes to managing time and tasks; however it can also be a foe. Example: You plan on spending 10 minutes checking your email and an hour later you are still IM-ing your friends.

Reflection Questions:

Consider some of the great benefits of managing your time wisely: I I I I I

L Do you know how much time you spend with technology each day?

You will be in control of your schedule, rather than the clock, calendar, or others.

L Do you schedule it into your daily calendar? L How is it benefiting your life?

You will avoid scheduling conflicts and missed deadlines.

L How might it be stifling your life?

L How can you better manage your technology time?

You will experience more freedom and opportunities for surprises.

You will not feel like your day is just about “catching up” or “getting something done.” You will be reliable, dependable, and trustworthy to others—and yourself.

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Prioritize Your Time—As a leader you have new

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Get and USE a Planner—Prepare a schedule that

Where is Your Time Going?

Most student leaders, at one point or another, have been challenged in the area of time management. For some, adjusting to a busy schedule meant just moving some priorities around. For others, it may have taken months, even years, to find the best formula for managing their schedules. You can always turn to some of the veteran student leaders on campus to inquire about how they got over their own time challenges, or you can investigate your own management skills a little further with this quick and simple exercise: I

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Create a Time Log—Record (in 15 minute incre-

ments) how you spend your time every day for a week—include meals, sleeping, exercise, work, etc.

Identify the HOLES —Where is your time wasted?

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best reflects your priorities.

Sometimes one of the biggest challenges student leaders face is the ability to just say “NO”. You will be offered many opportunities, feel like others are relying on you and simply want to accept invitations to be further involved. However, in order to be the most effective leader you have the potential to be, sometimes you need to say “yes” to saying “no”!

When is it Okay to Say “No”? I

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˜ M i c h a el A l t s h u l er

priorities that need to fit into your current schedule—at least short-term. Review your log and determine where new priorities can fit or replace activities that are ranked lower on your priority list.

Say NO!

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T h e b a d n e w s i s t i me f l i e s . T h e g o o d n e ws i s y o u r e th e p i l o t.

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Take a Tech-Break

…if you have already committed to doing something else in the timeframe required.

…if it doesn’t fit into the priorities you have identified.

…if you can’t give it the time and attention it deserves or needs to be done well.



Transition & Training

It happens annually within student organizations —the old guard steps down and new leaders take over management of the group. The ways in which organizational leaders are transitioned in and out of the group can have a negative or positive impact on the leadership and the group as a whole. It all depends on how it is handled.

…for Incoming Leaders

…that no question is a stupid question. Don’t be afraid to ask questions, it is the only way you will learn. And, in some cases, you have a small block of time to glean as much information as possible from your predecessor—so take advantage of the time you have and ask away!

The Dos and Don’ts of Group Transitions I

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Do have outgoing leaders share helpful ideas for the future.

Don’t have outgoing leaders simply hand over their binder to their successor.

Do have incoming leaders schedule a one-on-one Don’t have incoming leaders figure it all out on their own.

Do have outgoing leaders update files and finanDon’t have outgoing leaders plan everything for

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Do have incoming leaders meet with the

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the next term—leave opportunity for new ideas to flourish.

3.

What ideas did you have that you were unable to implement during your term?

5.

Don’t have incoming leaders figure out their cam-

6.

pus resources on their own.

7.

Do have outgoing and incoming leaders facilitate at least one organization meeting together.

8.

Don’t have outgoing and incoming leaders meet

9.

solely on their own—schedule a formal training and transition workshop for everyone.

What were some challenges you faced in your position? Who were some of your best campus resources? How did you work with the advisor?

Are there any evaluations or reports I should read? What is currently planned for next year, and what do I need to follow-up on? What financial resources are available?

What are the first three things you would suggest I give my attention to?

10. Can I call or email you with any further questions?

…for Outgoing Leaders

Places to Go, People to Meet

During your officer transition, include an opportunity for new officers to tour campus locations and meet individuals who have proven helpful to the organization. Meet or peek at: the advisor, office space, student activities office, organizational meeting location, food service, tech services, vice president of student life/dean of students, potential program venues, and student leaders of other organizations.

…that it is time to let go. It can be hard to walk away from a position that you gave so much time and energy to. But you have left your legacy and it is time to pass the reigns. Your last assignment is to ensure that your hard work continues by effectively preparing your successor.

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What do you know now that you wish you would have known when you started in this position?

4.

advisor(s).

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cial records.

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The Top 10 Questions Incoming Leaders Want to Ask Outgoing Leaders

meeting with their predecessor.

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Trip & Transportation Calculations

This worksheet can help you determine the costs associated with trips to conferences or transportation for events.

Calculating Costs

Starting Address:

Round trip mileage (A)______________

(insert left side figures into this equation)

Mileage:

Ending Address:

divided by

The round trip mileage for this trip is (A)_________ miles.

Miles/gallon the vehicle gets (B)______________

** Plug it into www.mapquest.com for this estimate. Make sure you double the mileage to get the round trip figure!

equals

# of gallons of gas for trip =

Transportation Costs:

multiplied by

We will be using _____________________ for this trip.

Price per gallon of gas (E)______________

This vehicle gets (B)_________ miles/gallon. The cost is (C)____________________ for the rental/use.

equals

Cost of gas for this trip = ________________

Additional costs will include: (D)_____________________.

plus

** Consider driver costs, tips, insurance, etc.

Vehicle rental/use cost = (C)______________

Gas Costs:

As of _______________(date), gas around here costs _________ per gallon.

plus

Additional vehicle costs = (D)_____________

As of ________________(date), gas in the area we’ll be traveling to costs _________ per gallon.

plus

** Check out www.gasbuddy.com/ for prices in various areas.

Toll/bridge costs = (F)______________

The average price per gallon of gas for this trip will be (E)_________ (add the two per gallon costs and divide by two).

plus

Parking costs = (G)______________

Tolls/Bridges/Parking:

equals

On our trip, we will need to pay approximately (F)_________ in toll/bridge costs. On our trip, we will need to pay approximately (G)_________ in parking costs.

Total Cost for Trip =

** If using a bus, get accurate costs. They are often charged differently than cars/vans.

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______________



Understanding Diverse Learning Styles You may have already discovered that some instructional styles are more suitable to your learning style than others. Many instructors intentionally diversify their curriculum and coursework to accommodate the different types of learning styles within their respective classes. This is a great lesson for student leaders who are working with various groups of people who also have preferred ways of learning.

Whats My Learning Style?

Curious about your own preferences when it comes to learning? Want to learn more about how you learn best and how you can enhance your learning methods? Visit your career services or academic support office. They are sure to have some survey options that will help you learn how you learn!

Perception and Process

Learning is a two phase process—we first perceive the information presented and then we process through our own personal filters in an effort to understand and own the information. And, different learning styles perceive and process information differently.

Kolb’s Four Learning Styles

In 1985 David Kolb created the Learning Style Inventory (LSI), a simple test that measures the selfidentified strengths and weaknesses of a learner. The learning theory involves various preferred learning modes that, when combined, result in four different learning styles: I I

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Seeing, Hearing and Moving: The VAK System

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Visual Learning – SEEING

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Kinesthetic Learning – MOVEMENT

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tion or hands-on exploration supported by reflection, feedback, and conversation.

Auditory Learning – HEARING

For example, let’s say you are serving as a Resident Assistant and discussing the policies and procedures for hall living. How can you accommodate the needs of each of the learning styles? Consider providing a typed list of rules to meet the needs of visual learners. To best inform the auditory learners talk through the list and discuss why these rules are essential and beneficial. And, for the kinesthetic learner, provide paper for them to take notes on what they remember and why.

Th e C on v er ge r—Prefers to learn information that has a practical use and learns best through instructional methods such as guest speakers and simulations. Th e A ccom m od a to r—Prefers learning through

hands-on, active experiences, and the more the merrier—role-playing, debates, and presentations are favored.

Take some time to consider how you might accommodate various learning styles within your student leadership life when you are:

…to not use your own learning style as an excuse. You have a preferred learning style, but that doesn’t mean you can’t learn in other ways. You will become a stronger student if you challenge yourself to learn beyond your comfort zone.

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Th e A ssim ila tor—Prefers a cognitive approach to learning as a “thinker” more than a “doer.” Serious learners, they avoid playful activities but rather prefer a good book and a quality lecture.

Make an effort to diversify your presentation styles and program offerings to accommodate the three types of common learning styles:

Th e D ive rg er—Prefers to learn through instruc-

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Conducting a group meeting

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Presenting a topic

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Facilitating a training workshop Planning a program



Vision and Mission: Creating Statements for Your Group

In order to know where you are going you need to have some direction. For organizations, a vision and a mission provide the road map to the future.

R e m e m be r T h i s…

T r yi n g t o r e c r u i t n ew m e m b e r s ? A m i s s i o n s t a t em e n t i s o n e o f t h e f i r s t t h i n g s t ha t a p o t e n t i a l n ew m e m b e r w i l l l o o k f o r i n b e s t u n d e r s t a n d i ng t h e p u r p o s e o f a n d o p p o r t un i t i e s o f f e r e d b y t h e o r g an i z at i o n . K e e p t h a t m i s s i o n s t at e me n t u p d a t e d a n d ou t th e r e !

Vision statements are named appropriately, as they help individuals and groups see what lies ahead. And, mission statements provide the why, communicating to internal and external parties what the organization stands for and what its priorities are. Does your organization have a vision? Do you have hopes for the future, dreams of what you can become? Do you know why you exist and what you offer to your campus community? If you have a vision and mission statement, the answers to these questions are at your fingertips. If not, well it’s time to create them!

Creating Collaboratively

Organizational visions and missions are best created collaboratively. Simply toss out a few questions and see what the group comes up with! I I I

What success looks like for the group

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Consider these tips when creating or reviewing your group’s mission statement:

Put It in Writing—for many, only if it is written

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What would be missing if the group were not an active part of the community?

down and visible is it real. Many groups include their mission statement in their constitution.

Keep It Simple—if you want people to remember

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What is currently missing on campus that the group could potentially enhance or add to the group’s mission and service?

it, it is vital to make it short, sweet, and to the point.

Stick to a Central Theme—what is the core value or

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Vision Statements

Vision statements articulate the “dream,” the “hope,” and the “aspirations” your group has and how it would look if your organization made those dreams happen. Powerful vision statements communicate: …that a vision is unique. A strong vision statement applies only to your organization, and would be difficult to transfer to others. What is different, special, and distinctive about your group on campus?

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What the organization plans to contribute to the college community

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Maintaining Your Mission

What does the group contribute to campus life? The greater community? Student life? Each group member?

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Why the organization exists and why the membership participates

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concept of your organization that you want demonstrated in your mission statement?

It Is an Evolution—was your organization created

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overnight? Neither will your mission statement be developed. It takes time, reflection, deep thought, and involvement to create the statement that best describes to the world who you are.

Adapted from: Creating a Mission and a Vision Statement by Megan Tough, www.sideroad.com/Business_Communication/mission-and-vision-statement.html

Clear Mission Statements Communicate: √

PURPOSE – What do you want to achieve?

√

PRIORITIES – What do you value?

√

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PRODUCT – What do you want to do?



What Exactly are Organization Officers Supposed to be Doing? Whether you are just starting a new student group on campus, or you have a long history, having some type of leadership structure within your group is vital to effective organizational development and function.

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Obviously, different groups call for different leadership positions and responsibilities. You certainly don’t need to identify your President’s responsibilities by what you have experienced in the past, nor do you need to even call a position “President.” Your group should spend time determining what your leadership needs are and the best structure for the overall success of your organization.

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To provide a starting point, consider some of the typical roles and responsibilities of organizations and how you can apply, re-shape, or flip them inside out to create the best positions and responsibilities to meet your group’s needs.

Traditional Duties of an Organization Executive Board P R E S ID E N T … o r C h a i r p e r s o n , D i r e c t o r , T e a m L e a de r

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Facilitate process of completing and submitting organization paperwork and registration materials annually. Serve as officer, or delegate, who is primarily responsible for overall communication within the organization and institution. Communicate ideas and information. Appoint committees and task forces.

VI C E P R E S I DE N T… or As s i s t a n t C h a i r, As s i s t an t D i r e c t o r , A s s i s t a n t t o t h e P r e s i d e n t

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Motivate and recognize the achievement of officers and members.

Attend all institutional meetings, or send appropriate representative.

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Facilitate the completion of the organizational annual report.

Be an ex-officio member of all committees.

Serve as primary manager and communications representative of committees and committee chairs.

Perform the duties of the President in his/her absence.

Serve in partnership with the President, as a leadership team.

Serve as a “catch all” position, with great potential to facilitate annual goals for the organization. In some cases may serve as parliamentarian.

T R E A S U R E R … o r B u d g e t M a na g er , F i n a nc i a l A d v i s o r , B a nk e r

Meet regularly with organization advisor and keep him/her apprised of activities.

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When necessary, be prepared to mediate conflict within organization.

Tips from the Trenches: To create a functional leadership team, open and frequent communication with the President is necessary. Some organizations have VPs serve in a leadership “co-chair” role.

Set and be aware of deadlines.

Understand, educate membership and ensure that organization adheres to campus and organizational regulations.

Plan and coordinate training and transition for next year’s leadership.

Tips from the Trenches: Draw up an agenda for each meeting, inform members prior to the meeting, and follow the written agenda. Meet with the executive board and advisor regularly to keep everyone appraised of organization business.

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Plan, delegate, evaluate, set goals, and create ideas, tone, and direction.

Facilitate all meetings of the organization and serve as official representative.

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Primary manager of organization budget including: membership fees, programming budgets, debt management, and allocations.

Meet regularly with the organization advisor to review budget and plan for future expenses or credit. Prepare and adhere to an approved budget. Maintain accurate records.



What Exactly are Organization Officers Supposed to be Doing? continued Transact business through a bank or college Business Office.

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…that groups evolve and thus leadership positions must evolve. Student leaders of the past probably never considered a leadership position entitled “Webmaster” would be a necessary role in so many groups today. Review, revise, and be creative as you consider how your group will best move forward, and what the leadership needs to look like to make that happen. And remember, leadership is more about PROCESS than POSITION. However, positions help the process along!

Keep executive board informed of financial strengths and weaknesses of the organization.

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Have the books audited or reconciled regularly.

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Work with fundraising committee to set annual fundraising goals and coordinate fundraising activities.

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Other Leadership Positions for Consideration… SO C I AL C H AI R P E R S ON

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Oversee the planning of all organizational social events.

Obtain any contracts required for organization social events.

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Be aware of any legal implications of planning a social event.

Tips from the Trenches: Keep budget information current and receipts available to members upon request. Your duties include assisting organization officers in their activities on a sound business basis and ensuring the consistent accounting of records.

Read, understand, and educate membership on risk management program.

S E R V I CE CH A I R P E R S ON

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Oversee the planning of all organizational philanthropic and service events.

S E C R E T A R Y … o r S c r i be , E x e c u ti v e A s s i s ta n t , A d m i n i s t r at o r

Assume the responsibility and liability of membership understanding the risk involved in activity, if appropriate.

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Assist organization in setting goals and determining projects for annual service activities.

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P U B L I C R E L A T IO N S / P R O M O T I O N S C H A I R

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Read, understand, and educate membership on risk management program.

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Work with chairpersons on promoting organizational functions.

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Share “good news” from organization with institutional Public Relations department, for example: service projects, community programs, academic achievements, etc.

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W E B M A S T ER

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Create, and/or maintain organizational webpage.

Assume the responsibility and liability of membership understanding campus policy as relates to the organization’s online presence.

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Work with organization to apply and submit Student Activity Fee application annually (when appropriate).

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Record accurate minutes of all meetings and post for membership and other interested parties. Maintain the organization’s permanent records/archives.

Update all contact information (i.e. addresses, phone numbers, birthdays, etc.). Serve as official club correspondent. Order organizational supplies. Publish organization bulletin.

Maintain official membership records and group directory.

Create or maintain organization website (optional and only if organization does not have webmaster).

Tips from the Trenches: Read the minutes at the beginning of each meeting. Post or email to membership to assure that membership knows which items were completed at the last meeting, which items must be covered at the next meeting, and other miscellaneous tasks or agenda items.



Working with Difficult People Here is a little secret you may already know…in your role as a student leader there are going to be times when you need to deal with difficult people And, you know what? You may be the difficult one at times too!

A l l t h e ad v e r s i t y I v e ha d i n m y l i f e , a l l m y t r o u bl e s a n d o b s t a c l e s h a ve s t r e n g t h e n e d m e . Y o u m ay no t r e a l i z e i t w h e n i t h a pp e n s , bu t a k i c k i n t h e t e e t h m a y b e t he b e s t t h i n g i n t h e w o r l d f o r y o u .

The reality is that you will become a stronger leader if you are challenged to handle strong, difficult personalities now and then. So, be forgiving, plan for how to respond, and always work towards a positive outcome. If you do that, “difficult” can gradually turn “easy.”

˜ Wa l t Di s n e y

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What Can Difficult Behavior Look Like? I

Arguing a point over and over

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Inability to compromise

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Choosing self-interest over what is best for the group

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Talking more and listening less

Not following through on commitments

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Showing disrespect

Taking over or being dominant

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Keep Your Cool

When working with difficult people, try these tips for keeping your cool and managing your anger: I

Wa lk Aw a y — If you feel anger building inside you, excuse yourself for a minute to regain your composure.

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C ou n t t o T e n — It’s old advice but it still works. Counting to ten gives you time to cool off and think more clearly.

Ta k e a Bre a th *A few deep breaths can clear your mind and keep anger at bay. Do some intentional breathing to alleviate the pressure.

C ha n g e Ge a rs — If a situation or a person is annoying and it’s within your power to make a change, then by all means, make a change.

Re fle ct—If you are frustrated or angry, take some time to consider WHY? What is it that is making you perceive someone’s behavior as difficult? Once you get to the root of the anger, you might be able to address it more effectively.

The Difference Between a Display of CONFIDENCE vs. ATTITUDE

At times it can be difficult to read the emotions behind a behavior. This is particularly true when it comes to a show of confidence versus giving a little attitude—the lines can be blurry.

…to not interrupt. Interruptions can be very difficult and frustrating for people. And, it appears that interrupting to get your point across is becoming very common today. Don’t be part of the trend! Always let others finish speaking before you respond. Doing anything else is rude and can impact the progress of a group or relationship.

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Th in k it T h rou gh — Before taking any actions, think through the potential consequences of those actions.

C on fid e nc e—serves as armor. When you show

confidence you are displaying the ability to communicate and respond to information with poise, calm, and self-reliance.

At tit u de—serves as a weapon. When you give

some “attitude” it can come off as an attack mechanism against the doubt or lack of confidence you may actually be feeling. And, when you use this “weapon” it can sometimes be perceived as being difficult.

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Working with VIPs

As a student leader on campus, you will find yourself having the opportunity to interact with various campus and community VIPs (Very Important People). To them, you represent the institution, your organization(s), and the student population. No pressure! Taking on the role of a student leader means you have agreed to be a role model and represent your organization and institution well. You can do this!

W h o a r e C a m pu s V I P s ?

√ √ √ √ √ √ √ √

Consider these tips in an effort to be the best representative you can be when interacting with college VIPs. I

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Remember that impressions are formed from the whole package—what they hear, see and experi-

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ence. Always be aware of your language, your attire and your actions. Whether it’s fair or not, you are living in a glass house. Represent well!

It’s okay to say, “I don’t know.” One thing you want

to avoid is misrepresenting the institution or your organization by answering a question or relaying information you are unsure of. If you don’t know the answer to a question being asked, commit to following up later after you have contacted the appropriate personnel. Or, take time to introduce the individual to a staff member who can assist them more readily. Referring an individual is just as helpful as answering a question!

Watch your manners. Pay extra attention to your personal etiquette. You are asked a question over dinner right as you put that bite of food in your mouth. Wait! People will appreciate your response more after you have chewed and swallowed. Refer to VIPs as Dr., Mr. or Ms., practice your handshake, and when speaking look people in the eyes. Follow-up. If possible send a note or even a quick

email to let an individual know how much you enjoyed meeting him/her, or if a VIP agreed to a meeting with you, a thank you is in order.

Table Manners

As a student leader you will more than likely be invited to a variety of special events that include a meal. Make a good impression by remembering some basic table manners: I I

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Keep your elbows off the table.

Use the appropriate utensils…which usually don’t include your fingers. Ask to have food passed, rather than grabbing what you want. Engage in dinner conversation and show interest in what others are saying.

Netiquette

Just like in “real” life, your virtual manners, especially when communicating with campus VIPs, should be on the up and up. Here are a few ways to check your netiquette when using email:

L Be descriptive in your subject line so that busy people know what you’ve sent them right away. L Don’t shout by using ALL CAPS.

L Beware of overusing acronyms—not everyone knows them. L Don’t send anything that you don’t want to have on permanent record.

L Hit the spell check—your written word can reflect upon your intelligence and ability to lead.

Wait until the entire table party is served before taking a bite. Always place your napkin on your lap.

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C o l l e ge A dm i n i s tr a to r s C o m m un i t y L e ad e r s Do n ors ) F r i e n ds * o f t h e Co l l eg e Al u m n i F a m i l y M e m be r s B o a r d o f T r u s t ee s C o n t r ac t e d E nt e r t a i n e r s

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Workshop Evaluation Resource

Please circle the appropriate response for each of the following questions. This information will be used to help us improve our workshop offerings in the future. Thank you! 1=Strongly Disagree

2=Disagree

3=Agree

4=Strongly Agree SD

D

A

SA

1.

The facilitator was knowledgeable about the subject matter.

2.

The facilitator was skilled in conducting a group and encouraged participation.

1

2

3

4

The workshop addressed the intended goals advertised.

1

2

3

4

Information presented will help in developing my leadership style and abilities.

1

2

3

4

3. 4. 5.

1

Comments:

Comments:

Comments:

Comments:

2

3

What could be added or deleted to make this workshop better?

6.

What was the most significant thing you learned from this workshop?

7.

How do you plan to utilize these concepts to accomplish projects more effectively?

8.

What topics would you like to see addressed at future workshops?

9.

Additional Comments:

10. Personal Data: ___Male Year:

____First Yr

____Female ____Second Yr

_____Junior

____Senior

___Other

Adapted from the Department of Leadership, Service and Involvement, St. Norbert College (2005).

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4

Work Space Inventory Checklist

Use the following worksheet to evaluate your personal work space environment. Although this document will not scientifically ensure improved productivity, it will provide an avenue to assess the manner in which you utilize your work space.

DIRECTIONS: Using uninterrupted time in your work space, evaluate each question below and respond “Yes” or “No.” If you answer “No” for any question, complete the “Action Required” area to address the situation (including a timeframe to accomplish this task), as needed. Category:

Does the work space allow for 24”-36” of space between the computer monitor and the user’s eyes?

Yes or No Response:

Action Required (including timeframe):

Is there at least a 30”x 30” area of clear/clean work space on your desk to work on projects? Are all stacks of files or paperwork less than 3”?

Are all items on desk (excluding personal effects) used at least once a week?

Are there any items you use more than once a day that are not within your immediate reach?

When you walk into your office is there a clear path to all work areas, seats, and storage areas? When you look into your office does it look organized? Filing System: PAPER Do you have a clear organization system for your paper files that an outsider could understand?

Do you USE a clear organization system for all paper files? Are all documents that you have not used in the past seven days currently filed?

Are all confidential documents that you are not going to use today currently in a secured location? Are all files clearly labeled?

Filing System: ELECTRONIC Do all “folders” have less than seven other “folders” in them?

Are there no more than 20 documents loose within each folder (i.e. if you have more than 20 documents you should be able to gather them into another folder)? Are all “folders” clearly labeled?

If your computer has sensitive data, do all “folders” with sensitive data/information have the appropriate security to ensure no unauthorized individuals could view them?

If your computer has sensitive data, does your computer have a screensaver with password protection that comes up if the computer is not used within 5-10 minutes? Have all documents that have not been used in the past year been duplicated, archived, and removed or placed in an archived drive to not interfere with current data? Have all duplicate/unused documents been deleted?

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Category:

Yes or No Response:

Action Required (including timeframe):

Cleanliness & Safety:

Are all cords no more than 6” from the wall or free from an area where someone can trip over them?

Are all cords free from the corner of other metal objects (to eliminate the possibility of the edge becoming frayed and dangerous)? Are all plugs being used appropriately (i.e. not overused, properly grounded)? Is there no more than one surge protector per outlet? Are all areas of the office easily accessible to be cleaned on a regular basis?

Are all areas of the office (desktop, phone receiver, computer keyboard & mouse, floor, wastebasket, and other highly used areas) cleaned & disinfected regularly? Are all food products thrown away? Organizational Structure:

When you look into your office does it look organized?

When you walk into your office is there a clear path to all work areas, seats, and storage areas? Are any items stored above your reach in an unsafe way for retrieving them? Are any items stored in a container that is heavier than approximately 25 pounds? Has all of the furniture in your office been used within the last two weeks?

If you meet with other individuals, is there a clear area, with no barriers (including desk), between you and the individual(s)? Personalization:

Is there at least one personal item that distracts you only when you need a short mental break (i.e. souvenir from a vacation, college diploma, pet rock)?

Do you have at least one personal picture of a family member, friend, pet, or vacation location? Do you have a secure, clean, and organized location for personal items (i.e. medicine, toiletries, spare change)? Are all the amenities that you have implemented being utilized appropriately (i.e. welcome mat, coat rack, trash cans)?

Do you have a clear location for co-workers, students, clients, or outsiders to leave you messages in a spot you will quickly and easily notice them?

Remember, this tool will only help you evaluate areas that may help you create a more organized and inviting work space. You may need to schedule time for yourself to use this form on a repeated basis, maybe once a month. You have to make time to do the work and ensure that these areas are implemented in the way that works best for you.

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Writers Block: How to Pry Yourself Loose The writing is piling up. Memos, program proposals, budget reports… The absolute last thing you need in the midst of it all is writer’s block. Unfortunately, writer’s block hits us all at one point or another. That gutwrenching, “Why can’t I just WRITE?!” feeling when we stare at a blank computer screen in hopeless despair is very common. And, luckily, there are some easy methods that can help you snap out of it!

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Loosen the Load

A simple jostle can help you shake off writer’s block. Try: I I

Why do the best ideas come either when you’re driving or in the shower? Could be that those are the times when your mind is most lucid due to a change of scenery. We need to shake up our environments in order to shake up our minds. Changing environments can help you crash through writer’s block. So… I I

Take a break to write someplace else. Get outside!

Ah, “the reward system.” You know what motivates you so, tap into it. Some methods to consider include:

Jot notes on a pad of paper instead of staring at your computer screen.

When writer’s block kicks in, there’s a tendency to start kicking yourself, too. What’s wrong with you that you can’t pound out a simple memo? Before your selfdefeating talk goes any further, consider the following:

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Grammar and punctuation don’t need to be present within a first draft. Just let the ideas loose! Sometimes a free-flowing stream of consciousness approach to writing can loosen you up just enough to bump writer’s block out of the way.

Write incomplete sentences at first. In his book The Basics of Business Writing, author Marty Stuckey suggests starting with sentences such as “The main thing about... is ...” and “This is important because...” You can fill in the complete thoughts later.

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Moving around by getting out of your chair, stretching to the sky, and then touching your toes.

Use Incentives

Don’t Be So Hard on Yourself

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Engaging in a creative, right-brained activity such as listening to music, drawing, or looking at different images and posters.

Inspirational thunderbolts don’t typically hit at the right moment. Sometimes, inspiration needs a nudge so that you can get past writer’s block and get on with your day.

Shake Up Your Environment

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Start right in the middle of your writing project or go directly to the end. That first paragraph can be a killer so, skip it altogether during the first draft.

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L Challenge yourself to see what you can get done in 30 minutes. The adrenaline rush of competing against the clock may be just the push you need.

L Write with a peer. Talk briefly about your respective writing projects and then go off to your separate spaces to plunge in. Just knowing that someone else is writing at the same time as you are can provide positive support. L And, yes, there’s always the “when I finish this, I can...” method, too. Whether a game of racquetball or a Popsicle tempts you, use an appealing end reward as your incentive.



Written Communication Skills From memos to letters and everything in between, your written communication skills tell a great deal about you. Make an effort to be neat as well as grammatically correct. And don’t forget to use that spell check! In addition:

Be S pe cif ic. Just like a reporter, communicate the “who, what, where, why, when and how” of what needs to done. Stay objective, unless you’ve been specifically instructed to use subjective language. Av oid t h e Pa ssiv e Voic e. Instead of writing

“The program was planned by Dane,” write, “Dane planned the program.” This makes it clearer and less awkward.

Be C on cis e. There’s no need to be long-winded. Get to the point and steer clear of too much “fluff” in your writing. You’ll lose readers if you spout off too long!

not”) and some obvious terminology that they’ll “get.” However, if you’re writing for a more formal audience, like a proposal to the board of trustees or a budgeting committee, be more formal with your language. Don’t use contractions, steer clear of slang, don’t use abbreviations or symbols, and avoid clichés.

Ma ke Th in gs Ma tch. If you’re referring to one person, then don’t use “they” later on. Make your tenses match throughout your writing, instead of using “did” one time and then “does” the next. And your singular/plural references should jive, too.

A t tr i bu t e th e W o r ds of O th e rs. If you’re quoting someone, put quotes

around their words and tell where you got the information. Don’t take credit for words other than your own!

K n o w W h e n F o r m a l L a n g u a g e i s R e q u i r e d.

If you’re writing an informal note to group members, it’s fine to use contractions (“don’t” instead of “do

Fi r st I mp r e s si on s

Re a d I t O ut Lo ud . One very effective way to self-proof your work is to read it out loud. This will help you determine if you’ve used incorrect words, if your sentences run on too long, if your tenses don’t match, and more.

Sources: www.mindtools.com/CommSkll/WritingSkills.htm, www.arc.sbc.edu/writingerrors.html

Helpful Resources

N o m a t t e r w h a t y o u5 r e w r i t i n g , a f e w t h i n g s c a n c r ea t e a n eg a t i v e f i r s t i m p r e s s i o n a b o u t y o u r i n t el l i g en c e a n d y o u r l e v e l o f c a r e : m i s s p e l l i n g s , g r a m m a t i c al m i s t a k es , m i s s e d w o r d s , m e s s y d el i v e r y , a n d i n c o m pl e t e w o r k .

COMMUNICATIONS

I n f o r m a l w r i t i n g , us e t h e w o r d f o r n u m be r s o n e t h r o u g h n i n e. A f t er t h a t , y o u c a n u s e t h e ac t u a l n u m b e r . J u s t d o n 5 t s t ar t a s e n te n c e w i th a n y n u m be r 2 u s e t h e w o r d i n s t ea d .

Do n5 t Go 3A n d4 C ra zy . When you’re trying to cram a lot of information into what you’re writing, it’s easy to insert “and” many times. However, this makes for a real run-on sentence that is poor form and hard to read. So, if you have more than two “ands” in a sentence, consider turning that long sentence into two shorter ones.

G et Th in g s Rig ht . Take great care when spelling people’s names, getting their titles correct, and other specifics. And also make sure that you do a careful proof of your work. Spell check doesn’t catch everything!

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N u m be r s

L Common Writing Errors, From the Academic Resource Center at Sweet Briar College (VA) • www.arc.sbc.edu/writingerrors.html L Writing the Basic Business Letter, From Purdue University’s (IN) Online Writing Lab • http://owl.english.purdue.edu/owl/resource/653/01/

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Your Leadership Library

…you don’t have to read a leadership book all at once. Use it as a reference book that you refer to when you are seeking new information on something or are looking for a possible answer to a leadership challenge.

Create your own personal leadership library with some of these good leadership reads!

Exploring Leadership: For College Students Who Want to Make a Difference Authors: Susan Komives, Nance Lucas and Timothy McMahon

Written for student leaders, about student leadership, this book is a valuable, easy to read resource for students who want to explore the history of leadership, the practice of leadership, and explore their own leadership potential further. The Leadership Challenge

Authors: Robert Galford and Regina Fazio Maruca

Authors: James Kouzes and Barry Posner

The authors encourage readers to consider what they want their leadership legacy to look like now, not after they have departed! Filled with stories of top leaders who applied the art of “legacy thinking” to positively impact their work environment on a daily basis.

Written for leaders who want to help mobilize others to accomplish great things. The authors focus on five researched practices of successful leadership. Additionally, the authors also have created the Leadership Practices Inventory (LPI), a 360 degree assessment tool that assesses individual leadership behaviors.

Students Helping Students: A Guide for Peer Educators on College Campuses Authors: Steven C. Ender and Fred B. Newton

Written just for students who are serving in peer educator roles. A practical guide, this book provides the “whats” and “hows” of being a peer student leader.

Leadership Theory and Practice Author: Peter Northouse

If you are looking to dive into leadership theory, this book is for you. It provides student leaders with a thorough introduction to the various theories of leadership presented over time. Full of case studies, reflection questions, and assessments, it is a great read for any student engaged in campus leadership. Leading Change

Author: John P. Kotter

The buzz word of the past few decades has been “change” and this book addresses it head on. The author offers a comprehensive eight-step model that can be applied to any organization.

© PAPERCLIP

COMMUNICATIONS

Your Leadership Legacy: Why Looking Toward the Future Will Make You a Better Leader Today

Fish: A Remarkable Way to Boost Morale

Authors: Stephen C. Lundin, Harry Paul, and John Christensen

Based on the entertaining fishmongers at Seattle's Pike Place Market, this book uses a fun story in an effort to share a step-by-step motivational model of management and leadership. Who Moved My Cheese?

Author: Spencer Johnson

A parable that addresses the fears and resistance to change faced by many organizations. A fun and quick read for any student leader interested in exploring how change can be a blessing rather than a curse.

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