paramedic leadership training program Ta b l e o f C o n t ...ldt.stanford.edu/~nehak/curriculum.pdf · paramedic leadership training program ... In 2005 the Government of India launched

T a b l e o f C o n t e n t s

Foreword (Curriculum Rationale) 2

Assessment 8

Anchor Task Description 9

The Program 12

Day One 16

Day Two 25

Day Three 34

Day Four 41

Day Five 52

Day Six 61

Day Seven 71

Day Eight 80

Day Nine 88

Day Ten 96

Day Eleven 105

Day Twelve 114

Appendix 121

References 152

paramedic leadership training program

paramedic leadership training program 1

What is Leadership?

Leadership is “the ability to guide, direct, or influence people (Encarta 2007).” In more practical terms, however, leadership translates to the ability to affect behavior with the goal of accomplishing a mission. Our definition more closely resembles that of Kouzes and Posner who believe “leadership is a relationship between those who aspire to lead and those who choose to follow (Kouzes 2002).” We believe that leadership is found not only at high organizational levels and societies, but everywhere. It involves a skill and practice set that is available to all of us, not only the few charismatic individuals that epitomize leadership in a more traditional sense.

Introduction

In 2005 the Government of India launched a national initiative establishing an emergency medical response system tied to quality prehospital care. This came in at the realization that access to emergency medical services and resources was lacking. In response to these needs, a push for the development of a system of mobile health care services ensued. The India-based Emergency Management Research Institute (EMRI) chartered with the management of this system seeks to establish a new profession in India – the paramedic. Acting as extensions of physicians in the hospital, paramedics are the advanced life support providers and highest medical authorities at emergency scenes. As such, they require considerable training before they can meet the demands of the specialty. In order to develop these individuals, EMRI has contracted the Stanford Division of Emergency Medicine to design an advanced life-support curriculum for the training of paramedics. Because the role of the paramedic is closely associated with teamwork and public relations, a formal training component in leadership is necessary for these students to effectively and ethically practice pre-hospital medicine. Our project is to design a two-week leadership curriculum during the orientation period of these learners' paramedic training program.

The Learners

Students who participate in the leadership program are individuals aspiring to become future paramedics. They are Indian B.Sc. (Bachelor’s of Science) graduates



enrolled in a two-year post-graduate program in emergency care jointly run by the EMRI and Stanford University. The Bachelor's Degree is a three-year program in the life sciences such as biology, chemistry, or pharmacology, done after the 12th grade. Because these students come from all over India, the class constitutes a range of languages, Indian-subcultures, and experiences. We assume that these students 1) have been schooled formally in the Indian educational system, and 2) require the broad range of leadership skills demanded by the profession.

Caring

One encompassing assumption about the students enrolled in this curriculum is that they are motivated by the desire to help people. In prehospital care, and healthcare in general, the desire to help people in need is fundamental to quality care. Noddings’ curricular ideology of caring serves as a good frame for connecting the desire for social welfare with the skills required for effective team-based prehospital care. This leadership-training workshop aims to equip the learners to address all three forms of evil that Noddings mentions in her works: natural, cultural, and moral. This becomes especially important for our group of learners because "evils", as defined by Noddings, are ever-present in the situations they are being trained to face. Natural evils are at the core of emergency medical care, for the learners will frequently encounter disease, fires, storms, and earthquakes. Cultural evils are similarly present in the form of societal discrimination and religious disharmony. Finally, paramedics respond to many emergencies that are considered moral evils such as automobile trauma and homicides. The health care profession depends on the citizens dedicated to correcting these evils in the world. This curriculum will train them to be responsible leaders and to act for the good of society as a whole. By synthesizing elements from Noddings' curriculum of caring with the goals and required skills for delivery of quality emergency care, we aim to equip the learners to successfully handle emergency situations.

Adaptation

The prehospital setting and emergencies, in particular, are characterized by constantly changing environments. The abilities to adapt and think quickly become



vital to the paramedic skill repertoire. This curriculum seeks to prepare its learners for the paramedic lifestyle by exploring, practicing, and appreciating the value of adaptation. Essential to curricular development is the concept that individual development occurs at a personal level through the rich educational experiences that engulf the learner. It is this complex pedagogical environment that shapes the learner through thoughtful manipulation of the experience. Our philosophy of adaptation combines elements of Sleeter's articulation on curricular multiculturalism with Dewey's ideology of progressivism. Central to the paramedic experience is the recognition that definitions of health care and conceptions of wellness and being vary significantly from person to person. Sleeter likewise argues that curricula that are truly multicultural elucidate these differences toward a "shared project of a just community". Fundamentally, our curriculum asserts that by providing quality health care to the sick and injured, paramedics engage and re-engage with the human condition on multiple levels.

The concept of a curriculum rooted in the recognition of the human experience and its diversity aligns our vision with the ideologies of John Dewey and progressivism. By addressing the complex issues of diversity and adaptation, and incorporating progressivism into our curriculum, we emphasize a problem-centered approach. Moving back and forth between the purposes of saving lives and the content of emergency medical knowledge, our paramedics engage in continuous iterations of the treat-and-reassess model. Our problem-centered approach to leadership training aims to set the foundation for a long-term appreciation and adoption of leadership skills.

Multiple Intelligences

We believe that a multifaceted conceptualization of intelligence is fundamental to discovering and exploring the relevance and application of leadership skills for paramedics. In current paramedic textbooks and training programs, significant emphasis is placed on the intersection of teamwork, leadership, communication skills, and subject knowledge. In order to prepare a curriculum that integrates and values these elements, we require the redefinition of intelligence which is classically the term used for competency in translating knowledge into valuable action. We adopt Gardner's taxonomy of intelligence to highlight these diverse values and their requisite bodies of knowledge. Leadership and leadership training



depend on interpersonal and intrapersonal intelligences, linguistic intelligence, logical and mathematical intelligence, and bodily-kinesthetic intelligence. The simultaneous development of each of these individual intelligences will allow the students to become effective leaders who can adapt to ever-changing environments. The recognition of integrated intelligences is central to our vision of effective leadership training.

Curricular Objectives

The curriculum of the Paramedic Leadership Training Program was designed to in-troduce the fundamental elements necessary for effective leadership in the exciting and dynamic environment of emergency health care. The primary objective of this curriculum is to provide the student with a theoretical and functional knowledge of leadership that will enable him/her to demonstrate leadership skills in numerous and varied life situations. While these skills will allow for adaptation to a myriad of environments throughout the provision of health care, they will also be found ap-plicable to several other aspects of life.

The goals of this curriculum place self-discovery and immersion in leadership posi-tions at the core of developing strong leaders. The curriculum is committed to cre-ating leaders in the health-care profession through the development and practice of essential leadership skills. The underlying objective is for students to be able to recognize, imbibe, and practice good leadership through rich experiences and per-formances that allow for self- and community-exploration in a supportive environ-ment.

The curriculum aims to create the next generation of leaders through a set of exer-cises that target the following three zones of effective leadership:

Zone 1: Intrapersonal Affairs

Zone 2: Interpersonal Relations

Zone 3: Community Understanding

Through a series of cooperative and integrated exercises, the curriculum aims to guide each individual through a process of self-discovery - through the three zones - to find within himself/herself skills that are crucial for leadership. These zones include (but are not limited to) the following descriptions:



The Intrapersonal Affairs zone targets the student in isolation from his/her envi-ronment. It enables the student to develop an insight into his/her own lead-ership potential, helping the student to build an awareness of the self. The student learns to analyze and implement leadership from within.

The Interpersonal Relations zone targets the student in relation to his/her environ-ment. It centers on creating and sustaining relationships with co-workers. The student learns to examine the world through the eyes of others, in addi-tion to developing good teamwork skills, and the ability to give and receive appropriate and constructive feedback.

The Community Understanding zone focuses on the student’s surrounding environ-ment and his/her ability to work within the constraints of a system. The stu-dent discovers a holistic approach to real-world community-related prob-lems and understands how to assess the consequences of his/her responsi-bilities and actions.

The paramedic leadership curriculum aims to provide the learners with all of the essential leadership tools to succeed in their formal advanced life support curriculum and in their careers as paramedics. Leadership development promotes cooperation, communication, effectiveness, and humility in an individual. Through this curriculum, we hope to stimulate our learners to become better and more compassionate people and humanitarians. Through a collection of readings, activities, and small-group projects, we aim to provide these learners the opportunity to witness, analyze, and practice leadership skills. Readings will cover relevant theories of leadership. Activities will allow them to witness and critique others in leadership roles. Finally, small-group projects will allow them to create their own ideas of strong leadership and practice in a low-stakes setting. In combination, we hope to provide them with the stimulus to frequently and critically analyze themselves and their environments to become the paramedic leaders that they strive to be.

Neha Kumar

Aditya Mantha

Barnard Palmer



OUR

CURRICULUM

OBJECTIVES



Enduring Understanding

To be able to recognize, im-bibe, and practice good lead-ership skills.

Leadership Zones

IntrapersonalInterpersonalCommunity

Leadership SkillsIntrapersonal

Ethical Decision-MakingObjectivity

Time ManagementConfidence

Taking InitiativeReflection and IntrospectionArticulation of Speech and

ActionResponsibilityInterpersonal

Effective CommunicationTeamwork

Goal-SettingKnowledge-Sharing

Community

Maintenance of DisciplineKnowledge of Rules

Respect for Ideologies

Assessment

The Paramedic Leadership Training program relies heavily on students’ individual contributions to the learning environment of the classroom. As such, emphasis is placed on activity participation. However, individual leadership reflection, devel-opment, and assessment comprise a major portion of the goals of this curriculum. Hence, they make up the majority of the final class assessment.

Individual assessments will be based on the following:

30% In-class contribution and participation

The teaching team will review individual contributions at the completion of each class. Class contribution is emphasized because we believe that interactions with varied individuals and environments are essential for leadership development. We view each class as a laboratory in which students practice applying the concepts and skills introduced through the course.

30% Completion of ongoing log and self-reflection

At the end of each day, the teaching team will review student log entries to assess self-reflection and individual growth. We hope that this log will be used by students for reference as they pursue their profession as paramedics.

30% Completion of anchor task

On the final day, groups will present their final product along with a description of their visions of leadership and the training process. Projects will be evaluated on depth of thought, clarity of ideals, team cohesion, and the quality of the final prod-uct.

10% Completion of 360° feedback peer reviews

Finally, participation and completion of 360° feedback reviews at 3 specified times throughout the course will count towards 10% of the final assessment. We stress the importance of being able to provide honest assessments and constructive criti-cisms to individuals with whom you work will. We hold this to be a skill that will be used throughout the remainder of one’s life, whether formally or informally in-stituted.



360° Feedback

360° feedback is increasingly being used as an assessment tool for peer and group evaluations. Also recognized as “multi-rater feedback” or “multisource assessment,” it is a method of feedback that “encircles” the individual who is being assessed. More specifically, all of the individuals working with the evaluated person provide feedback: managers, peers, and subordinates. This is in contrast to downward feedback or traditional performance appraisal where a manager provides feedback only to his or her subordinate. It similarly differs from upward feedback where managers are reviewed by those who lie below them in the hierarchy.

For the purposes of this program, assessments will be completed on paper and manually collected. Please see appendix for 360° feedback forms.

The Final Project: What does leadership training mean to you?

Overview

Students will create a visual presentation that describes the leadership training program. The presentation will introduce prospective candidates to the program through the eyes of a first-time student. The design and creation of a completed presentation will provide an opportunity for the students to explore, discover, and practice concepts central to recognizing, appreciating, and imbibing good leader-ship skills. Students will not only examine and analyze the content necessary for this presentation, they will employ concepts that the leadership training imparts.

Objectives



Students will practice how to work in groups effectively and how to gather data and think critically about their new environment. The leadership curriculum activities and lectures will supplement and explore the topics of leadership that are relevant to this anchor project. Students will engage the project in a scope suitably limited to ensure that the value added aligns itself with the intended enduring understand-ings.

Description

In the first week, students will brainstorm as a class to determine their final prod-uct. They will then be divided into groups decided by the teaching team. Each of these groups will have a particular role in the conception, production, and distribu-tion of the video presentation. In the second week, students will begin to film their presentation, and conduct necessary interviews that will be edited by the imple-menters. Students will also participate in a series of activities that serve to reflect on the entire process and its efficacy.

The student teams will be as follows:Layout Team: This group will be responsible for collating information from the brainstorming sessions. It must also continue to work on generating ideas that re-flect the preferences of their class with regards to the final product.

Scene Crew: This group will be responsible for moving the decisions made by the class and the layout crew into real situations. It will also determine how to shoot for the correct light and with relevant content.

Camera Crew: This group will be responsible for the smooth running of the equip-ment and software running. It will also organize the content electronically such that classmates can easily access this and make decisions regarding the final product.

Interview Team: This team will be responsible for managing the choices for the groups to interview and special scenarios that focus on individuals or small groups over a sustained period of time. It will also design and carry out the interviews.

Research Team: This team will be responsible for providing any sources of expertise or feedback outside the scope of the knowledge of the classmates through external resources, primarily the internet. It will also produce the visual aids and presenta-



tions of accessory knowledge that have been selected to be shown in the video presentation. It must communicate with EMRI-legal for permissions and requisite licenses.

Language Group: This group will be responsible for the effectiveness of this video in different environments post-distribution. It must decide how to overcome language barriers (i.e. dubbing, selection of screening locations etc.).

Distribution Team: The distribution team will be responsible for developing strate-gies for the appropriate distribution of such a video presentation. It will select and contact potential locations for recruiting and information distribution.

Communications Team: This team will be responsible for keeping all teams aware and connected with each other’s work. It will design ways to empower and support each of the different teams that will construct the final product.

The correlations between teams are as follows:

Layout EMT Training SchoolsScene Fire/Police ServicesCamera ER DepartmentInterview ER PhysiciansResearch EMS CouncilsLanguage EMT ProviderDistribution Academy of Orthopedic SurgeonsCommunications Dispatch Officers

Duration

The final project will span a duration of two weeks, through the leadership pro-gram.



The Program

Day 1 What is Leadership? Leadership as a Relationship

09.30 - 10.30: Orientation 10.30 - 11.00: Lecture 1 11:00 - 12:00: Leadership Ladder 12:00 - 13:00: Lunch Break 13:00 - 14:00: Leadership Questionnaire 14:00 - 15:00: Invited Speaker 15:00 - 16:00: Debrief/Log Time

Day 2 What is Leadership? Credibility as a Foundation

09.30 - 10.00: Lecture 2 10.00 - 11.00: I Admire 11:00 - 12:00: Personal Assessment 12:00 - 13:00: Lunch Break 13:00 - 14:00: Play the Leader 14:00 - 15:00: Mock Role-Play 15.00 - 16.00: Debrief /Log Time

Day 3 The Value of Knowing Yourself

09.30 - 10.00: Lecture 3 10.00 - 11.00: 360° Feedback 11:00 - 12:00: Chop Talk 12:00 - 13:00: Lunch Break 13:00 - 14:00: Unlocking the Real You 14:00 - 15:00: Personal Growth Inventory 15:00 - 16:00: Debrief/Log Time



Day 4 Modeling the Way: Individual

09.30 - 10.00: Lecture 4 10.00 - 11.00: Best Slogan 11:00 - 12:00: Be a Better Speaker 12:00 - 13:00: Lunch Break 13:00 - 14:00: Anchor Task: Team Division 14:00 - 15:00: Anchor Task: Criteria Selection 15:00 - 16:00: Debrief/Log Time

Day 5 Mechanisms of Strengthening

09.30 - 10.00: Lecture 5 10.00 - 11.00: Public Address 11:00 - 12:00: Invited Speaker 12:00 - 13:00: Lunch Break 13:00 - 14:00: One-Way Communication 14:00 - 15:00: Anchor Task: Scheduling 15:00 - 16:00: Debrief/Log Time

Day 6 What is a Team? I

09.30 - 10.00: Lecture 6 10.00 - 11.00: Creative Leadership 11:00 - 12:00: We See Things Differently 12:00 - 13:00: Lunch Break 13:00 - 14:00: Echo Task 14:00 - 15:00: When Do We Use Teams? 15:00 - 16:00: Debrief/Log Time



Day 7 What is a Team? II

09.30 - 10.00: Lecture 7 10.00 - 11.00: Play the Leader 11:00 - 12:00: Invited Speaker 12:00 - 13:00: Lunch Break 13:00 - 14:00: Poster Layout 14:00 - 15:00: We Hear Things Differently 15:00 - 16:00: Debrief/Log Time

Day 8 Operating Effectively: Effective vs. Efficient

09.30 - 10.00: Lecture 8 10.00 - 11.00: Public Address 11:00 - 12:00: Chop Talk 12:00 - 13:00: Lunch Break 13:00 - 14:00: Exercises for Assessment 14:00 - 15:00: Personal Assessment 15:00 - 16:00: Debrief/Log Time

Day 9 Value of Community

09.30 - 10.00: Lecture 9 10.00 - 12.00: Fight Right 12:00 - 13:00: Lunch Break 13:00 - 14:00: Anchor Task: Scene Selection 14:00 - 15:00: Non-Verbal Communication 15:00 - 16:00: Debrief/Log Time



Day 10 Modeling the Way: Group

09.30 - 10.00: Lecture 10 10.00 - 11.00: Two-Way Communication 11:00 - 12:00: Invited Speaker 12:00 - 13:00: Lunch Break 13:00 - 15:00: Plan an Event 15:00 - 16:00: Debrief/Log Time

Day 11 Leadership is Everyone’s Business

09.30 - 10.00: Lecture 11 10.00 - 11.00: Anchor Task: Editing 11:00 - 12:00: Program-End Self-Evaluation 12:00 - 13:00: Lunch Break 13:00 - 14:00: Best Slogan 14:00 - 15:00: 360° Feedback 15:00 - 16:00: Debrief/Log Time

Day 12 Wrapping Up

09.30 - 10.00: Lecture 12 10.00 - 12.00: Anchor Task: Process 12:00 - 13:00: Lunch Break 13:00 - 14:00: Anchor Task: Presentation 14:00 - 15:00: Invited Speaker 15:00 - 16:00: Course Wrap-Up



DAY ONE

What is Leadership? Leadership as a Relationship

09.30 - 10.30: Orientation 10.30 - 11.00: Lecture 1 11:00 - 12:00: Leadership Ladder 12:00 - 13:00: Lunch Break 13:00 - 14:00: Leadership Questionnaire 14:00 - 15:00: Invited Speaker 15:00 - 16:00: Debrief/Log Time



DAY 1 (09:30 - 10:30): ORIENTATION

Objective:

To provide an outline for the 14-day workshop and give the participants a clear conception of what to expect.

Description:

The basic information that must be included in the orientation -

Learning objectives

Organization of workshop

High-level content of workshop

The teaching team will give an overview of the 14-day workshop and what the stu-dents should expect to gain out of it.

Duration of Activity:

1 hour

Assessment:

This activity is purely informational; students will not be assessed.

Materials Needed:

Energy and enthusiasm



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DAY 1 (10:30 - 11:00): LECTURE 1

Objective:

To gain brief exposure to themes and theories of leadership in lecture for-mat prior to the day’s activities.

Description:

This “lecture” serves to expose students to themes of theories of leadership prior to their usage throughout the day’s scheduled activities. Lectures are meant to be brief in duration and to function mainly as an introduction to topics. The implementers or lecturers should use provided materials to cre-ate a lecture that is personal but is also specific to the learning environment. Adjustments can be made to give freedom in what specifically is addressed, but a major outline and resources are provided below.

Topic:

What is Leadership? : Leadership as a Relationship

Key Ideas:

• General definitions of Leadership are often nondescript, insufficient, and difficult to apply to real life applications. These definitions also focus on established hierarchies that support individuals who al-ready possess the characteristics required for good leadership. Ad-verse times challenge these few individuals and they are able to adapt, cope and maneuver through creating a path for their follow-ers.

• In the ideal world, leadership constitutes a set of skills attainable by most everyone. It is found not only among the few who lead nations, industries, and institutions but at all levels. Leadership should be thought of as a relationship that depends on how well people inter-act.

• While there are a myriad of occasions that demand leadership, some fundamental skills exist that allow leaders to become and remain ef-fective. Researchers on leadership have found Five Key Practices that many influential leaders seem to share: Model the Way, Inspire a



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Shared Vision, Challenge the Process, Enable Others to Act, and En-courage the Heart.

• The remaining question is “what skills are necessary to develop these five practices on a regular basis?” Each practice requires particular kinds of behavior to be successfully utilized. When a developing leader commits to these ten behaviors, they are able to effectively develop their own leadership skills and succeed in the projects that they undertake. These behaviors as listed below have been termed the 10 commitments:

1. Find your voice by clarifying your personal values.2. Set the example by aligning actions with shared values.3. Envision the future by imagining exciting and ennobling

possibilities.4. Enlist others in a common vision by appealing to shared

aspirations.5. Search for opportunities by seeking innovative ways to

change, grow, and improve.6. Experiment and take risks by constantly generating small

wins and learning from mistakes.7. Foster collaboration by promoting cooperative goals and

building trust.8. Strengthen others by sharing power and discretion.9. Recognize contributions by showing appreciation for in-

dividual excellence.10. Celebrate the values and victories by creating a spirit of

community.

• Positioning the practices side-by-side, one can see that indeed, the best way to develop good leadership is to progress from knowing yourself, to knowing your peers, to creating a valuable community.


30 minutes



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Assessment:

This lecture has no built-in assessment. It will serve as a springboard for later activities and assessments.

Materials Needed:

References for reading materials are provided below. The lecturer is placed in charge of gathering whatever is needed to give the lecture.

Adapted/Reading Texts for Lecturer:Kouzes & Posner, The Leadership Challenge



DAY 1 (11:00 - 12:00): LEADERSHIP LADDER

Objective:

Students gain an understanding of what leadership means to them and to others. They also learn to incorporate and respect the views of others

Description:

Students spend the first part of the session writing down their thoughts about leadership and what it means to them. In the remaining session, they share their thoughts with their teams. In a team of 4, then 8, and so on, they gradually and it-eratively arrive at a consensus on a definition of leadership in one or two sentences.


Individual time - 20 minutes

Group time - 40 minutes

Assessment:

Students are assessed on their participation.

Materials Needed:

Paper and pen/pencil to write individual definitions; poster sheets for group work.



DAY 1 (13:00 - 14:00): LEADERSHIP QUESTIONNAIRE

Objective:

Students are given a questionnaire that challenges their ideas of leadership and brings them to introspect.

Description:

The questionnaire describes aspects of leadership behavior. Students respond to each item according to the way in which they would be most likely to act if they were the leader of a work group. For the following questions (and others), students circle whether they would be likely to behave in the described way always (A), fre-quently (F), occasionally (O), seldom (S), or never (N):

If I were the leader of a work group, I would -

i. most likely act as the spokesman of the group.

ii. encourage overtime work.

iii. allow members complete freedom in their work.

iv. encourage the use of uniform procedures.

v. permit the members to use their own judgment in solving problems.

vi. ...


1 hour

Assessment:

Based on the responses, and a specified scoring system (based on A Handbook of Structured Experiences for Human Relations Training, by J. William Pfeiffer and John E. Jones), students determine where they lie on a “High Morale” vs. “High Produc-tivity” axis.

Materials Needed:

A print-out of this questionnaire (see appendix) per student.



DAY 1 (14:00 - 15:00): INVITED SPEAKER

Objective:

Students get the opportunity to listen to and share a discussion with an established personality who has demonstrated extraordinary leadership skills in his/her area of expertise.

Description:

The teaching team invites a speaker to present his/her experiences with leadership challenges in life. The activity begins with a lecture and ends with a participative question-and-answer session that allows the students to understand and reflect on the content of the lecture.


Lecture - 40 minutes

Question/Answer Session - 20 minutes

Assessment:

Students are encouraged to ask questions. No other assessment is necessary for this activity.

Materials Needed:

Room and facilities to accommodate the speaker..



DAY 1 (15:00 - 16:00): DEBRIEF/LOG TIME

Objective:

Students get the opportunity to analyze and reflect upon what they learned during the day.

Description:

The teaching team discusses the day’s events with the students, asking them to re-flect on various aspects of these events.

The first part of this session is an interactive debrief following the “I like/I wish” format. Students take turns saying what they liked by beginning their sentences with “I like”, or else express their views on what could be improved upon by begin-ning their sentences with “I wish”.

The remaining session gives the students time to enter their reflections into their daily logs. The teaching team should pose questions to give direction to the stu-dents, such as “what did you learn today?”, “what did you think about the invited speaker?”, etc.


Debrief - 20 minutes

Log time - 40 minutes

Assessment:

The teaching team reviews the student logs and gives feedback on the day’s entries - on what they should delve deeper into and touch or expand upon.

Materials Needed:

Notebooks that serve as student logs.



DAY TWO

What is Leadership? Credibility as a Foundation

09.30 - 10.00: Lecture 2 10.00 - 11.00: I Admire 11:00 - 12:00: Personal Assessment 12:00 - 13:00: Lunch Break 13:00 - 14:00: Play the Leader 14:00 - 15:00: Mock Role-Play 15.00 - 16.00: Debrief /Log Time



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DAY 2 (09:30 - 10:00): LECTURE 2

Objective:


Description:


Topic:

What is Leadership? : Credibility as a Foundation

Key Ideas:

• The five practices from yesterday are important but only represent what leaders ought to do from their own perspective. What are the expectations of good leaders from their constituents?

• By examining the expectations of constituents, we find credibility to be the foundation of good leadership. Four key adjectives describing leaders have been identified by their constituents:

1. Honest2. Forward-looking3. Competent4. Inspiring

• Honesty has emerged as the single most important leadership trait. Constituents want the ability to understand the decision making process of the leader, to judge his/her capacity for ethical action, and to facilitate transparent communication. Fittingly, constituents judge



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values of the task and themselves upon their perception of the leader.

• Leaders must know the path that they ask people to follow. The abil-ity to look forward means being able to select a desirable destination for others to also work toward. It is important for leaders to be able to describe how the goals will look and feel upon constituent suc-cess.

• Competency builds respect and trust. Constituents expect effective leadership and as such the reputation of the leader holds signifi-cance. A leader’s past work can be divided into technical expertise and relevant experience. Technical expertise refers to the body of pre-requisite knowledge that a leader must know in to complete a task. In our situation it consists of advanced life support skills. Rele-vant experience is related to the active participation in situational events that prepare a leader to motivate other people to act. This can be thought of as the set of people skills require to lead. Enabling others to act is critical to good leadership.

• Inspiration accounts for the ability for a leader to give significance and meaning to action in a way that constituents value. This is the banner that the leader stands for. Enthusiasm and excitement are essential. How can a leader expect anyone to agree with them if even they don’t believe in the goal?


30 minutes

Assessment:


Materials Needed:





DAY 2 (10:00 - 11:00): I ADMIRE

Objective:

Students derive inspiration from the lives of renowned leaders.

Description:

The teaching team asks the students to think of a person they admire as a leader and write about the facets that inspire this admiration. They write down these thoughts, then share and discuss them with other people in teams of four students.


1 hour

Assessment:

Students are assessed on their class participation.

Materials Needed:

The following list of leaders could be used to start with. The instructors may use their discretion where desired.

Mahatma Gandhi

Martin Luther King

Subhash Chandra Bose

Winston Churchill

Jawaharlal Nehru

Bill Clinton

Atal Bihari Vajpayee

Sarojini Naidu

...



DAY 2 (11:00 - 12:00): PERSONAL ASSESSMENT & GOAL CONSTRUCTION

Objective:

Students think about their own leadership potential and potential areas for per-sonal growth.

Description:

On one side of a 3”x5” card, students are to write two qualities of leadership that they already possess. On the other side of the 3x5 card, each student is to write 2 goals that they have for personal leadership development during this course.

Upon completion of these initial two writing tasks, individuals are to meet in groups to discuss their findings. Each person is to share their responses with the group. After sharing, the teaching team should lead a group brainstorming session and discussion about specific ways to develop these leadership qualities and achieve their goals. All group members are encouraged to actively participate in the discussion.


1 hour

Assessment:




DAY 2 (13:00 - 14:00): PLAY THE LEADER

Objective:

Students become better acquainted with qualities that make a good leader and re-alize the importance of ethical decision-making.

Description:

Students are given case studies of former leaders to reflect on and role-play. The activity gets harder as it goes along. For instance, it may begin with a multiple-choice question posed to the students asking them to assess how a known leader, e.g. Mahatma Gandhi, would react to a given dilemma. This may be followed up with a more open-ended thought-provoking set of questions that require the stu-dents to give well-thought out responses.


1 hour

Assessment:

Students are assessed based on their participation as well as their ability to incor-porate leadership thinking into a contrived real-world situation and act in the best interest of society.

Materials Needed:

Case studies of known leaders and important decisions they were faced with in the course of history.

Contrived real-world example situations where students must make an ethical deci-sion for the benefit of society.



DAY 2 (14:00 - 15:00): MOCK ROLE-PLAY

Details for this activity will be filled in at a later date, prior to implementation.




Objective:


Description:







Assessment:


Materials Needed:




DAY THREE

The Value of Knowing Yourself

09.30 - 10.00: Lecture 3 10.00 - 11.00: 360° Feedback 11:00 - 12:00: Chop Talk 12:00 - 13:00: Lunch Break 13:00 - 14:00: Unlocking the Real You 14:00 - 15:00: Personal Growth Inventory 15:00 - 16:00: Debrief/Log Time



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DAY 3 (09:30 - 10:00): LECTURE 3

Objective:


Description:


Topic

What is Leadership? : The Value of Knowing Yourself

Key Ideas to convey:

• Good leaders are authentic. Being authentic means knowing what you stand for, how to articulate your values, and when to reevaluate core principles as necessary. In summation, authenticity suggests finding your own voice.

• Before leading one must understand why they are doing so. Because you cannot believe in the messenger if you do not know what the messenger believes, one of the laws of leadership states that leaders should spend time clarifying values.

• Values serve an important role for leaders and constituents. They guide actions and function as tools that empower leaders to act in-dependently and respond to adversity with confidence. Values can also motivate others to collaborate and build communities.

• Clarity in personal values is essential for both leaders and constitu-ents. As a leader, it is important to not only clarify and communicate ideas but to also facilitate self-reflection in others. This process can help determine the limitations of team collaboration.



Summer 2008

• Understanding yourself comes through a process of observing peo-ple and groups that command the respect of others. Good leadership is subjective. It is reserved for those individuals who motivate and inspire others to do great things while simultaneously sharing values with those that praise them.

• Self-expression of values is an important part of the process of knowing oneself. Just as good writers cannot use another’s words as his or her own, good leaders cannot lead from another’s experience or expertise.


30 minutes

Assessment:


Materials Needed:





DAY 3 (10:00 - 11:00): 360° FEEDBACK

Objective:

To learn the importance of self and non-self feedback as a lifelong assessment tool while providing a safe venue to both provide and receive constructive criticism.

Description:

This activity is the major non-self forms of assessment while leading to self-assessment. It provides the opportunity for individuals to learn about the critique and feedback process of others while giving them the opportunity to both give and receive criticism.

Students and implementers should first discuss the importance of criticism and how to effectively use these forms. Upon understanding of the activity, each group member including implementers will provide feedback for each other group mem-ber. Each individual should fill out a form for each individual in the group. For example if the group includes 5 10 members and an implementer, then each group member and the implementer should each fill out 10 sheets that correspond to each member. Instructions for completing the forms are provided on the forms themselves.

After completion of the forms, each individual will have time to read all of his or her assessments. After ample review time, a group discussion should then ensue going over each individual’s performance and how they can improve.


1 hour (30 minutes to fill out forms, 10 minutes to read feedback, 20 minutes to dis-cuss each individual’s performance)

Assessment:

This activity is one of the major assessment processes in the curriculum.

Materials Needed:

Several copies of the 360° evaluation form (see appendix). Each participant should assess all of the the other members of his or her team. Enough copies of the form should be available.



DAY 3 (11:00 - 12:00): CHOP TALK




DAY 3 (13:00 - 14:00): UNLOCKING THE REAL YOU




DAY 3 (14:00 - 15:00): PERSONAL GROWTH INVENTORY

Objective:

Students look at their own self-portraits.

Description:

Students are given a form that they must fill out to complete their self-portraits. They must read every area and place a “P” (for Present) at the scale position that they feel describes them best. They may cover a range along the scale and not just one point, in which case they circle the area in which they see themselves perform-ing normally. They then think about how they would like to be in the Future and mark that with an “F”. After finishing the inventory they share their thoughts with their teammates.

Examples:

Self-Esteem - Am I a worthwhile person to me?

Clarity in expressing my thoughts - How well do I communicate?


1 hour

Assessment:

Students are assessed on their class participation and their completion of this exer-cise.

Materials Needed:

Several copies of the personal growth inventory forms (see appendix).




Objective:


Description:







Assessment:


Materials Needed:




DAY FOUR

Modeling the Way: Individual

09.30 - 10.00: Lecture 4 10.00 - 11.00: Best Slogan 11:00 - 12:00: Be a Better Speaker 12:00 - 13:00: Lunch Break 13:00 - 14:00: Anchor Task: Team Division 14:00 - 15:00: Anchor Task: Criteria Selection 15:00 - 16:00: Debrief/Log Time



DAY 4 (09:30 - 10:00): LECTURE

Objective:


Description:


Topic:

Model the Way: Individual

Key Ideas:

• Create alignment between action and values by creating shared val-ues. Shared values work like compasses that allow people to assess whether they are working toward the same goal. It brings constitu-ents and leaders together in the creation of a sense of community.

• Foster confidence in values with your own enthusiasm and confi-dence. Constituents watch leaders closely to determine individual alignment and consistency. For example, when considering the power of language, leaders must choose words and questions delib-erately because of the reflection of values. Constituents demand alignment and transparency of a leader’s articulations when building trust.

• Teach constituents using effective tools such as symbols and arti-facts. They can serve as powerful media when combining groups of individuals into a community.



• Lead by storytelling, one of the central mediums of communication. Familiar and valuable, people respond well to stories more than col-lections of facts or tables of data.

• Ask questions. Questions are powerful ways for leaders to develop themselves and others. Ponder the questions that leaders must ask in selecting the best course of action or determining effectiveness of a process. Leaders can also form valuable relationships by engaging with constituents and respected equals. Strong leaders allow con-stituents to ask questions to encourage transparency while facilitat-ing development.


30 minutes

Assessment:


Materials Needed:





DAY 4 (10:00 - 11:00): BEST SLOGAN

Objective:Students are to reflect on and produce a shared vision for the paramedic training program.

Description:As an early subproject for the commercial anchor project, students will need to form a shared vision of what the paramedic program truly signifies. Through a staged process, group members will contemplate what the ideals of the program are in a think-pair-share style, followed by a large group discussion. The thought progression should proceed from self, to pair, to small group, to entire group to maximize creative potential and simultaneously develop a combined vision.

Phases:1) Think- students are to think as individuals about what the most important elements of the program are and construct 2 slogans of their own devices.2) Pair- students will pair up to discuss their slogans and important mutual elements of3) Share- groups will convene and share each slogan and ideals with the group. Essential elements which bring individuals to a shared understanding will be pondered.4) Finalize- each group will deliberate possibilities for slogans and choose or revise a single best slogan for their group.5) Vote- Groups will come together to share slogans to vote on the best group slogan. This slogan is not a requirement for the final project but may be used in this or a modified form.

Duration of Activity:1 hour

Assessment:Based on the responses, and a specified scoring system (based on A Handbook of Structured Experiences for Human Relations Training, by J. William Pfeiffer and John E. Jones), students determine where they lie on a “High Morale” vs. “High Productivity” axis.



Materials Needed:Paper and a writing utensil for each student. Markers and cardboard/poster board for each group to write final group slogans for display.



DAY 4 (11:00 - 12:00): BE A BETTER SPEAKER

Objective:

Students will explore important qualities of good speakers and reflect upon those qualities which they possess and those which they need to develop.

Description:

What comes to mind when you hear the word “communication?” You probably think about people talking with each other. However, speaking and listening are the two most basic elements of our communication patterns. Together they make communication and “active” two-way process.

Neither speaking nor listening are activities to which we give much thought. We assume we know how to do both and seldom realize we could make ourselves bet-ter communicators by putting some thought into how we speak and how we listen.

This activity will provide students with the opportunity to think about effective speaking while reflecting on their own speaking strengths and weaknesses. Each person will write 2 speaking strengths that they possess on one side of a 3x5 note card, and 2 speaking weaknesses that they possess on the reverse side. All cards will be collected, and in groups, the characteristics will be anonymously read aloud. Those persons who feel that they possess each good or bad quality should raise his or her hand, offering comment if they wish.

After all strengths and weaknesses are read and commented on, the handout “10 Guidelines to Being a Better Speaker” will be distributed. Each person should in-dividually read the handout, and pick one point to focus on improving throughout the rest of the day.


30 minutes



Assessment:

This exercise is based in self-assessment. The reflection and sharing of strengths and weaknesses provides the means for evaluating one’s own speaking abilities.

Materials Needed:

2, 3x5 notecards for each participant. “10 Guidelines to Being a Better Speaker” handouts (see appendix) for each participant.



DAY4 (13:00 - 14:00): ANCHOR TASK: TEAM DIVISION

Objective:

Students are to examine decision-making criteria and establish a management sys-tem for the complex anchor task that will span the two-week program.

Description:

This activity involves the reintroduction of the anchor task and the establishment of teams by which they will complete anchor task related activities.

There are eight key components to the production of the video presentation and each correlates with a team of 10 students giving all students a role in the larger task (see anchor task description).

Team Choice ProcessImplementers can facilitate team divisionby having students write top five choices in order on a slip of paper and draw names out of a hat. They assign the top choice that is currently available and deal with any situations through compromise at the end. Students will then have eight teams of ten. All students are all required to join one of the eight groups.

Alternative Team Choice ProcessAfter familiarizing themselves with team tasks and fellow students, students will need to collectively come up with a strategy for dividing into teams and matching project roles (ie. by competency, by desire, random selection). This can be achieved through a single large group facilitated discussion. They will then proceed to divide themselves up to form the eight groups of ten. All students are all required to join one of the eight groups.

Team Goal CreationUpon completion of team division and task assignments, students will introduce themselves to their group members and proceed to sketch out goals for the next eight days. For introductions, each of the ten students can briefly describe them-selves. Facilitators may choose to utilize a ‘ladder’ technique for sketching out key team goals. By this method, each student would write down perceived goals over five minutes, followed by sharing with a partner. Two groups of 4 can then be



formed with one of the remaining two individuals to serve as a team scribe. The two groups of five would then write down combined goals for the team. After five minutes in two groups of five, they should combine into full teams and establish goals for the coming days.


1 hour

Assessment:

No formal assessment will be made during this activity. However, students will be subsequently assessed upon presentation of the final presentation.

Materials Needed:

Container from which to draw names. Paper and writing utensils.



DAY4 (14:00 - 15:00): ANCHOR TASK: CRITERIA

Objective:

To provide students with the opportunity to appreciate the value of assessment while establishing a set of expectations that will govern future work. This dually serves as a chance for facilitators to clearly explain the criteria upon which students will be assessed.

Description:

This activity will provide student-generated assessment criteria through collective value judgments. It will allow students to take control of their curriculum while focusing on key issues of assessment. In groups of twenty, students will discuss the value of assessment strategies while brainstorming poten-tial strategies for anchor task assessment. Because the activity focuses on collective assessment, a dis-cussion will be held among all students. The goal is creation of an assessment rubric that can be used at the completion of the group project.

Facilitators should instruct the students to brainstorm a list of key concepts and strategies that they associate with the word “assessment” over approximately the first 15 minutes. The group should then selects which articulations fit most appropriately into a rubric for final assessment of the video pres-entation. Facilitators will join the process by highlighting recurrent ideas while adding elements that they seem fit. A final discussion focusing on the value of different forms of assessment should con-clude the session.


1 hour

Assessment:

Students will be assessed by class participation. No other direct assessment will be done, but the product of this session will serve as a future student assessment device.

Materials Needed:

Paper and writing utensils to create idea lists and an assessment rubric.




Objective:


Description:







Assessment:


Materials Needed:




DAY FIVE

Mechanisms of Strengthening

09.30 - 10.00: Lecture 5 10.00 - 11.00: Public Address 11:00 - 12:00: Invited Speaker 12:00 - 13:00: Lunch Break 13:00 - 14:00: One-Way Communication 14:00 - 15:00: Anchor Task: Scheduling 15:00 - 16:00: Debrief/Log Time



DAY 5 (09:30 - 10:00): LECTURE 5

Objective:


Description:


Topic:

Mechanisms of Strengthening: Conflict, Coping, & Collaboration

Key Ideas:

• Many situations in the pre-hospital care environment are stress-ridden. Being a healthy paramedic entails both physical and mental fitness and preparation. Although rarely addressed, stress manage-ment is paramount to the paramedic. Lifestyle, nutrition, relaxation, and family all play integral roles in the maintenance of a health. However, additional tools can become necessary such as the Critical Incident Stress Debriefing (CISD), which is a program that facilitates discussion about severely stressful incidents. Each of these devices assists the paramedic mentally and physically. Strong leaders are able to use multiple strategies in creating a sense of community that values common goals while promoting health throughout the proc-ess of goal achievement.

• Community is of the utmost importance. Leaders hold the capacity to strengthen the community while boosting overall performance. Developing technical expertise in others and fostering a sense of communal responsibility empowers the community. Similarly, indi-



vidual respect forms a community foundation, serving to reinforce relationships and create a productive work environment.

• Morbidity and mortality play central roles in the pre-hospital setting. Paramedics are expected to not only deliver life-saving treatments but to also aid surviving family members in the grieving process. Some people believe that this is one of the most important aspects of the profession. By building strong relationships and by using the mentioned devices such as the CISD, paramedics can better cope with many of these difficult issues.

• Leaders excel at conflict resolution, which is one of the most impor-tant skills required of a leader. Although differences in opinion can promote new ideas and visions, it should not compromise the suc-cess of a team or organization. Strong leaders use the respect granted by others and a firm grasp of situations to become influen-tial in the resolution of conflicts.


30 minutes

Assessment:


Materials Needed:


Adapted/Required Texts for Lecturer:Kouzes and Posner, The Leadership ChallengePollak, Gulli, Chatelain, Stratford, Emergency: Care and Transportation of the Sick and Injured



DAY 5 (10:00 - 11:00): PUBLIC ADDRESS

Objective:

To convey information in an effective manner and to reach out to a large, varied audience.

Description:

The basic information that must be included in a P.A. announcement -

Dates to be announced

Organization sponsoring event

Event

Time

Cost

Place

Day/Dates

Creativity is key. Teams can read out the announcement, sing it, read it as a poem, however they like. Once they have tested out their prototypes and obtained feed-back on its effectiveness, they should rehearse it and present it to the class.


1 hour

Assessment:

After each group presentation, the instructors and the rest of the class must give feedback or ask questions to the presenting group. All presenting group members should be encouraged to answer. Areas of strength and weakness may be brought to light. The performing group must make note of these points and document them later in their log.

Materials Needed:

Poster sheets or boards to brainstorm on.




Objective:


Description:





Assessment:


Materials Needed:




DAY 5 (13:00 - 14:00): ONE-WAY COMMUNICATION

Objective:

Students will practice one-way communication and discover its benefits and limita-tions.

Description:

This exercise will use a drawing activity to elicit the advantages and disadvantages of one-way communication. One “communicator” will be chosen from each group to serve as the director for a drawing activity. He or she will first study a figure to be drawn and then describe via one-way communication only how the others are to draw it. In other words, no questions or comments may be given other than by the communicator. All other members of the group will then attempt to draw what is communicated. Upon completion, figures will be compared, and a discussion will ensue about the one-way communication process.

Communicator’s Directions:

For two minutes study the figures drawn on this sheet. Instruct the members of your group how to draw them. Begin with the top rectangle and describe each in succession. Be sure and give each figure’s relationship to the preceding one. NO QUESTIONS ARE ALLOWED. Give directions with your back to the group.

Discussion:

Members of the group will compare drawings and then commence a discussion about why differences occurred. Flaws in the one-way communication system should be brought up as well as times when it can be more effective.


30 minutes

Assessment:

No formal assessment will take place during this exercise, but the post-activity dis-cussion will center on the risks of benefits of this type of communication. This should promote self-assessment of how individuals can optimize this strategy and more successfully choose times in which to use it.



Materials Needed:

One print-out of the instruction sheet with the figure to be drawn will be given to the communicator. A sheet of paper and a drawing utensil will be required for each group member.

ONE WAY COMMUNICATION FIGURE



DAY5 (14:00 - 15:00): ANCHOR TASK: SCHEDULING

Objective:

To practice using previously mentioned tools of communication to establish an effective communication system between the eight anchor task groups.

Description:

This activity will provide students with the opportunity practice inter-group communication while establishing a communal schedule. This will occur through the creation of formal scheduling documents, lists of milestones, and assessments that will serve to gauge progress.

For the first 20 minutes, teams will meet to discuss and create written scheduling documents. At the completion of this task, all students will con-vene with representatives from each team bringing their respective schedul-ing documents forward. A moderated negotiation of group deadlines and milestones should then take place. A suggested format would require the 8 team representatives to move in a sequenced, day-by-day fashion, setting goals and milestones. An established strategy is to use 10 minutes for delib-eration, and 5 minutes for group explanation. After goals are set, they will be distributed accordingly to the groups.

As the team leader deliberation takes place, remaining group members are to use the additional 30 minutes as open group work time.


1 hour

Assessment:

Students are assessed on their class participation. No other direct form of assessment is included in this activity.

Materials Needed:

Paper and writing utensils are required to create and share scheduling documents.




Objective:


Description:







Assessment:


Materials Needed:




DAY SIX

What is a Team? I

09.30 - 10.00: Lecture 6 10.00 - 11.00: Creative Leadership 11:00 - 12:00: We See Things Differently 12:00 - 13:00: Lunch Break 13:00 - 14:00: Echo Task 14:00 - 15:00: When Do We Use Teams? 15:00 - 16:00: Debrief/Log Time



DAY 6 (09:30 - 10:00): LECTURE 6

Objective:


Description:


Topic:

What is a team? Part 1

Key Ideas:

• It is important to recognize when and where team-work is required. Most situations can be handled in multiple ways, but some require teamwork and separation of tasks. Leaders should be able to recog-nize the best way to organize others to successfully achieve goals.

• Several types of teams exist. For example, some are self-managed while others are project teams. The factors dictating what type of team works best include the constituents, the nature of the product, and the institutional context in which the team must function.

• There are costs and benefits associated with working in teams. Some advantages spawn from a synergy of skills and expertise of team members. However, certain team formats have little or no hierarchy between members which require different leadership roles. Addi-tional costs to teams include constant management, care, reevalu-ation, and collaboration.

• Team leaders serve as initiators, models, negotiators, and coaches. They play multiple roles in a number of environments. As initiators,



for example, they are well positioned to initiate, guide, and dictate actions. Rather than telling others what to do, strong team leaders combine evidence, interests, and contextual information to rationally convey the ideal path to a goal. As models, team leaders are similarly held accountable in word and deed.


30 minutes

Assessment:


Materials Needed:


Adapted/Required Texts for Lecturer:Luecke, R. Creating Teams with an Edge: The Complete Skill Set to Build Powerful and Influential Teams.



DAY 6 (10:00 - 11:00): CREATIVE LEADERSHIP

Objective:To challenge the students to be creative in a specific task, thereby illustrating the creative capacity they possess, and to stimulate them to discuss in depth the role of creativity in their lives.

Description:This activity involves groups of students creating a “useful” item out of the materials provided. Following creation, they are to present and explain the product to the other groups. The groups may choose the winning project. The ending task is a discussion about the task at hand.

Instructions:Students will be divided into mixed groups of 4 (can be larger, but 4 gives the maximum individual participation). Each group is given an equal set of items that are provided by the facilitators (see materials needed section).Groups are to make an item that would be useful for any paramedic in the field. They are limited to the supplies provided, but they do not have to use all. It will be explained that the items created will be judged on imaginativeness of purpose and design efficiency.Each group receives 30 minutes to decide upon and execute the project (can be split into 10 minutes of design and 20 minutes to execute).When all groups are completed, each group will be asked to present and explain the creation to the other groups. As a bonus, students may choose the winning project if they so desire.

After presentations (and best project choosing, if used) a creativity discussion should follow. The discussion introduced by facilitators can include questions such as the following:Did you think the exercise was hard? Fun? Silly? Why did you feel that way?Do you think you would have preferred to do this type of project alone or in groups?Can people be creative in other ways than just in making things? Examples?Can people who are afraid of making mistakes be creative?What is the difference between conformity, creativity, and anarchy?




Assessment:The ensuing group discussion after presentation of products contains self-evaluation questions as well as thoughts about what it means to be creative as an individual and in groups?

Materials Needed:Office or small arts and crafts materials for simple construction.Example material set:Wooden matches or tooth picks, paper clips, small pieces of cardboard or posterboard (6x6inches), rubber bands, pencils, scissors.



DAY 6 (11:00 - 12:00): WE SEE THINGS DIFFERENTLY

Objective:Students are exposed to and examine the concept that not all individuals share the same perspectives. They learn to apply this idea to future real-world situations.

Description:Different perspectives is an important issue in dealing with groups of individuals particularly when crossing cultures. The following exercise involves students viewing a series of pictures that can be seen from differing perspectives. Students will describe what they see, share this with others, and discuss different viewpoints and why this might occur.Students will individually view a series of pictures that have two “viewpoints.” They are to describe what is seen in each of the pictures. Following picture examination, student groups will convene and a discussion regarding the images and multiple perspectives will ensue.

Discussion:1. Can you see more than one picture?2. Do you see the same picture as others who look at it?3. Why or why not?4. What is the importance of knowing that the same thing can be seen differently by others?

Duration of Activity:30 minutes

Assessment:The ensuing group discussion after views are shared leads to evaluation of the importance of the concepts and allows for self-reflection.

Materials Needed:One print-out of the picture series (see appendix) per student.



DAY 6 (13:00 - 14:00): ECHO TASK

Objective:

Students will appreciate that listening is an active task, not a passive one, requiring significant more effort by the listener than perceived.

Description:

This activity focuses on listening through the process of “echoing.” Its purpose is to display the difficulty of the listening process. It will focus individuals on their interlocutors’ statements rather than their own while turning people into active rather than passive listeners. Participating students will have their listening skills evaluated by repeating conversational data before speaking. Following this simple but difficult rule in conversation, they will be forced to focus on listening rather than speaking.

Setting:

This exercise can be carried out by a class in a seating arrangement, though it will provide a more valuable experience if the groups sit in inner and outer circles with half acting as participants, half as observers. It can be done with any age group and requires 15 to 20 minutes.

Procedure:

1. The implementer is to start a discussion about a subject of special interest to the class. (older individuals may enjoy discussing current events, specta-tor sports, dating, new phenomena or trends; other individuals may prefer discussions about pets, hobbies, or outings)

2. After the discussion commences, the implementer is to disrupt the class and tell them that before anyone speaks, he or she must first repeat what the previous speaker has said, to that person’s satisfaction. Tell the observers to count the number of participants who give accurate accounts of what the previous speakers have said and to notice if the participants are actually lis-tening to each other.

3. When the discussion is over, participants and observers should exchange places and repeat the process.



Discussion:

After this exercise, a brief discussion of how the echoing rule affected individuals should ensue. Many students will be amazed to discover what poor listeners they are—often because they are so absorbed in what they are going to say when the other person stops talking.


1 hour

Assessment:

“Observers” who serve as counters of accurate echoes assess listening accuracy for the group as a whole. This exercise is an evaluation tool in and of itself that allows for self and group reflection by participants. Participating in the subsequent dis-cussion will give individuals a sense of how good their listening abilities are while serving as an impetus for behavior change.

Materials Needed:

No materials other than a room with adequate seating is necessary.



DAY6 (14:00 - 15:00): WHEN DO WE USE TEAMS?

Objective:

Students are to recognize the importance of teamwork and to contemplate the benefits that its practice has in collective action.

Description:

The following activity will stress the importance of teamwork while eliciting spe-cific examples with their uses. Each group is to first create a list on paper of bene-fits that teamwork brings to the environment. After completion of an ample list of messages with their potential meanings, the group is to discuss specific situations in which teamwork has been more powerful than individual actions.

Once a thorough discussion of teamwork is completed, groups will divide into teams to discuss difficulties that exist when teamwork is compromised or individual needs take precedence over team goals.


1 hour

Assessment:

No formal assessment will take place during this exercise, but the post-activity dis-cussion will center on the benefits of teamwork. This should promote self-assessment of contemplation of how individuals can optimize the use of teamwork, consciously place the team goals ahead of their own.

Materials Needed:

Paper and writing utensil for each group’s listing of teamwork benefits.




Objective:


Description:







Assessment:


Materials Needed:




DAY SEVEN

What is a Team? II

09.30 - 10.00: Lecture 7 10.00 - 11.00: Play the Leader 11:00 - 12:00: Invited Speaker 12:00 - 13:00: Lunch Break 13:00 - 14:00: Poster Layout 14:00 - 15:00: We Hear Things Differently 15:00 - 16:00: Debrief/Log Time



DAY 7 (09:30 - 10:00): LECTURE 7

Objective:


Description:


Topic:

What is a team? Part 2

Key Ideas:

• EMS is a set of complex group relationships.• The paramedic is situated at the intersection of communities, cul-

tures, work-groups, and teams. It is important for paramedics to un-derstand how individual actions influence and reflect respective con-stituent groups.

• Example groups can be arranged from the individual paramedic to intercontinental relationships. Some relevant groups are included below:

o Advanced life support teamo Ambulance crewo Patients and their familieso Hospital nurses, staff and physicianso Hospital networkso EMRIo ERCPs



o Indian paramedic communityo International paramedic communityo Global paramedic community

• Different relationships also dictate conflict types and best practice for appropriate attaining conflict resolution.

• Team creation is an active and continuous process that involves es-tablishment of lasting relationships. Ideas to consider while estab-lishing teams include encouragement of collaborative behavior, cele-bration of member diversity, and valuation of team and individual successes.


30 minutes

Assessment:


Materials Needed:


Adapted/Required Texts for Lecturer:Luecke, R. Creating Teams with an Edge: The Complete Skill Set to Build Powerful and Influential Teams,



DAY 7 (10:00 - 11:00): PLAY THE LEADER

Objective:

Students become better acquainted with qualities that make a good leader and re-alize the importance of ethical decision-making.

Description:

Students are given case studies of former leaders to reflect on and role-play. The activity gets harder as it goes along. For instance, it may begin with a multiple-choice question posed to the students asking them to assess how a known leader, e.g. Mahatma Gandhi, would react to a given dilemma. This may be followed up with a more open-ended thought-provoking set of questions that require the stu-dents to give well-thought out responses.


1 hour

Assessment:

Students are assessed based on their participation as well as their ability to incor-porate leadership thinking into a contrived real-world situation and act in the best interest of society.

Materials Needed:

Case studies of known leaders and important decisions they were faced with in the course of history.

Contrived real-world example situations where students must make an ethical deci-sion for the benefit of society.




Objective:


Description:





Assessment:


Materials Needed:




DAY 7 (13:00 - 14:00): POSTER LAYOUT

Objective:

Students create a poster storyboard of the video presentation of the anchor project. This comes at the end of the filming and just before the editing processes.

Description:

The posters will be designed by students as an assessment and articulation of what they feel are the most important leadership elements of the institution, the profes-sion, and the individuals involved with EMS.

The poster includes the following information:

• Name of event

• Cost of event

• Day/dates

• Time

• Location

• Sponsoring Organization


1 hour

Assessment:

The assessment will contain content and production elements. The evaluation of the content will examine the above outlined critical criteria, and the student’s ar-ticulation of the purpose of the value of the orientation program.

Materials Needed:

Students will be responsible for determining and putting together the materials.



DAY 7 (14:00 - 15:00): WE HEAR THINGS DIFFERENTLY

Objective:

Students are to be exposed to and examine the concept that not all individuals share the same perspectives. They should be able to apply this idea to future real world situations.

Description:

The following activity will expose differences in perspectives and emphasize the unique perceptions of each group member which can be further translated to peo-ple of the world. Students will form groups for this listening and remembering ex-ercise.

One person will be selected as the group leader and he or she will read a paragraph from a newspaper or from the list provided below. All other group members will listen to what is recited. After the reading is completed (not before), each person will write down as much as they can remember about what was said.

Discussion:

Students are to discuss the results of the exercise in groups. Each person should recite what they had written down while comparing to others. Students should no-tice that each person heard or remembered different items. Why might this be the case? What do unique perceptions have to do with differences by person in this exercise? Again, what is the importance of knowing that the same thing can be seen differently by others?


30 minutes

Assessment:

The ensuing group discussion after views are shared leads to evaluation of the im-portance of the concepts and allows for self-reflection.

Materials Needed:

One paragraph excerpt from reading material of choice, or a copy of the list below. Paper and a writing utensil for each participant.



Sample reading list:

Embarrassing moments

Arriving at the school on a holiday

Stepping on the principal’s feet

Getting caught in the wrong bathroom

Forgetting your lines in a play

Spilling your food in a restaurant

Slipping on a banana peel in public

Picking up the wrong suitcase in an airport

Falling down off a curb




Objective:


Description:







Assessment:


Materials Needed:




DAY EIGHT

Operating Effectively: Effective vs. Efficient

09.30 - 10.00: Lecture 8 10.00 - 11.00: Public Address 11:00 - 12:00: Chop Talk 12:00 - 13:00: Lunch Break 13:00 - 14:00: Exercises for Assessment 14:00 - 15:00: Personal Assessment 15:00 - 16:00: Debrief/Log Time



DAY 8 (09:30 - 10:00): LECTURE 8

Objective:


Description:


Topic:

Operating Effectively: Efficient vs. Effective

Key Ideas:

• Define effectiveness. More than simple completion of a task, the word effective implies a standard of quality that has been attained.

• Attention to the collaborative processes. Doing so will help leaders assess whether the team is on track to accomplishing goals. The leader must prevent team usage of dysfunctional processes while fa-cilitating transfer to a better system.

• Ongoing learning is key to improving effectiveness. The ability to learn from past successes and mistakes in conjunction with the ac-quisition of novel technical expertise is critical for team members.

• Information builds a foundation for decision-making and action. Fast and accurate information flow is critical in the pre-hospital set-ting. Team leaders should monitor the distribution and quality of in-formational exchange within group members, keeping in mind that good communication is critical. Leaders should similarly encourage sharing of information.



• Protocols are useful in managing complex team situations. Leaders must establish varied ways of approaching interpersonal conflict among team members. Using mutual respect in the approach facili-tates conflict resolution before escalation while preserving a culture of team camaraderie. Consider the implications of poor conflict reso-lution as you assess good conflict resolution.

• Through well-planned calendar management strategies, effective teams can realize goals regardless of their size, scope, or time frame. Large goals can be subdivided into major milestones that can be in-dividually addressed. This facilitates a more accurate assessment of task requirements. Teams may also consider milestone celebration to raise team morale and energy.

• Effectiveness takes precedence over efficiency. In emergency situa-tions, effectiveness takes priority. As an example, the initial decision of a paramedic is whether or not a scene is safe enough to deliver care. Without the potential for effectiveness, efficiency is of little sig-nificance. EMTs must work within a sensible time frame, but only after it is determined that they can be effective in a particular sce-nario.


30 minutes

Assessment:


Materials Needed:


Adapted/Required Texts for Lecturer:Luecke, R. Creating Teams with an Edge: The Complete Skill Set to Build Powerful and Influential TeamsPollak, Gulli, Chatelain, Stratford, Emergency: Care and Transportation of the Sick and Injured



DAY 8 (10:00 - 11:00): PUBLIC ADDRESS

Objective:

To convey information in an effective manner and to reach out to a large, varied audience.

Description:

The basic information that must be included in a P.A. announcement -

Dates to be announced

Organization sponsoring event

Event

Time

Cost

Place

Day/Dates

Creativity is key. Teams can read out the announcement, sing it, read it as a poem, however they like. Once they have tested out their prototypes and obtained feed-back on its effectiveness, they should rehearse it and present it to the class.


1 hour

Assessment:

After each group presentation, the instructors and the rest of the class must give feedback or ask questions to the presenting group. All presenting group members should be encouraged to answer. Areas of strength and weakness may be brought to light. The performing group must make note of these points and document them later in their log.



DAY 8 (11:00 - 12:00): CHOP TALK




DAY8 (13:00 - 14:00): EXERCISES FOR ASSESSMENT

Objective:

Students are to familiarize themselves and practice one method of assessment through evaluation of a previous activity.

Description:

Participants will retrospectively assess the prior group activity by using the evalua-tion form provided. They will use the questions to critically evaluate group rela-tionships and learn to communicate issues related to activity assessment.

Each person will receive the pre-made questionnaire regarding characteristics of the specified group activity. Students will individually read the 5 multiple choice questions. Following questionnaire completion, groups will convene to share and discuss individual answers, and what each answer means for the group. Answers that best promote group cooperation will be discussed, and goals for future group relations will be set through group reflection.

The questionnaire describes aspects of group dynamics. Students respond to each item according to their own interpretation of what occurred in the previous group.


20 minutes

Assessment:

This task is an assessment tool designed to look at an isolated group activity. How-ever, the following group discussion is used to assess group relationships through both introspective and community techniques.

Materials Needed:

One print-out of the questionnaire per student. Paper and writing tools needed in each group for note taking.



DAY 8 (14:00 - 15:00): PERSONAL ASSESSMENT & GOAL CONSTRUCTION

Objective:

Students think about their own leadership potential and potential areas for per-sonal growth.

Description:

On one side of a 3”x5” card, students are to write two qualities of leadership that they already possess. On the other side of the 3x5 card, each student is to write 2 goals that they have for personal leadership development during this course.

Upon completion of these initial two writing tasks, individuals are to meet in groups to discuss their findings. Each person is to share their responses with the group. After sharing, the teaching team should lead a group brainstorming session and discussion about specific ways to develop these leadership qualities and achieve their goals. All group members are encouraged to actively participate in the discussion.


1 hour

Assessment:


Materials Needed:

3”x5” cards for each student.




Objective:


Description:







Assessment:


Materials Needed:




DAY NINE

Value of Community

09.30 - 10.00: Lecture 9 10.00 - 12.00: Fight Right 12:00 - 13:00: Lunch Break 13:00 - 14:00: Anchor Task: Scene Selection 14:00 - 15:00: Non-Verbal Communication 15:00 - 16:00: Debrief/Log Time



DAY 9 (09:30 - 10:00): LECTURE 9

Objective:


Description:


Topic:

Value of Community

Key Ideas:

“Collaboration is the critical competency for achieving and sustaining high performance—especially in the Internet Age!” (Kouzes & Posner) Creating collaboration requires three key strategies: 1. Creating a climate of trust, 2. Facilitating positive interdependence, and 3. Supporting face-to-face inter-actions.

• The climate of trust can be seen as an extension of the relationship of leadership. Though we have been talking about constituents trust-ing leaders, it is just as important for the leaders to respect and trust constituents. A climate of trust, particularly in the team-based set-ting, requires the feeling of respect. It is hard to maintain respect when the leader reinforces a hierarchy and sense of elitism. Being open to influence and being vulnerable to constituents, particularly in emotionally significant situations. A common phrase is, leaders go first. It is difficult to elicit trust without demonstrating it first. The last key component of creating this climate of trust is for leaders to listen, listen some more, and then keeping listening. There is a dif-



ference between hearing and listening and constituents know what that is.

• The positive interdependence refers to developing goals and the norms that result in successful joint efforts. Conducting group strat-egy and goal orienting meetings allows leaders to create a sense of cooperation and trust between constituents. Norms are important organizational behaviors and strategies that underlie all team inter-actions. Establishing norms at the very beginning of a team’s forma-tion becomes very important. This is because a team’s norms are its culture.

• There are many different communities that the paramedic repre-sents, interacts with, and influences. It is important to be mindful of the individual – community relationship. As a team leader, it be-comes critical to see team member actions as extensions of each in-dividual since all actions become statements that the community will examine critically.


30 minutes

Assessment:


Materials Needed:


Adapted/Required Texts for Lecturer:Kouzes and Posner, The Leadership ChallengeLuecke, R. Creating Teams with an Edge: The Complete Skill Set to Build Powerful and Influential TeamsPollak, Gulli, Chatelain, Stratford, Emergency: Care and Transportation of the Sick and Injured



DAY 9 (10:00 - 12:00): FIGHT RIGHT




DAY9 (13:00 - 14:00): ANCHOR TASK: SCENE SELECTION

Objective:

To promote team communication and collaborative skills through the col-lective video selection and editing process.

Description:

This activity involves groups of students creating a “useful” item out of the materials provided. Following creation, they are to present and explain the product to the other groups. The groups may choose the winning project. The ending task is a discussion about the task at hand.

This activity serves to continue the anchor task process by allowing students to collectively articulate and select video content to be used in the editing process. In this activity, the process of decision-making is left in the stu-dents hands. They may agree by whatever methodology they seem fit. The focus is on collaborative decision making, and although facilitators should prepare strategies for guiding students, they should be reserved only for case in which the cooperative effort is stifled. Facilitators should also in-struct the students that they are present to assist, but have not planned the strategy by which all students will contribute to the decision making proc-ess. It is the task of the students to organize quickly and develop a system for selecting appropriate raw video footage. * Facilitators should provide adequate notice to the teams during the early weeks in order to prepare for this activity.


1 hour

Assessment:




Materials Needed:

Video playback equipment and an audiovisual display unit should be avail-able. Most of the raw footage for the video must be viewed and compiled. It should also be organized and correlate with the layout designed by the Lay-out Group.



DAY 9 (14:00 - 15:00): NON-VERBAL COMMUNICATION

Objective:Students are to recognize the importance of non-verbal communication and practice its use in a controlled environment.

Description:The following activity will stress the importance of nonverbal communication while eliciting specific examples with their uses. Each group is to first make a list of non-verbal messages—or body language—that the group is familiar with, such as smiling, frowning, crossing your arms, and so forth. After completion of an ample list of messages with their potential meanings, the group is to discuss situations in which body language has been more powerful than words.Once a thorough discussion of non-verbal communication, groups will divide into teams for a game of charades. Each person will have chance to be the actor to practice non-verbal communication (see charades excerpt below)

Duration of Activity:1 hour 30 minutes

Assessment:Individuals of the group will provide direct constructive feedback on how communication can be improved for each individual member after charades.

Materials Needed:Paper and writing utensil for each group’s listing of non-verbal messages.Copies of the rules of Charades (see appendix).




Objective:


Description:







Assessment:


Materials Needed:




DAY TEN

Modeling the Way: Group

09.30 - 10.00: Lecture 10 10.00 - 11.00: Two-Way Communication 11:00 - 12:00: Invited Speaker 12:00 - 13:00: Lunch Break 13:00 - 15:00: Plan an Event 15:00 - 16:00: Debrief/Log Time



DAY 10 (09:30 - 10:00): LECTURE 10

Objective:


Description:


Topic:

Modeling the Way: Group

Key Ideas:

• Create alignment between action and values by fostering shared val-ues. Shared values function as compasses that allow people to assess whether they hold similar goals. Maintaining shared values keeps constituents and leaders in unison and is a valuable tool when creat-ing a sense of community.

• Teams are extensions of individuals who comprise them. The values and institutions represented by each individual manifest in the ac-tions of teams. When a team acts, it does so on behalf of all invested in the group. Professionalism describes the set of appropriate team actions and behaviors that adequately and responsibly represent their multiple interests.

• Identify communities and symbols that represent different players in the EMS system. Focus on those who the paramedic teams repre-sent.

• Consider the placebo effect. A critical relationship exists between the perception of healthcare and the delivery of care.




30 minutes

Assessment:


Materials Needed:





DAY 10 (10:00 - 11:00): TWO-WAY COMMUNICATION

Objective:

Students will practice two-way communication and discover its benefits and limita-tions.

Description:

This exercise will use a drawing activity to elicit the advantages and disadvantages of two-way communication. One “communicator” will be chosen from each group to serve as the director for a drawing activity. He or she will first study a figure to be drawn and then describe via two-way communication how the others are to draw it. All other members of the group will then attempt to draw what is commu-nicated. Questions and comments ARE ALLOWED in this exercise, but hand sig-nals are not. All questions should be answered by the communicator to the best of his or her abilities. Upon completion, figures will be compared, and a discussion will ensue about the two-way communication process.

Communicator’s Directions:

Study the figure on this sheet. Facing the group, instruct the members how to make the figure. Begin with the uppermost rectangle and describe each taking par-ticular note of the relation to the preceding one. DO NOT MAKE HAND SIG-NALS. ANSWER ALL OF THE QUESTIONS ASKED.

Discussion:

Members of the group will compare drawings and then commence a discussion about why differences occurred. Benefits of the two-way communication system should be discussed particularly with respect to the one-way communication sys-tem. Flaws in the two-way communication system should similarly be brought up as well as times when it is more and less useful.


30 minutes

Assessment:

No formal assessment will take place during this exercise, but the post-activity dis-cussion will center on the risks of benefits of this type of communication. This



should promote self-assessment of how individuals can optimize this strategy and more successfully choose times in which to use it.

Materials Needed:

One print-out of the instruction sheet with the figure to be drawn will be given to the communicator. A sheet of paper and a drawing utensil will be required for each group member.

TWO WAY COMMUNICATION DIAGRAM




Objective:


Description:





Assessment:


Materials Needed:




DAY10 (13:00 - 15:00): PLAN AN EVENT

Objective:

Students get together in teams to plan a large-scale event that requires effective distribution and implementation of responsibilities.

Description:

The teaching team asks the students to think of the following questions:

1. What needs to be done?

2. Who is going to do it?

3. When must it be completed?

The planning forms (Activity Preparation Worksheet and Planning Schedule) are provided for the students to use.

Activity Preparation Worksheet

This form gathers information for the event, i.e., it lists all possible tasks, resources, and items that must be considered in the planning and preparation of a program or activity. For planning a wedding, this form should list all the items that need to be accomplished to ensure the completion of a successful wedding.

Planning Schedule

This form is for the purpose of assigning students and completion dates to all tasks. Assigned students must know when each task is to be completed.

Potential Event Types

-A wedding

-A paramedic social event

-The August Gala


2 hours



Assessment:


Materials Needed:

Activity preparation worksheets (see appendix) for every group.




Objective:


Description:







Assessment:


Materials Needed:




DAY ELEVEN

Leadership is Everyone’s Business

09.30 - 10.00: Lecture 11 10.00 - 11.00: Anchor Task: Editing 11:00 - 12:00: Program-End Self-Evaluation 12:00 - 13:00: Lunch Break 13:00 - 14:00: Best Slogan 14:00 - 15:00: 360° Feedback 15:00 - 16:00: Debrief/Log Time



DAY 11 (09:30 - 10:00): LECTURE 11

Objective:


Description:


Topic:

Leadership is Everyone’s Business

Key Ideas:

• Leadership is about action, not titles or positions. Titles and posi-tions may be earned, but a leader is the true creator of this relation-ship.

• Leadership is learned. It combines relevant experience, technical ex-pertise, and clarified intention in the creation of a skill set can be fostered and developed. Over time astounding results can be pro-duced. Most importantly, it is accessible to all individuals.

• Leadership makes a difference. Strong leadership is critical compo-nent in many complex endeavors. While some of the brightest mo-ments throughout history can be attributed to great leaders, it is im-portant to recognize that many others espouse the same skills in their daily lives.

• Leadership commences by leading yourself. Leadership requires a leader. Leading is foremost a relationship between the leader’s values and actions. From this foundational relationship new ones can be developed.



• Good Leadership is moral and ethical. It is the focus of this curricu-lum. A premium is placed on leadership with an ethical character. It brings out the best in human beings.

• Leadership is an affair of the heart, not the mind. Caring about work, teams, constituents, and organizations allow leaders and teams to succeed.


30 minutes

Assessment:


Materials Needed:





DAY11 (10:00 - 11:00): ANCHOR TASK: EDITING

Objective:

To provide additional opportunity for students to collaborate on a large group project while using constructive criticism and clear communication while reviewing and evaluating a team product.

Description:

This activity serves to continue the anchor task process by providing addi-tional opportunity for students to collectively articulate goals and give feed-back regarding the final product and the process of creating. Students should watch the edited raw footage. Each team will subsequently meet to discuss comments for final revisions. Facilitators should encourage teams to review the original assessment criteria that were discussed in previous corresponding anchor task activities. All team notes should be submitted to the Editing Team.


1 hour

Assessment:


Materials Needed:

Video playback equipment and an audiovisual display unit should be avail-able. Paper and writing utensils should be available for comments.



DAY 11 (11:00 - 12:00): PROGRAM-END SELF-EVALUATION




DAY 11 (13:00 - 14:00): BEST SLOGAN

Objective:Students are to reflect on and produce a shared vision for the paramedic training program.

Description:As an early subproject for the commercial anchor project, students will need to form a shared vision of what the paramedic program truly signifies. Through a staged process, group members will contemplate what the ideals of the program are in a think-pair-share style, followed by a large group discussion. The thought progression should proceed from self, to pair, to small group, to entire group to maximize creative potential and simultaneously develop a combined vision.

Phases:1) Think- students are to think as individuals about what the most important elements of the program are and construct 2 slogans of their own devices.2) Pair- students will pair up to discuss their slogans and important mutual elements of3) Share- groups will convene and share each slogan and ideals with the group. Essential elements which bring individuals to a shared understanding will be pondered.4) Finalize- each group will deliberate possibilities for slogans and choose or revise a single best slogan for their group.5) Vote- Groups will come together to share slogans to vote on the best group slogan. This slogan is not a requirement for the final project but may be used in this or a modified form.


Assessment:Based on the responses, and a specified scoring system (based on A Handbook of Structured Experiences for Human Relations Training, by J. William Pfeiffer and John E. Jones), students determine where they lie on a “High Morale” vs. “High Productivity” axis.



Materials Needed:Paper and a writing utensil for each student. Markers and cardboard/poster board for each group to write final group slogans for display.



DAY 11 (14:00 - 15:00): 360° FEEDBACK

Objective:

To learn the importance of self and non-self feedback as a lifelong assessment tool while providing a safe venue to both provide and receive constructive criticism.

Description:

This activity is the major non-self forms of assessment while leading to self-assessment. It provides the opportunity for individuals to learn about the critique and feedback process of others while giving them the opportunity to both give and receive criticism.

Students and implementers should first discuss the importance of criticism and how to effectively use these forms. Upon understanding of the activity, each group member including implementers will provide feedback for each other group mem-ber. Each individual should fill out a form for each individual in the group. For example if the group includes 5 10 members and an implementer, then each group member and the implementer should each fill out 10 sheets that correspond to each member. Instructions for completing the forms are provided on the forms themselves.

After completion of the forms, each individual will have time to read all of his or her assessments. After ample review time, a group discussion should then ensue going over each individual’s performance and how they can improve.


1 hour (30 minutes to fill out forms, 10 minutes to read feedback, 20 minutes to dis-cuss each individual’s performance)

Assessment:

This activity is one of the major assessment processes in the curriculum.

Materials Needed:

Several copies of the 360° evaluation form (see appendix). Each participant should assess all of the the other members of his or her team. Enough copies of the form should be available.




Objective:


Description:







Assessment:


Materials Needed:




DAY TWELVE

Wrapping Up

09.30 - 10.00: Lecture 12 10.00 - 12.00: Anchor Task: Process 12:00 - 13:00: Lunch Break 13:00 - 14:00: Anchor Task: Presentation 14:00 - 15:00: Invited Speaker 15:00 - 16:00: Course Wrap-Up



DAY 12 (09:30 - 10:00): LECTURE 12

Objective:

To allow students to articulate thoughts on the leadership lecture series and expound upon themes and theories of leadership that they wish to further discuss.

Description:

Topic:

Wrapping Up

Lecturers will make themselves available to the class, facing students and inviting questions and comments regarding the leadership lecture series. A discussion should ensue regarding themes that arose throughout the course that individuals hope to clarify or expound upon. Similarly, constructive criticism should be given to lecturers to help flush out topics and strategies that either worked or failed. If time allows, the lecturers may add any addi-tional leadership content that has not been covered. They may also thank the class for their attentiveness and participation throughout the program.


30 minutes

Assessment:

This activity serves as the assessment for the leadership lecture series. It aims to promote both the individual and group reflective processes that have been developed throughout the course. Participation is encouraged.

Materials Needed:

None



DAY12 (10:00 - 12:00): ANCHOR TASK: PROCESS

Objective:

To promote team communication and collaborative skills through the col-lective video selection and editing process. To facilitate reflection on leadership and the process of coming together as a team to achieve a common goal. It dually serves as an exercise in verbal communication and confidence, providing an additional opportunity to hone public address skills.

Description:

This activity functions both as an exercise in public speaking and an exer-cise in self and group reflection. The process task is two-hours of group presentations that are split among each of the eight teams. The process of creating the video serves as the theme. Each team presentation should be no more than 15 minutes long and each group member is required to present. The presentation should adequately walk the listeners through key deci-sions and actions taken as the project progressed. Difficulties in the process and the team’s significance to the overall class performance should be in-cluded. After presentation, each team should submit the portfolio of work completed thus far. Facilitators should encourage the use of PowerPoint.


2 hours

Assessment:

Two assessments are built into this activity: 1) process of group work over the two weeks, 2) evaluation of the team presentation. The former will con-sist of facilitator review of collected notes on anchor project activities in and out of class, examination of the process binder, and subjective correlation with other groups. The latter assessment will focuses on the overall presen-tation. Rather than providing graded evaluation, facilitators will provide commentary that describes where group strengths and weaknesses. Each team member is required to present a portion of the process.



Materials Needed:

Computer and LCD monitor is recommended for PowerPoint presentations as needed. Paper assessment forms and writing utensils are needed for fa-cilitator feedback.



DAY12 (13:00 - 14:00): ANCHOR TASK: FINAL PRESENTATION

Objective:

To display the product of a two-week leadership course that required use of a myriad of leadership skills elicited and developed by the course. It also provides reflective time for individuals, groups, and the greater paramedic community.

Description:

This activity involves groups of students creating a “useful” item out of the materials provided. Following creation, they are to present and explain the product to the other groups. The groups may choose the winning project. The ending task is a discussion about the task at hand.

This activity is the final installment in the anchor task and is the culmina-tion of a combined 2-week group effort. The video product serves as both a reminder of the progress that the students have made, but also as a look into the future of EMRI. Students are encouraged to reflect upon the video crea-tion process as well as the process of leadership development that they have undertaken.Students, facilitators, and members of the EMRI should be invited to attend the screening of the video production.


1 hour

Assessment:

Facilitators will score the video on content and presentation. Individual as-sessment will also commence by individual and group reflection. Finally, a qualitative response should also be requested from any members of the EMRI community who attend the presentation.

Materials Needed:

Audio/Video supplies necessary for the presentation.




Objective:


Description:





Assessment:


Materials Needed:




DAY 12 (15:00 - 16:00): COURSE WRAP-UP

Objective:

Students get a chance to party with their class and teaching team.

Description:

Free form.


1 hour

Assessment:

None

Materials Needed:

Food and drinks.



APPENDIX



LEADERSHIP QUESTIONNAIRE

The following items describe aspects of leadership behavior. Respond to each item according to the way you would be most likely to act if you were the leader of a work group. Circle whether you would be likely to behave in the described way al-ways (A), frequently (F), occasionally (O), seldom (S), or never (N). See following page for scoring instructions.

If I were the leader of a work group…

1. I would most likely act as the spokesman of the group. A F O S N

2. I would encourage overtime work. A F O S N

3. I would allow members complete freedom in their work. A F O S N

4. I would encourage the use of uniform procedures. A F O S N

5. I would permit the members to use their own judgment in solving problems. A F O S N

6. I would stress being ahead of competing groups. A F O S N

7. I would speak as a representative of the group. A F O S N

8. I would needle members for greater effort. A F O S N

9. I would try out my ideas in the group. A F O S N

10. I would let the members do their work the way they think best. A F O S N

11. I would be working hard for a promotion. A F O S N

12. I would be able to tolerate postponement and uncertainty. A F O S N

13. I would speak for the group when visitors were present. A F O S N



14. I would keep the work moving at a rapid pace. A F O S N

15. I would turn the members loose on a job, and let them go to it. A F O S N

16. I would settle conflicts when they occur in the group. A F O S N

17. I would get swamped by details. A F O S N

18. I would represent the group at outside meetings. A F O S N

19. I would be reluctant to allow the members any freedom of action. A F O S N

20. I would decide what should be done and how it should be done. A F O S N

21. I would push for increased production. A F O S N

22. I would let some members have authority which I should keep. A F O S N

23. Things would usually turn out as I predict. A F O S N

24. I would allow the group a high degree of initiative. A F O S N

25. I would assign group members to particular tasks. A F O S N

26. I would be willing to make changes. A F O S N

27. I would trust the group members to exercise good judgment. A F O S N

28. I would ask the members to work harder. A F O S N

29. I would schedule the work to be done. A F O S N

30. I would refuse to explain my actions. A F O S N

31. I would persuade others that my ideas are to their advantage. A F O S N



32. I would permit the group to set its own pace. A F O S N

33. I would urge the group to beat its previous record. A F O S N

34. I would act without consulting the group. A F O S N

35. I would ask that group members follow standard rules and regulations. A F O S N

P Score________ T Score________

Leadership Questionnaire Scoring Sheet

Instructions for Scoring the T-P Leadership Questionnaire1. Circle the item number for items 8, 12, 17, 18, 19, 30, 34, and 35.2. Write the number 1 in front of a circled item number if you responded S

(seldom) or N (never) to that item.3. Also write a number 1 in front of item numbers not circled if you responded A

(always) or F (frequently).4. Circle the number 1’s which you have written in front of the following

questions: 3, 4, 8, 10, 15, 18, 19, 22, 24, 26, 28, 30, 32, 34, and 35.5. Count the circled number 1’s. This is your score for concern for people.

Record the score in the blank following the letter P at the end of the questionnaire.

6. Count the uncircled number 1’s. This is your score for concern for task. Record this number in the blank following the letter T.

Now, to determine your style of leadership, mark your score on the Concern for Task dimension (T) on the left arrow below. Next, move to the right arrow and mark your score on the Concern for People dimension (P). Draw a straight line that intersects P and T scores. The point at which the line crosses the Shared Leadership arrow indicates your score on that dimension.



Balancing Concern for Task and Concern for People

Autocratic Leadership

High Productivity

Shared Leadership

High Morale and Productivity

Laissez-FaireLeadership

High Morale

High

Med

Low

T. Concern for Task P. Concern for People

0

33

66

9 9

1212



PERSONAL GROWTH INVENTORY

Example:Clarity in expressing my thoughts—How well do I communicate? P-------------------------------F|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I’m pretty vague I’m exactly clear

Please try the experiment of filling out this inventory.

Self-Understanding|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I don’t know I know myselfmyself at all completely

Self-Esteem—Am I a worthwhile person to me?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I don’t know I value myselfmyself as being highlya worthwile person

Self-Confidence—How sure of myself am I?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Not at all sure Generally veryof myself sure of myself

Giving Love—How warm a person am I?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I’m a cold I’m exceptionallyfish warm and affectionate



Accepting Love—How do I react when someone extends warmth to me?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I get uneasy I value affection highly

Openness—How honest am I with others about my own feelings and thoughts?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I reveal I reveal everythingvery little about myself

Tendency To Trust Others—How much do I believe in other people?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Not at all Completely

Peace of Mind|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I’m restless I’m at peace withand dissatisfied myself and the world

Level of Aspiration—How much do I want to achieve?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Not a lot A tremendous amount

Physical Energy|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I tire easily I always have pep and energy



Versatility—How flexible am I?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I can do only a I can do manyFew things well things well

Inventiveness—How many new ideas do I get and support?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I like to keep I want to changeThings as they are everything

Expressing Anger—What do I do when I get mad?|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I express it I bottle it upOpenly inside

Receiving Hostility|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9It paralyzes me It stimulates me

Ability To Listen in an Alert and Understanding Way.|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Very little Great abilityAbility to listen to listen

Clarity in Expressing My Thoughts|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I’m pretty vague I’m exceptionally clear



Reaction to Comments or Evaluations of What I do|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I ignore them I take them very seriously

Tolerance of Differences in Others|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Very low tolerance Great ability to accept differences

Interest in Learning|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Not much Very actively interested

Independence|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9Very little Very independent

Vision of the Future|_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____ |_____|0 1 2 3 4 5 6 7 8 9I think mainly I look to and planof the present for the future



Other important parts of the picture include:

Now look at the items you didn’t make entries for. Think about the items. Perhaps the scaled responses are meaningless to you , but how do you see that part of your-self?

Many of us have great difficulty in seeing ourselves. We don’t want to admit that we are not what we want to be. For example, it takes courage to say that we are not very creative when everyone tells us a good leader is creative.

Have any of your answers to the present self-picture portion of the inventory been influenced more by what other people tell you you should be than by what you really think you are? You might want to revise some items after thinking about this.

Another way to deal with the problem of clearly seeing yourself is to discuss your responses with someone you trust and feel can help you. Perhaps someone else can help you see yourself more clearly.

Now select the three or four areas you would most like to develop. Think about the ways you can grow in these areas. Then decide what you will do.

As a result of the thinking I have done while working on this inventory, I am going to:

People who might help me include:

Date:Reviewed on the following dates:



TEN GUIDELINES TO BEING A BETTER SPEAKER

1. Be sure you understand what you want to say.

What is the real purpose of the message?

What do you expect the listener to do?

2. Clarify your ideas before you attempt to communicate them.

Can you accurately say what you want to say?

Are you being interesting and/or meaningful?

How many ideas should you try to include (how many do you have to include)?

3. State your message as simply as possible.

Do you really need technical language, or will ordinary English get the job done better?

Will the words you use mean the same thing to the listener that they do to you?

Are you being as brief as possible or desirable?

4. Consider the entire environment affecting your communication.

What impression does the form of your message convey?

How will “when” and “where” the message is received affect the listener’s interpre-tation of it?

5. Be aware of your receiver.

Can you make the most of the person’s or group’s known needs or interests to en-sure your message is heard and understood?

Are you telling the person or group all the necessary information?

6. Consider the overtones of your message as well as your intended meaning.

Does the “tone” of your message say more than the basic content?

Can other interpretations of your meaning cause your message to be misunder-stood?



7. Provide for and encourage feedback.

Can the receiver tell you what he or she understood easily?

Can the listener ask for more information?

How can the person or group report feelings or actions that result from your mes-sage?

8. Follow up your communication.

When you finished your message was it complete?

How will you know when it is complete or what further steps you’ll need to take?

9. Be sure your actions support your message.

Do you expect people to do as you say, not as you do?

10. Try not only to be understood, but also to understand!

Do you listen and look for feedback?

Do you understand what others say to you?



WE SEE THINGS DIFFERENTLY





z



EXERCISES FOR ASSESSMENT

Please circle the statement that best describes the group in the last activity

1. Direction

a. Comments slid from point to point; people didn’t seem to really care about what they were saying

b. Harmonious discussion among agreeable people.

c. One person or several took over and controlled the topic and the flow of discussion

d. The leader stepped in to try to keep the session organized, on the track, and on time.

e. Lively exchange of views with each person regulating his or her own contributions prevailed.

2. Decision Making

a. Remarks were not picked up. They fell like lead balloons.

b. After support of a thought by one or two, the course of action devel-oped.

c. Bulldozing by one or a few

d. Compromise was the key to decisions.

e. Decisions were based on complete understanding and agreement.

3. Expressing Ideas

a. Ideas and opinions were expressed with little conviction.

b. Polite give-and-take resulted in a friendly session

c. Discussions were on a “win your own point” basis; people held tight to their own points of view.

d. Although different ideas and opinions were expressed, acceptable posi-tions were reached; people moved from their positions to make group progress.



e. Ideas and convictions were expressed frankly and honestly; differences were worked through to mutual understanding.

4. Atmosphere

a. Going through the paces; flat, lifeless

b. Easygoing and pleasant.

c. Win-lose competitiveness; critical and tense.

d. Interesting and satisfying.

e. Penetrating and rewarding, challenging, caring.

5. Evalution

a. Little or no attention given to discussing group action.

b. Compliments given, no fault examination.

c. Fault finting, non-constructive criticism.

d. Suggestions of how to do things differently or better

e. Real effort to evaluate the group while working both for improving ac-tion and learning.



CHARADES

Charades or charade is a word guessing game. In the form most commonly played today, it is an acting game in which one player acts out a word or phrase, often by pantomiming similar-sounding words, and the other players guess the word or phrase. The idea is to use physical rather than verbal language to convey the meaning to another party. It is also sometimes called as Activity, after the board game. In India it is also commonly known as dumb charades

COMMON RULES OF CHARADES

Players are divided into two teams

Each player writes a phrase on a slip of paper to create the phrases to be guessed by the other team provided with a randomly selected word or phrase in secret (usually on a slip of paper drawn from a container), and then has a limited period of time in which to convey this to his teammates

No sounds or lip movements are allowed. In some circles, even clapping is prohibited, while in others, the player may make any sound other than speaking or whistling a recognizable tune

The actor cannot point out at any of the objects present in the scene, if by doing so he is helping his teammates

Usually, any gesture is allowed other than blatantly spelling out the word, but some play that indicating anything about the form of the phrase is prohibited, even the number of words, so that only the meaning may be acted out

Teams alternate until each team member has had an opportunity to pantomime

Since so many rules can vary, clarifying all the rules before the game begins can avoid problems later



ONE AND TWO-WAY COMMUNICATION: INTRODUCTION

Objective:

Students will be exposed to one-way and two-way communication and elicit the advantages and disadvantages of each.

Description:

Students will learn about one-way and two-way communication through readings and a series of exercises. These three activities commence with a short facilitator lead brainstorming session about what one-way and two-way communication is. This is to be followed by the reading of a handout containing information about these two communication types. Individuals will then get in groups to discuss their individual understandings of the usage of one-way and two-way communica-tion in preparation for the next 2 activities.


30 minutes

Assessment:

Self-reflection about proper usage of these concepts is to be done.

Materials Needed:

One information print-out per student.

DEFINITIONS:One-way communication: A form of transmission in which information is always transferred in only one preassigned direction. Note 1: One-way communication is not necessarily constrained to one transmission path. Note 2: Examples of one-way communication systems include broadcast stations, one-way intercom systems, and wireline news services.

Two-way communication: A form of transmission in which both parties involved transmit information. Two-way communication is in contrast to broadcasting. Note 1: Information transmission is bi-directional. Note 2: Examples of two-way commu-nication systems include in-person communication, telephone conversations, ama-



teur, CB or FRS radio contacts, computer networks, chatrooms and instant messag-ing.

ONE-WAY AND TWO-WAY COMMUNICATION STATEMENTS

“It has generally been found that…”1. One-way communication: a. Is faster and more orderly b. Is less accurate c. is more enjoyable for the sender d. Is more frustrating to the receiver

e. Places responsibility for understanding on the listenerf. Treats all listeners as having the same physical and mental abilitiesg. Causes the communicator, receiveing no feedback, to interpret this as if it

were positive feedbackh. Forces listener to greater concentration

2. Two-way communication:a. Is slower and less orderlyb. Is more accuratec. Is more enjoyable to the receiverd. Is less enjoyable to the sender due to the realization of his oversights and

mistakese. Places responsibility on the receiver to seek clarification and on the

communicator to clarityf. Forces the communicator to pace himself to the slowest listenerg. Allows one listener to receive additional cues from the questions of other

listeners

Some reasons for using one versus the other:One-Way communication:

a. To maintain orderliness and controlb. To communicate messages that are simple and concisec. To speed up communication processd. To hide mistakes or to maintain ambiguitye. To be able to scapegoat others to hide mistakes, etc.



f. To divide members of a group

Two-way communication:a. To increase accuracy of communication and to ensure that the intention

(nuance) is understoodb. To increase participation, satisfaction, and thus to make a more homoge-

neous group

ONE-WAY AND TWO-WAY COMMUNICATION STATEMENTS

“It has generally been found that…”

1. One-way communication:a. Is faster and more orderlyb. Is less accuratec. is more enjoyable for the senderd. Is more frustrating to the receivere. Places responsibility for understanding on the listenerf. Treats all listeners as having the same physical and mental abilitiesg. Causes the communicator, receiveing no feedback, to interpret this as if it were positive feedbackh. Forces listener to greater concentration

2. Two-way communication:a. Is slower and less orderlyb. Is more accuratec. Is more enjoyable to the receiverd. Is less enjoyable to the sender due to the realization of his oversights and mistakese. Places responsibility on the receiver to seek clarification and on the communicator to clarityf. Forces the communicator to pace himself to the slowest listenerg. Allows one listener to receive additional cues from the questions of other listeners

Some reasons for using one versus the other:



One-Way communication:a. To maintain orderliness and controlb. To communicate messages that are simple and concisec. To speed up communication processd. To hide mistakes or to maintain ambiguitye. To be able to scapegoat others to hide mistakes, etc.f. To divide members of a group

Two-way communication:a. To increase accuracy of communication and to ensure that the intention (nuance) is understoodb. To increase participation, satisfaction, and thus to make a more homogeneous group.



360° FEEDBACK EVALUATION FORM

Name of person being evaluated: _________________________ Date: _____________

What is your relationship to the individual you are rating (please check one from the appropriate boxes below)A Student I am evaluating a fellow studentB Student I am evaluating a facilitatorC Student I am evaluating (please write in whom here: _________)D Facilitator I am evaluating a studentE Facilitator I am evaluating a fellow facilitatorF Facilitator I am evaluating other (please write in whom here:

_________)E Other (please list relationship here)

You have been identified as one of a number of individuals who can provide valuable information regarding the leadership performance of other individuals in this course. Your individual responses will remain anonymous. Please answer all questions to the best of your abilities.

Rating scale (1-5)

How well does this person perform this competency? Please use the following scale for your evaluation:

5 An EXCEPTIONAL skill: This individual consistently exceeds behavior and skills expectations in this area.

4 A STRENGTH: This individual meets most and exceeds some of the behavior and skills expectations in this area.

3 APPROPRIATE skill level: This individual meets a majority of the behavior and skills expectations in this area for this course. There is generally a positive perspective towards responsibilities.

2 NOT a strength: This individual meets some behavior and skills expectations in this area but sometimes falls short.



1 LEAST skilled: This individual consistently fails to reach behavior and skills expectations in this area

Please use the above scale in rating individuals

COMMUNICATION1 Ability to convey one’s thoughts both written and ver-

bally.1 2 3 4 5

2 Effectively communicates with other students and facili-tators.

1 2 3 4 5

3 Persuasive and articulate when communicating. 1 2 3 4 5

4 Knowledge of communication tactics and techniques. 1 2 3 4 5

5 Listens and responds appropriately during activities. 1 2 3 4 5

6 Verbally communicates suggestions on tactics during activities.

1 2 3 4 5

7 Communicates during critique meetings. 1 2 3 4 5

TEAMWORK1 Supports team goals by facilitating a cooperative spirit

among individuals.1 2 3 4 5

2 Puts interest of team ahead of self. 1 2 3 4 5

3 Builds consensus and shares relevant information. 1 2 3 4 5

4 Recognizes and respects the contributions and needs of each individual.

1 2 3 4 5



5 Actively seeks involvement/uses input from people with dif-ferent perspectives

1 2 3 4 5

6 Builds and maintains productive group and working re-lationships.

1 2 3 4 5

7 Facilitates trust, honesty, openness, and integrity. 1 2 3 4 5

ETHICAL BEHAVIOR1 Practices ethical behaviors, for example with dealing

with other student and facilitators.1 2 3 4 5

2 Promotes paramedic ethical values. 1 2 3 4 5

3 Supports equality. 1 2 3 4 5

4 Supports and complies with team and intragroup rules and regulations

1 2 3 4 5

5 Enforces team and intragroup rules and policies. 1 2 3 4 5

6 Reports unethical behavior through appropriate pathway.1 2 3 4 5

7 Ethical in decision making. 1 2 3 4 5

PERSONAL DEVELOPMENT1 Maintains knowledge of leadership theories covered in

the course1 2 3 4 5

2 Maintains knowledge of the group individuals with which they are working

1 2 3 4 5

3 Continues to actively promote self-learning 1 2 3 4 5



4 Maintains knowledge of leadership practices covered in the course

1 2 3 4 5

5 Continues to actively participate in developing personal leadership skills.

1 2 3 4 5

SELF-CONFIDENCE1 Confident in making quick decisions in group condi-

tions.1 2 3 4 5

2 Confident in managing members of a group. 1 2 3 4 5

3 Confident and emotionally mature in handling leader-ship responsibilities.

1 2 3 4 5

4 Confident in their ability to take risks and think differ-ently.

1 2 3 4 5

5 Confident in assuming additional responsibilities 1 2 3 4 5



ACTIVITY PREPARATION WORKSHEET: Sample

ACTIVITY: Homecoming Dance DATE OF ACTIVITY: 22 October 2008

List all items, tasks, people, and resources that will be needed for the successful completion of the activity.

1. Reserve hall 21

2. Contract with Dance band 22

3. Purchase decorations 23

4. Decorate dance hall 24

5. Check lighting 25

6. Purchase refreshments 26

7. Choose theme 27

8. Select help for refreshments 28

9. Select help for decorating 29

10. Items for serving refreshments 30

11. Newspaper ads 31

12. Flyers 32

13. School P. A. announcements 33

14. Tables and chairs 34

15. Etc. 35

16. Etc. 36

17 37

18 38

19 39

20 40

ACTIVITY PREPARATION WORKSHEET: Blank

ACTIVITY: DATE OF ACTIVITY:

List all items, tasks, people, and resources that will be needed for the successful completion of the activity.

1 21



2 22

3 234 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

SAMPLE PLANNING SCHEDULE

Activity: Homecoming Dance Date of Activity: 22 October 2008Tasks: Person

Responsible:Date to Be Completed:

Comments:

Reserve dance hall Bill S. 10 Aug.

Contract band Jill T. 15 Aug.

Choose theme John M. 10 Aug.

Purchase decorations Jill T. 15 Sept.

Print tickets Mary B. 1 Oct.

Order refreshments Sue R. 1 Oct.

Purchase refreshments Sue R. 22 Oct.



Etc.

Etc.

PLANNING SCHEDULE: Blank

Activity: Date of Activity:

Tasks: Person Responsible:

Date to Be Completed:

Comments:



ACTIVITY SUMMATION FOR A STUDENT ORGANIZATION

Project: ___________________________ Chairperson(s) _____________ ____________________ _____________Date to begin project ________ Date of Project _____________Site ___________________________ Time _____________

Purpose: ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________



___________________________________________________

Project Needs (list items, cost, and source) ____________________________ _________________________________________________________ _________________________________________________________ ________________________________________________________ __________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

People to contact Phone # What to Ask _____________________ _____________ _____________________

_____________________ _____________ __________________________________________ _____________ __________________________________________ _____________ __________________________________________ _____________ _____________________

Budget: Quantity Item Cost ________ ______________________________ _________ ________ ______________________________ _________ ________ ______________________________ _________ ________ ______________________________ _________ ________ ______________________________ _________ ________ ______________________________ _________

Recommendations: ___________________________________________________ ___________________________________________________ ___________________________________________________



REFERENCES



Summer 2008

References

American Academy of Orthopedic Surgeons. Emergency: Care and Transportation of the Sick and Injured, eds. Pollack, A., Chatelain, L., Gulli, B., and Stratford, C. Bos-ton: Jones and Bartlett Publishers, 2005.

Awad, SS et al. “The impact of a novel resident leadership training curriculum.” The American Journal of Surgery. 2004; Vol. 188: 481-484.

Bryman, A. “Qualitative research on leadership: a critical but appreciative review.” TheLeadership Quarterly. 2004; Vol. 15: 729-769.

Encarta World English Dictionary [North American Edition]; 2007.

Hunter, ST et al. “The typical leadership study: assumptions, implications, and po-tential remedies.” The Leadership Quarterly. 2007; Vol. 18: 435-446.

Itani, KMF et al. “Physician leadership is a new mandate in surgical training.” The American Journal of Surgery. 2004; vol. 187: 328-331.

Kouzes, J., and Posner, B. The Leadership Challenge, 3rd Ed., San Francisco: John Wiley & Sons, Inc., 2002.

Luecke, R. Creating Teams with an Edge: The Complete Skill Set to Build Powerful and Influential Teams, Boston: Harvard Business School Press, 2004.

McDade, SA et al. “Effects of participation in the executive leadership in academic medicine (ELAM) program on women faculty’s perceived leadership capabilities.” Academic Medicine. Vol. 79, No. 4; April 2004: 302-309.

Miller, D, S Desmarais. “Developing your talent to the next level: five best practices for leadership development.” Organization Developmental Journal. Fall 2007; 25, 3; ABI/INFORM Global p. 37.

Nilson, C. Team Games for Trainers. New York: Mc-Graw-Hill, Inc., 1993.



Summer 2008

Perrin, Kate et al. National Leadership Training Center: Leadership Curriculum Guide. Publication Sales, 1985.

Rees, F. 25 Activities for Developing Team Leaders. San Francisco: Pfieffer, John Wiley & Sons, 2005.

Schwartz, RW. “Physician leadership: a new imperative for surgical educators.” The American Journal of Surgery. Vol 176, July 1998: 38-40.

Smith, KL et al. “Training tomorrow’s teachers today: a national medical student teaching and leadership retreat.” Medical Teacher. 2007; Vol. 29: 328-334.

Souba, WW. “Editorial: the core of leadership.” The Journal of Thoracic and Cardio-vascular Surgery. Vol. 119, No. 3, 414-419.

Souba, WW. “Leadership in action.” Journal of Surgical Research. Vol. 106, 2002: 225-232.

Souba, WW. “The new leader: new demands in a changing, turbulent environ-ment.” Journal of the American College of Surgeons. Vol. 197, No. 1, July 2003: 79-87.

Steinert, Y et al. “A teaching scholars program to develop leaders in medical educa-tion.” Academic Medicine. Feb 2003; Vol. 78, No. 2: 142-149.

Thiagarajan, S. Thiagi’s 100 Favorite Games. San Francisco: Pfieffer, John Wiley & Sons, 2006.



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