Youth Leadership Development - Penn State Extension › programs › 4-h › members › projects... · 2017-12-12 · leadership development in youth, and generate ideas for using

Coope rative Extension Coll ege o f Agri cultur al S ciences

Youth Leadership

Development

What Adults Working with Youth Need to Know

Developed by Marianne Lorensen, M.Ed., Youth and Family Education In consultation with Claudia Mincemoyer, Ph.D., Assistant Professor, Agricultural and Extension Education

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Introduction Welcome! This training package, Youth Leadership Development, What Adults Working with Youth Need to Know, is designed to serve as a resource for adult volunteers and professionals who work with youth—specifically in the area of leadership development. If you are reading this introduction and considering using the training that follows, chances are you place a high value on working with young people and helping them develop as leaders. Fantastic! Your interest in and dedication to this process is greatly appreciated. Since you spend time working with youth, educating them, and helping them develop as leaders, isn’t important that you also spend time educating and developing yourself in order to be effective in your work. Of course it is! This training package contains four sessions, and each session builds on the session before it. However, it is designed in such a way that you can use one session at a time (or even part of a session), depending on your needs. If you would like to use all four sessions together, they can be combined into an intensive day-long training or a weekend workshop. Or, they could be separated into weekly and even monthly sessions. How you choose to do it depends on what will work best for you and your group of adult volunteers and professionals. The four sessions are: Session One: What Leadership Means to Me. This session explores the definitions of leadership and the developmental needs of youth engaged in the process of leadership. The session provides basic information on leadership characteristics and types as well as the stages of youth leadership development. Session Two: Follow the Leaders. This session explores youth leadership in groups. Since youth view leadership in a group context, this session will help you to explore the various stages of group functioning and provide tips for helping to engage youth groups in productive discussions Session Three: Making a Difference. This session focuses on the need youth have for their leadership experiences to be hands-on and have an impact. The session will help you to understand what factors are necessary for leadership experiences to be meaningful to youth and also provide you with some practice incorporating these factors into the leadership experiences you help to create. Session Four: Training Wheels. This session helps to explain the needs and expectations that youth have of the adults who work with them. The goal of this session is to provide you with a better understanding of the roles and responsibilities of adults who work with youth as well as tips for empowering youth, partnering with them, and allowing them to have ownership in their leadership experiences.

Each session includes hands-on activities, informational slides, and opportunities for interaction and open discussion with other participants and youth leaders. Through information, involvement, and reflection, this training package will allow you to become more confident and effective as you work with youth on the development of leadership. Leadership potential exists in all youth. Thank you for wanting to work with them in ways that will further shape and hone their diverse talents. Zeldin and his colleagues (2000) emphasize the need for modification in adult attitudes and current organizational structure which would allow for greater ease in facilitating youth-adult partnerships. These sorts of things are not easily changed, so the process is not something that can be completed overnight. This training is intended to provide you with some first steps and resources for continuing to evolve toward a greater understanding of youth. Camino and Zeldin (in press) sum up their thoughts by encouraging a “concerted, multi-pronged effort” to demonstrate to adults that youth are capable of making positive contributions to the community so that adults, in turn, will be motivated to provide youth with the supports they need to advance along the path of leadership development. Ultimately, adult volunteers and professionals working with youth need to be willing and able to look at leadership in a broad and thorough manner without confining themselves to traditional definitions, personal preferences, or common biases. Youth must be provided with practical and widely applicable experiences which are meaningful to them—and they must be allowed to have responsibility for, and ownership in, those experiences. Otherwise, they will be short-changed in the developmental process. This is not fair to them, and it is not fair to the organizations and communities within which they function. Current literature on the topic of youth leadership development tells us that leadership, especially for young people, is not something that is determined at birth. It is a potential in everyone that needs to be recognized, encouraged, and developed. Good Luck!

Youth Leadership Development What Adults Working with Youth Need to Know

Contents

Session One: What Leadership Means to Me: Exploring Definitions of Leadership and Developmental Needs of Leaders Session Two: Follow the Leaders: Exploring Youth Leadership in Groups Session Three: Making a Difference: Exploring the Meaning Behind Leadership Experiences Session Four: Training Wheels: Exploring the Responsibilities of Advisors and Adult Helpers Evaluations for each Session Power Point Slides for Training


Session One:

What Leadership Means to Me

Exploring Definitions of Leadership and Developmental Needs of Youth Leaders

2

Session One: What Leadership Means to Me

Exploring Definitions of Leadership and Developmental Needs of Youth Leaders Facilitators Need to Know: Leadership is not a concept with one right definition. Leadership, rather, is something that may differ depending on the people involved, the situation at hand, and the goals being pursued. Needs, values, and previous experiences will influence the way in which people define leadership or recognize leaders. Two main types of leadership are transactional and transformational. Transactional leadership is concerned with the end result and involves a leader providing direction to others. Transformational leadership is concerned with the process and requires participation from all involved. There are advantages and disadvantages to both types of leadership. The circumstances of a given situation may require leaders to use one type of leadership over another. The way in which youth define leadership is often very different from the way adults define leadership. Youth see leadership in a group context where all participants contribute and each person has a share of the overall leadership. Therefore, it is necessary for adults to understand the youth perspective of leadership in order to best help them develop as leaders. Fertman and van Linden (1999) have identified three basic stages of leadership development for youth. They are awareness, interaction, and mastery. Awareness involves recognition of leadership potential. Youth need assistance in order to develop that potential and begin to identify themselves as leaders. Interaction is the stage where youth begin to focus on their personal leadership skills. They focus on interacting with others and respecting themselves and others. In the mastery stage, youth begin to influence others and apply their skills in a specific area or activity that is important to them. These stages of leadership development, as with any other stage of development, can occur several times and can also occur at different rates. For example, once youth reach a level of mastery in one area, they may focus on another area. Youth then begin again in the awareness stage. Youth may progress through the stages at different rates.

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Session Objectives: • Adult volunteers and professionals who work with youth will be able to recognize

and articulate a variety of definitions for “leadership” and develop their own definition of the term.

• Adult volunteers and professionals who work with youth will be able to define

transactional and transformational leadership and provide examples of each. • Adult volunteers and professionals who work with youth will be able to identify the

Fertman and van Linden’s three stages of youth leadership development and recognize those stages in youth.

Total Time Needed: Approximately one hour and forty minutes of activities are recommended in this session. You will need to allow extra time for breaks and additional discussion. Materials:

• LCD or Overhead Projector • Power Point Slides or Transparencies (Slide Masters 1.1 – 1.12) • Easel & Flipchart • Markers • Masking Tape • Nametags • Notepads & Post-it Notes • Pens or Pencils • Soft Ball to Toss • Activity Sheet 1.1

Room Set-Up:

• Round tables or chairs arranged in theatre style • Chairs that can be re-arranged into circular work groups • Extra chairs should be available at the front of the room for panel

discussion • Table and screen for LCD or overhead projector • Access to electricity

4

Welcome/Icebreaker Time: 10 minutes Materials: soft ball to toss Slides: 1.1, 1.2, and 1.3

1. Welcome participants. (Show slide

1.1) 2. Explain the purpose of the training

session: (Show slides 1.2 and 1.3) Welcome to today’s session, “What Leadership Means to Me.” During our time together, we will explore definitions and types of leadership, examine the stages of leadership development in youth, and generate ideas for using our understanding of leadership when working with youth. Specifically, we will learn about the difference between transformational and transactional leadership and the youth leadership development stages of awareness, interaction and mastery.

3. Toss ball to one participant in the group.

4. Ask participant to share the

following information:

• Name • Role in Working with Youth • One Quality They Seek in a

Leader

5. That participant will then toss the ball to another person who will share the same information.

6. Ask participants try to share a

leadership quality that has not been mentioned by someone else.

5

What is Leadership? Time: 15 minutes Materials: Post-it Notes, Pens or Pencils, Easel and Flip Chart, Markers, Masking Tape

1. Ask participants to work with

others at their table or form work groups of five participants.

2. Distribute post-it notes, pens or

pencils, markers, and blank sheets from the flip chart.

3. Ask groups to answer the question,

“What is leadership?”

4. Give each participant three to five post-it notes, and ask them to individually record one quality of leadership on each.

5. In the small groups, participants

take turns sharing a leadership quality written on the post-it notes. After sharing, they should place the post-it notes on the flip chart paper. Responses may include definitions of leadership or simply qualities and characteristics that the participants feel are necessary to leadership. When sharing the information on the post-it notes, participants should share only those items which have not already been mentioned within their groups. Continue sharing, one at a time, until all ideas are exhausted.

6. Post group responses on the wall.

Ask each group to share their definition list with the rest of the participants.

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Two “T”’s of Leadership Time: 20 minutes Materials: Pens or Pencils Slides: 1.4-1.8 Activity Sheets: 1.1 (distribute as a two-sided handout) Discussion Questions: • If you were unsure about any of the

answers, or indicated that the behavior may have been both transactional and transformational, why did you think so?

• Is one of the types, transactional or

transformational, better than the other? Why or why not?

• What are some of the advantages and

disadvantages to transactional leadership?

• What are some of the advantages and

disadvantages to transformational leadership?

1. Review slides (1.4 – 1.8) which explain

the difference between transactional and transformational leadership:

• Transactional leadership

involves one leader providing direction. Transactional leaders are usually more concerned with the end product than with the process for reaching that product.

• Transformational leadership

requires participation of all involved. Transformational leaders are usually more concerned with the process that is used to reach an end result than they are with the end result itself.

2. Distribute Activity Sheet 1.1 and ask

participants to identify behaviors as transactional and/or transformational.

3. Engage participants in a brief open

discussion (using discussion questions provided to the left as a guide).

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Stages of Youth Leadership Development Time: 15 minutes Slides: 1.9-1.12 Discussion Questions: • Are youth leadership stages always

easy to recognize? • Are youth leadership stages separate, or

can they overlap?

1. Review slides (1.10 – 1.12) which

describe the stages of youth leadership development according to Fertman and van Linden.

2. Ask participants to think about

youth with whom they have worked.

3. Ask participants to describe

experiences with youth in the stages of awareness, interaction, and mastery.

4. Engage participants in reflection,

using the discussion questions to the left as a guide.

Youth Panel and Open Discussion Time: 30 minutes

1. Invite four to six youth leaders

within the community. These can be club officers, school leaders, or someone who exhibits leadership characteristics.

2. Ask them to share some of their thoughts on leadership. Use some of the following questions as a guide.

Panel Questions: • Do you consider yourself a leader?

Why or why not? • How do you define leadership? • Describe an experience where you feel

you were able to develop and or practice your leadership skills.

• Is developing yourself as a leader

important to you? Why or why not? • Who are some of the adults who have

helped and influenced you? How did they do this?

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Wrap-Up and Food for Thought Time: 10 minutes Materials: soft ball to toss

1. Review important points from the

session:

• There are a variety of definitions for “leadership”.

• There are different types and

styles of leadership.

• Youth and adults may view leadership in different ways.

• Leadership is a

developmental process, and youth move through the process at different rates.

2. Toss the soft ball around to each

participant. Ask them to share one thing they learned and/or enjoyed from the session.

3. Thank participants for attending

and ask if they have any additional comments or questions.

4. Mention future training sessions if

appropriate.

Activity Sheet 1.1

Session One

Which “T” Is It?

Review each leadership scenario listed below. Circle the response that you feel best indicates the type of leadership described.

1. The group leader forms a list of specific instructions and gives them to each member of the group.

Transactional Transformational Both Unsure

2. The group leader tries to set an example for the other members by exhibiting the

kinds of behaviors s/he expects from them.

Transactional Transformational Both Unsure 3. The group leader makes a decision on how to solve a problem and then explains

to the group what needs to be done.

Transactional Transformational Both Unsure 4. The leader is more concerned with the grade that the group of students will

receive than whether they are enjoying their work on the project.


5. The group leader calls a meeting so that all members of the group can brainstorm ideas for the new project they will be working on.


6. The group leader wants to make sure that all perspectives are considered before a decision is made.


Activity Sheet 1.1

7. The group leader is more concerned with the process of making a decision rather than the decision that is ultimately reached.


8. The members of the group do what the leader tells them, because s/he is the leader.


9. The members of the group work with the group leader, because s/he inspires and motivates them.


10. The group leader delegates responsibility and allows members of the group to determine the best way to fulfill their responsibilities.


Activity Sheet 1.1

Session One

Transactional or Transformational (Key)

Review each leadership scenario listed below. Circle the response that you feel best indicates the type of leadership described.

1. The group leader forms a list of specific instructions and gives them to each member of the group.


2. The group leader tries to set an example for the other members by exhibiting the

kinds of behaviors s/he expects from them.

Transactional Transformational Both Unsure 3. The group leader makes a decision on how to solve a problem and then explains

to the group what needs to be done.


4. The leader is more concerned with the grade that the group of students will receive than whether they are enjoying their work on the project.


5. The group leader calls a meeting so that all members of the group can brainstorm ideas for the new project they will be working on.


6. The group leader wants to make sure that all perspectives are considered before a decision is made.


Activity Sheet 1.1

7. The group leader is more concerned with the process of making a decision rather than the decision that is ultimately reached.


8. The members of the group do what the leader tells them, because s/he is the leader.


9. The members of the group work with the group leader, because s/he inspires and motivates them.


10. The group leader delegates responsibility and allows members of the group to determine the best way to fulfill their responsibilities.



Session Two:

Follow the Leaders

Exploring Youth Leadership in Groups

2

Session Two:

Follow the Leaders

Exploring Youth Leadership in Groups Facilitators Need to Know: Youth tend to view leadership in a group context. They recognize that each person has something to contribute and can share in the overall leadership of the group. For this reason, it is important for adults who work with youth to have an understanding of group functioning in order to better assist youth in the leadership development process. Groups, like human beings have a lifespan and progress through certain stages of development. These stages are defined in a variety of ways. One of the most common ways to describe group development stages is recognized by Levi (2001) as forming, storming, norming, and performing. Forming is the initial stage where group members come together and begin to get to know one another. Few measurable accomplishments occur in this stage. Time needs to be spent defining goals and task responsibilities. In the storming stage, group members are more familiar with one another. Conflict arises due to confusion over the roles and responsibilities of group members. Group members may be defensive, and sub-groups may form. Ultimately (and ideally) the conflict should serve to help group members clarify their goals. When groups enter the norming stage, roles and responsibilities are more clearly defined, rules and relationships are established, and support increases. Performing is the stage where the group is most mature. Members are comfortable with one another and are focused on their goals and tasks. Part of working with groups is being able to help individuals identify their strengths and weaknesses and engage in productive discussion with each other. The best way to do this, especially with youth, is to provide simple questions which are open-ended (allowing for more than a “yes” or “no” response) and get those involved to reflect and consider a variety of perspectives. For example: “How would you feel about that?” or “What would happen if. . . ?” Allowing youth opportunities for exploration and expression are key.

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Session Objectives: • Adult volunteers and professionals who work with youth will be able to identify the

stages of group development and function. • Adult volunteers and professionals who work with youth will be able to facilitate

group discussion with youth. • Adult volunteers and professionals who work with youth will be able to assist youth

in identifying their own strengths and weaknesses. Total Time Needed: Approximately two hours and ten minutes of activities are recommended in this session. You will need to allow extra time for breaks and additional discussion. Materials:

• LCD or Overhead Projector • Power Point Slides or Transparencies (Master Slides 2.1 – 2.16) • Easel & Flipchart • Markers • Masking Tape • Nametags • Notepads & Post-it Notes • Pens or Pencils • Envelopes • Activity Sheets 2.1 – 2.2

Room Set-Up:



4

Welcome/Icebreaker Time: 10 minutes Slides: 2.1 and 2.2

1. Welcome participants. 2. Explain the purpose of the training

session: (Show slides 2.1 and 2.2) Welcome to today’s session, “Follow the Leaders.” During our time together, we will explore the characteristics and challenges of groups, discuss the various stages of group development, and learn how to help groups identify strengths and weaknesses, engage in productive discussion, and work together. Since youth tend to view leadership as something that happens in groups rather than something that only one person does, it is important that those of us who work with youth are able to understand how groups function so that we can help youth in our groups develop leadership skills.

3. Ask one member of the group to stand and introduce themselves. They should give their name and their role in working with youth. After that, they can provide bits of information that they would like to share. (For example, I have two children, I like to garden, I live on a farm, etc.)

4. When someone else in the group hears

them mention something that they have in common, that person should rise and introduce themselves. (For example, if Jeff plays on a baseball team and Mary identifies with that, because she plays on a softball team, Mary should stand up, tell the group that she is also on a ball team, and then introduce herself.)

5. This process continues until everyone has made a connection and been able to introduce themselves.

5

To Group or Not to Group Time: 20 minutes Materials: Pens or Pencils, Post-it Notes Discussion Questions: • Do you enjoy working in groups? Why

or why not? • What have been some of your most

positive group experiences? • What have been some of your most

negative group experiences?

1. Ask participants to continue

sharing, verbally, their perceptions and experiences of working with groups. Use some of the questions to the left as a guide.

2. Give each participant four post-it

notes. 3. Ask them to use two post-it notes to

record advantages of working with groups and two to record disadvantages of working with groups.

4. Ask the group, as a whole, to share

what they have written.

5. Allow each person to take a turn, and ask them should share one advantage and one disadvantage.

6. Ask participants to avoid using

items that have already been listed.

7. Place responses can be placed on the flip chart so that they can be seen and referred to throughout the session.

6

Group Stages Time: 25 minutes Slides: 2.3 – 2.9

1. Review slides (2.3 – 2.9) describing

the stages of group functioning and their characteristics.

2. Refer to the advantages and

disadvantages of working in groups (as brainstormed by the group during “To Group or Not to Group”) where they apply. For example: if a disadvantage is “having to work with people I don’t know”, facilitator(s) can explain how this may fit into the “forming” or “norming” stage of group functioning.

3. Ask participants to form four work

groups. Assign each group a specific stage of group functioning (forming, storming, norming, or performing) and give each group five minutes to create a role play which demonstrates a group in their assigned stage.

4. Each group should perform their

role play, and the other groups will be challenged to determine which stage of group functioning they are demonstrating.

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Case Studies Activity Sheets 2.1a – 2.1d Time: 35 minutes Materials: Pens or Pencils Cast Study Questions: • Which stage(s) of group functioning

can be identified in this situation? • What is/are the challenge(s) being

faced by the group in this situation? • Are these challenges normal parts of

group functioning? Explain. • What are some strategies the group

could use to address and overcome the challenges they are facing?

1. Ask participants to work with

others at their table, or to form work groups of approximately five people.

2. Distribute Activity Sheets 2.1a –

2.1d (one per group) and ask groups to read the case studies and discuss the questions at the end of each case study (listed to the left):

3. Allow each group time to share

their case studies and responses with the rest of the participants.

4. After each group has presented, ask

other participants if they have questions, thoughts, or suggestions to share.

8

Strengths and Weaknesses Time: 10 minutes Materials: Pens or Pencils Slides: 2.10 and 2.11 Activity Sheets: 2.2 Discussion Questions: • Is there a difference between the list

you created for yourself as a leader and the list you created for yourself as a follower? Why or why not?

• How do these personal strengths and

weaknesses affect the way you work with others in a group?

1. Distribute Activity Sheet 2.2 to

each participant.

2. Ask participants to think about and list their own personal strengths and weaknesses as leaders. Then ask them to think about and list their strengths and weaknesses as group members (or “followers”).

3. Engage in a brief open discussion

regarding participants’ responses. Use discussion questions on the left as a guide.

4. Refer to slides (2.10 and 2.11)

which provide questions that may be used to help youth identify their strengths and weaknesses.

Communication Strategies Time: 20 minutes Materials: Handouts* Slides: 2.12 – 2.16 * Note: If desired, ask participants to create handouts, in advance of the workshop, which describe some of their best practices in working with youth groups (as well as any resources they have found helpful). They could bring these handouts/resources with them to the session for participation in a swap shop or other type of sharing activity.

1. Review slides (2.12 – 2.16) on

strategies for engaging youth in effective discussion.

2. Ask participants to share some of

their best practices and successful strategies in working with youth groups.

9

Wrap-Up and Food for Thought Time: 10 minutes Materials: Envelope, Slips of Paper with Discussion Questions on Them Discussion Questions: • How does what you have learned today

influence your perception of your role in working with youth?

• How can you continue to gain a better

understanding of youth leadership development in a group context?

• What should youth who participate in

your program gain from working in groups?

1. Review some important points from

the session:

• Groups experience developmental stages just like individuals do.

• Each stage of group

development and functioning has challenges that need to be addressed.

• There are advantages and

disadvantages to working in groups.

• Youth view leadership as

something that happens in a group, therefore, group functioning and experiences are critical to their leadership development.

2. Write one of each of the following

questions on a small piece of paper. Fold each piece of paper and place in an envelope.

3. Have each group draw a question

from the envelope and allow a brief period of time for the group to discuss their responses.

4. Ask each group to share their

response. 5. Thank participants for attending


6. Mention future training sessions if

appropriate.

Activity Sheet 2.1a

Session Two

Group Functioning Case Studies Scenario A

Barbara has organized a group of to meet about the condition of the school facilities in their county. Members of the group include parents, teachers, students, and other interested individuals. They come from across the county. Some of them know each other because they belong to the same local community. Others do not know any group members. On the day of their first meeting, Barbara is very excited. She can’t wait to get underway and tackle the big issues. Can the county find a way to build new schools? What are the options for renovating existing buildings, playgrounds, and athletic fields? What other facility issues are the schools in their county facing? Barbara is also very proud that her group is diverse in make-up and inclusive of all types of people who may have ownership in this project. She is sure that the group will be able to quickly devise some wonderful plans for addressing their concerns. When the group comes together, Barbara is frustrated to find that they are not immediately engaging in discussions and making plans. She notices that people are sitting with those whom they know and are not really interacting with those whom they do not know. The students that are part of the group are keeping to themselves and not interacting with the adults. Barbara wanted to empower the group and let them have ownership in defining the problems, developing plans, and implementing solutions—but instead they all seem to be waiting for her to tell them what to do. “If this is going to be the way it is,” she thinks, “I wonder why I even bothered. I should have just worked on this by myself!”

• Which stage(s) of group functioning can be identified in this situation? • What is/are the challenge(s) being faced by the group in this situation?

• Are these challenges normal parts of group functioning? Explain.

• What are some strategies the group could use to address and overcome the

challenges they are facing?

Activity Sheet 2.1a

Session Two

Group Functioning Case Studies Scenario A

Group responses to the questions in this case study may vary. Use this opportunity to discuss the different perspectives of the situation. Which stage(s) of group functioning can be identified in this situation? Forming What is/are the challenge(s) being faced by the group in this situation? The group is unfamiliar with one another and unsure of their individual roles. The leader/facilitator is frustrated by the group’s seeming sluggishness and inaction. Are these challenges normal parts of group functioning? Explain. Yes. When a group first comes together, time is needed to help them become comfortable with one another and develop an idea of their roles and responsibilities. They will not be able to function smoothly until/unless they accomplish the goals of the forming stage. What are some strategies the group could use to address and overcome the challenges they are facing? Although Barbara is frustrated, it is important to realize that the group needs time to get to know one another. She should be patient and provide opportunities for icebreakers, discussions, and teambuilders. An atmosphere where people can be relaxed and enjoy getting to know one another and talk about their shared interest in the work of the group is important.

Activity Sheet 2.1b

Session Two

Group Functioning Case Studies Scenario B

Some of the teenagers in the local community have decided to form a baseball team. The group members have known each other for several years, because they attend school together. They have never participated in an extracurricular activity as a group. They are very excited about the possibility of putting a team together and maybe eventually organizing a league. Rob and Sarah are the two who proposed the idea to their friends, so they feel that they are the logical choices to be team managers. Their friend, Anthony disagrees. He feels that Jane is the logical choice for the team manager, because she has held several formal leadership positions in school clubs. Therefore, she is obviously a strong leader and would do a good job as manager. Patricia and Diane are confused with the way the team seems to be organized. Both boys and girls were invited to join, but they feel that the group should not be co-ed. Instead, they would like to see two separate teams—one for boys, and one for girls. Jimmy and Dana are less concerned with who the managers are and who is on the team (or teams). They would like to know who will be determining the positions that each team member plays. Is it going to be based on who volunteers? Will there be try-outs? Who makes the final decision? Adam suggests that they seek the advice of their school’s football coach. After all, he has extensive experience with organizing and coaching teams. Some of the group members like Adam’s idea and others do not. Rob and Sarah are very concerned. If they are not able to resolve the conflicts among the group members and make some decisions about how to put their idea into action, their dream will not become a reality.





Activity Sheet 2.1b

Session Two

Group Functioning Case Studies Scenario B

Group responses to the questions in this case study may vary. Use this opportunity to discuss the different perspectives of the situation. Which stage(s) of group functioning can be identified in this situation? Storming What is/are the challenge(s) being faced by the group in this situation? Members of the group are unsure of the best ways to organize themselves, the best people to fill certain roles, and exactly what their goals are. Are these challenges normal parts of group functioning? Explain. Yes. Confusion over rules, goals, and responsibilities is common in the storming stage. In fact, conflict is the heart of this stage of group development. Learning to compromise and resolve the conflict should also help to bring the group together and make it more cohesive. What are some strategies the group could use to address and overcome the challenges they are facing? Everyone in the group has their own thoughts, ideas, and opinions about what the group should be doing and how they should be doing it. In order to reach decisions, everyone needs to feel comfortable expressing themselves. Thoughts and opinions should be shared openly, options should be brainstormed, and the advantages and disadvantages of each option should be explored. In order for this to happen, members of the group need to make an effort to be open-minded and objective. Feedback should be offered in a constructive manner. The group should also determine how to make their decisions (majority vote, unanimous, executive decision, etc.).

Activity Sheet 2.1c

Session Two

Group Functioning Case Studies Scenario C

Randy has recently begun volunteering as an advisor for a youth group at the local YMCA. He is very excited about the opportunity. The group has already met twice. They seem to be getting to know one another and forming comfortable relationships. At their next meeting, Randy would like to see them start working on some of the projects they have been discussing. When the time comes for the meeting, Randy decides to sit back and let the group members decide what to do and when to do it. As the meeting progresses, though, Randy finds himself wondering if he should intervene. The group members are all talking at once, seem to be disagreeing about who is responsible for what, and are not really having productive discussions. Ultimately, Randy does decide to make a few comments. He suggests that the group set some ground rules for how they would like to conduct their meetings. He also tells them that it might be a good idea to write down what they expect of one another—both in meetings and as they work together on projects. After Randy offers these suggestions, Elizabeth raises her hand and suggests that they brainstorm a list of expectations. She also asks them to consider electing officers and making job descriptions for the officers. Bryan likes the idea of brainstorming expectations, but he is not sure about the idea of electing officers. He wants everyone in the group to feel equal to one another. After hearing Bryan’s concerns, Angela suggests that they figure out a way for all the officers to have equal standing in the group. “Maybe each project could have a chair rather than one person being in charge of everything,” she says. The group proceeds to discuss how they will be organized. They need to find a compromise that makes everyone feel valued within the group. Randy keeps his fingers crossed. If this doesn’t work, his first efforts as an advisor are a bust.





Activity Sheet 2.1c

Session Two

Group Functioning Case Studies Scenario C

Group responses to the questions in this case study may vary. Use this opportunity to discuss the different perspectives of the situation. Which stage(s) of group functioning can be identified in this situation? Storming and Norming What is/are the challenge(s) being faced by the group in this situation? The group members get along and seem excited about some of their projects, but they are not yet very organized in how the group will run or how they will approach work on their projects. Are these challenges normal parts of group functioning? Explain. Yes. Some conflict exists, which is indicative of storming. Mostly, there is evidence of a lack of structure. The objective for the norming stage is to determine what the rules and goals of the group will be, as well as deciding what roles and responsibilities will be assigned to each member. What are some strategies the group could use to address and overcome the challenges they are facing? The group should take time to explore their options and brainstorm about their goals and priorities. It may be helpful for their advisor to provide some examples of how other similar groups function. Although the youth do not necessarily have to accept an existing leadership structure, knowing what other groups do may help them to create ideas for their own group. As much as possible, the youth should be given the autonomy and responsibility for making these decisions, although advisor intervention may be necessary at certain points.

Activity Sheet 2.1d

Session Two

Group Functioning Case Studies Scenario D

It is August. The members of the local Parent Teacher Association (PTA) have come together to help kick off a new school year. Many of them know each other well, both because they all live in the same community and because they were part of the PTA the previous year. Robin, the PTA president is proud of the fact that the members seem to get along personally, work well together on their group projects, and are dedicated to the organization. Robin is concerned, however, that some of the members who joined the PTA this year do not seem to be having a positive experience. Andrew, a father who is new to the group, asked to meet with Robin so that he could talk about some of his concerns. “I am excited about being part of the PTA,” Andrew told her, “because I believe in supporting our kids and our schools. I really want to be involved and share my ideas. The members who have been in PTA for a long time don’t seem to listen to the newer members. They shoot down our ideas and tell us that they already have a system in place for all their projects.” Robin is glad that Andrew came to her, but she unsure of how to handle the situation. Things with the PTA projects are going smoothly. The members who are returning to the group have a clear idea of what they expect from one another, and they are very familiar with the work they have to do. Clearly, Robin needs to figure out a way to help the new members mesh with the group and keep the PTA running smoothly at the same time. Otherwise, some of the newer members may choose not to be involved.





Activity Sheet 2.1d

Session Two

Group Functioning Case Studies Scenario D

Group responses to the questions in this case study may vary. Use this opportunity to discuss the different perspectives of the situation. Which stage(s) of group functioning can be identified in this situation? Performing (and potentially all other stages as well) What is/are the challenge(s) being faced by the group in this situation? The existing group seems to work very well together. They have a clear idea of their goals, roles, and responsibilities. Unfortunately, this does not easily facilitate the acceptance of new members into the group. Are these challenges normal parts of group functioning? Explain. Yes. If the group was not in flux, there would most likely be few challenges in the performing stage. If new members are to be successfully incorporated into the group, it means that the performing stage will not be as smooth. What are some strategies the group could use to address and overcome the challenges they are facing? Robin may need to work at guiding her group through the earlier stages of group development in order to help incorporate the new members and give them a sense of ownership. This may be difficult for some of the veteran members to accept, so Robin should consider giving those members a leadership role in helping to “initiate” the new members and re-visit the forming, storming, and norming stages.

Activity Sheet 2.2

Session Two

Strengths & Weaknesses Use the space below to list some of your personal strengths and weaknesses as a leader:

STRENGTHS WEAKNESSES

Now, use the space below to list some of the strengths and weaknesses you feel you have when working in a group:

STRENGTHS WEAKNESSES

Is there a difference between the list you created for yourself as a leader and the list you created for yourself as a follower? Why or why not?

How do these personal strengths and weaknesses affect the way you work with others in a group?


Session Three:

Making a Difference

Exploring the Meaning Behind Leadership Experiences

2

Session Three:

Making a Difference

Exploring the Meaning Behind Leadership Experiences Facilitators Need to Know: Often times, those who work with youth have a challenging time viewing young people as actual leaders. Instead, they view them as “potential” leaders—and they see their job as that of an educator who will tell youth how to lead. While this may be true in part, it is also true that youth can provide leadership in the moment. Youth leadership activities and experiences should be more than just a rehearsal for something they will do in the future. The best way for youth to learn about leadership is to be able to practice it. In order for a leadership experience to be meaningful to youth, youth must learn new things, have an opportunity to apply what they learn, be given responsibility and creative freedom to express and implement their ideas, experience the consequences of their actions, and see the impact that their work has on others and/or the community. Session Objectives: • Adult volunteers and professionals who work with youth will be able to identify

components of successful leadership development experiences. • Adult volunteers and professionals who work with youth will be able to help youth

set individual and group goals. • Adult volunteers and professionals who work with youth will be able to identify

community resources and opportunities for partnership between youth and other community members and agencies.

Total Time Needed: Approximately two and a half hours of activities are recommended in this session. You will need to allow extra time for breaks and additional discussion.

3

Materials:

• LCD or Overhead Projector • Power Point Slides or Transparencies (Master Slides 3.1 – 3.10) • Easel & Flipchart • Markers • Masking Tape • Nametags • Notepads & Post-it Notes • Pens or Pencils • Phone Book • Notepads • Contact Lists of Staff for Organization • Copies of Other Relevant Community Resources (as available and

determined by facilitator) • Activity Sheets 3.1 – 3.3 • Handouts 3.1 – 3.3 • Jigsaw Puzzle (24, 50, or 60 pieces) • Labels (to place on back of puzzle pieces) • Balloons • Felt-tipped Markers

Room Set-Up:



4

Welcome/Icebreaker Time: 10 minutes Slides: 3.1 and 3.2


session: Welcome to today’s session, “Making a Difference”. During our time together, we will explore a variety of ways to help make leadership experiences valuable and effective for youth. We will discuss strategies for creating meaningful leadership experiences, and we will even take some time to practice creating leadership experiences for youth. Young people are eager to learn and also eager to put what they learn into action. They want to be able to do something and see its impact. Therefore, it is important for those of us who work with youth to be able to guide them in doing this.

3. Ask participants to stand and gather themselves in one area of the room.

4. Challenge them to line up,

according to their birthdays, without speaking. They may use any other form of non-verbal communication. Give them a time limit if you wish.

5. Once participants feel that they

have accomplished their goal, start at one end of the line and ask each person to introduce themselves by giving their name and their birthday.

6. Were they successful? Why or why

not?

5

Time Travel Time: 30 minutes Materials: Pens or Pencils, Flipchart Paper, Masking Tape Slides: 3.3 – 3.6 Activity Sheet: 3.1

1. Ask participants to recall an experience they had in their adolescence where they felt empowered and proud of an accomplishment.

2. Have participants record this experience on Activity Sheet 3.1 and answer the following questions as they record their story. • How old were you? • What were you doing? • How did you feel? • What did you accomplish? • What impact did this

accomplishment have on you? On others?

• Was there an adult who helped you? How?

3. Ask the participants to take a turn

sharing their feelings about the experience they recorded.

4. Write their feelings on the flip chart and then tape it to the wall.

5. Ask participants to find a partner and share the characteristics, qualities, and actions of the adults who helped them in the experience they wrote about.

6. Ask them to record those characteristics, qualities, and actions on flip chart paper and tape it to the wall for reference throughout the session.

7. Review slides (3.1 – 3.6) on meaningful leadership experiences for youth.

8. Ask participants to compare and contrast their personal reflections with the information presented:

• Are the key aspects of

meaningful leadership ones that you experienced? Which ones?

• Do you think that, as an adult,

you model your own behavior after the adult(s) who helped you? If so, how? If not, why not?

6

Pieces of the Puzzle Time: 10 minutes Materials: Puzzle Pieces, Labels Labels: write one of the following components on a small label and adhere label to the back of each puzzle piece; if necessary, components may be duplicated so that all puzzle pieces have a label. . . Leadership Ownership Impact Cooperation Education Relationships Creativity Hands-On Necessary Challenging Compromise Enjoyable Celebration Feedback Communication Support Activity Sheet: 3.2

1. Give each participant a puzzle

piece. On the back of each piece is a label.

2. Ask the participants to read their

labels but not to share them with others at this time.

3. Give participants time to work with

others to put the puzzle together.

4. Follow additional instructions provided on Activity Sheet 3.2.

5. When puzzle is completed, use the

following questions to reflect:

• What was written on the back of your puzzle piece?

• Why is that component

important?

• What would be the result if that component were missing?

• What are some other

components that may not have been included in your puzzle?

7

Guiding Group Goals and Expectations / Open Discussion Time: 30 minutes Slides: 3.7 – 3.10 Handouts: 3.1 – 3.3


provide tips for working with youth groups in the areas of goal setting and creating expectations.

2. Distribute Handouts 3.1 – 3.3 and

briefly explain their use as resources in working with youth. The handouts provide helpful tips and strategies which can be used in helping youth create goals and expectations.

3. Engage participants in an open

discussion based on their experiences, concerns, and questions.

8

Make it Mean Something Time: 30 minutes Materials: (one of each per group) Phone Book, Notepad, Pens or Pencils, Contact List of Staff for Their Organization, Copies of Other Relevant Community Resources (as available and determined by facilitator) Activity Sheets: 3.3a – 3.3e Preparation: Copy each of the scenarios, and distribute one scenario to each work group. If there are more than five working groups, some groups may have the same scenario.

1. Instruct participants to work with

others at their table, or form a work group of five.

2. Each group will create a meaningful

experience for youth leadership development, using one of the scenarios on Activity Sheets 3.6a – 3.6e as guides.

3. Groups should discuss these

questions (found after each scenario) as they create their leadership experiences:

• Why was this experience

created?

• Does it meet the needs and desires expressed by the youth group? How?

• What are the youth

members in the group responsible for?

• What are the adult leaders in

the group responsible for?

• Would you consider this a transactional leadership process or a transformational one? Why?

• Is this experience meeting a

community need?

• Is this experience being done in partnership with another community organization or entity?

9

Presentations and Feedback Time: 30 minutes Panel Discussion Questions: • Does this experience meet the needs

and desires expressed by the youth group in the scenario? Why or why not?

• Is this experience something that would

be attractive to youth within the community? Why or why not?

• What parts of the experience seem to be

very good? • What parts of the experience may need

to be reconsidered or changed? • Do you have any suggestions for

changes or additions to the experience?

1. Ask each group to present the

leadership experience they designed.

2. If time allows, ask for feedback

from other participants. Note: If possible. . . Invite four to six youth leaders within the community to provide feedback.

• Youth leaders can be club officers, school leaders, or someone who exhibits leadership characteristics.

They should use the discussion questions to the left as a guide.

10

Wrap-Up and Food for Thought Time: 10 minutes Materials: Balloons, Felt-tipped Markers

1. Each table or work group of five will

receive two balloons. They should inflate the balloons and used a felt-tipped marker to write one important point from the session on each balloon.

2. Each group should then toss their balloons,

in opposite directions, to two other groups. The groups who receive the balloons will add one important point from the session (that is not already on the balloon) and then continue to pass the balloons on.

3. After a pre-determined amount of time, ask

participants to stop and keep the balloons they have at their tables. Not every group will have received every balloon, but every group should have had an opportunity to write something on several balloons.

4. Each group should share the points on the

balloons at their table with the other groups, mentioning only those points which have not already been mentioned by another group. Add any of the following points which may not have already been mentioned:

• Youth want to be able to apply what they are learning.

• Youth want to feel that their work has an impact.

• Community involvement and service are effective ways to learn, apply, and have an impact.

• The youth perspective is valid and helpful to the creation of meaningful leadership experiences.

5. Ask participants to write down one goal that they have for their work with youth after having participated in this session. Collect all of the goals and review as many as possible with the entire group (at least five).

6. Thank participants for attending and ask if

they have any additional comments or questions. Mention future training sessions if appropriate.

Activity Sheet 3.1

Session Three

Time Travel

Travel back in time to your adolescence. Think of a time where you felt empowered and proud of an accomplishment. Use the space below to write about that time. Answer the following questions as you tell your story:

• How old were you? • What were you doing? • How did you feel? • What did you accomplish? • What impact did this accomplishment have on you? On others? • Was there an adult who helped you? How?

Handout 3.1

Goals & Expectations

The following worksheets can be used with adult or youth groups to help determine goals and set expectations. The wording can be altered as appropriate to suit the dynamics and needs of your group(s). Here are some tips that will be useful in using these worksheets and facilitating discussions about goals and expectations:

• Let each individual complete a worksheet for themselves. • Responses can be sentences, lists, or whatever the individuals and groups

choose. • Have individuals create small groups and complete a worksheet for the

group, using the individual worksheets they completed for themselves.

• Finally, have the smaller groups merge into one large group and use their group worksheets to provide input for the product of the entire group.

• When the final stage is reached, especially in the case of creating

expectations, review the results with the entire group and ask each individual to sign their name. This provides for agreement, commitment, and ownership.

This allows every person in the group to reflect on the issues, express their ideas, and have ownership in the end result. It allows them to find differences, commonalities, and create common ground. Ground Rules: Every idea is valid Every person contributes Every person is responsible Remember! Even when the final stage is reached and the group members have committed to goals and expectations, there is still room for change. Goals and expectations should be reviewed periodically to determine if they are still relevant, important, necessary, and agreed upon. Review is also important, because it serves as a reminder, a chance to evaluate the group’s performance in context and an opportunity to add or remove items as needed.

Activity Sheet 3.2

Session Three Pieces of the Puzzle

Supplies Needed: 24, 50, or 60 piece jigsaw puzzle (can be purchased at most toy stores), small labels Facilitator Preparation: Use the list of components for a meaningful leadership experience (see Session Three outline). Write one component on a label. If necessary, depending upon the number of puzzle pieces, you may have more than one label with the same component written on it. Place one label on the back of each puzzle piece. Participant Instructions: Give each participant a puzzle piece. They should look at the label on the back, but should not share this information with other participants. Once the participants have had time to look at their puzzle pieces, instruct them to work with other participants to put the puzzle together. (You may choose to set a time limit.) Once the puzzle is completed, the facilitator will congratulate the participants and ask them to discuss what was written on the back of their puzzle pieces. Write the components on the flip chart at the front of the room as participants share them. Questions:

• Why are these components necessary for a meaningful leadership experience?

• What other components (that may not have been mentioned) are important

for a meaningful leadership experience?

• What would happen is component “X” were removed? Would the end result be the same? Why or why not?

Twist #1 (for alternate activity): Hold some of the labeled puzzle pieces back, rather than distributing all of them to the group. The end result will be an incomplete picture. In order to complete it, the participants must try to guess which components are missing. When a participant guesses correctly, the facilitator will give him or her the corresponding puzzle piece to include in the picture. Twist #2 (for alternate activity): Label all of the puzzle pieces except for five or six of them. Hold back the blank pieces, rather than distributing them, and also have some blank labels on hand. The end result of the group effort will be an incomplete picture. Ask the participants to think of important components which may not have been included on the labels for their puzzle pieces. The participant who suggests an additional component gets a blank puzzle piece and a label. Instruct him or her to write the component on the label, affix it to the back of the puzzle piece, and add the puzzle piece to the picture. The brainstorming can continue even when the puzzle is complete.

Handout 3.2

GOALS Goals are the accomplishments to which we aspire. They are concepts we have about where we would like to be, what we would like to be doing, and who we would like to become. They are our dreams, our hopes, and our predictions for ourselves. They can be lofty or simple, personal or professional, short term or long term. Whatever your goals may be, they are YOURS. You can set them, you can change them, and you can reach them. Take some time and consider your goals. Reflect. What is important to you? Where have you come from? Where are you now? Where would you like to go from here? How will you get there?

MY GOALS 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________

(Feel free to use the back of this sheet if you need space for additional goals.) It is important to visualize your goals. Own them. Make sure that you believe in them. See yourself attaining them. Picture them in your mind every chance you get. Read over them every day. Share them with others, or keep them to yourself—but no matter what, know in your heart that they are yours. You can reach them. No one can take them from you!

GOOD LUCK!

Activity Sheet 3.3a

Session Three

Make it Mean Something Scenario A

You live in a community where education and literacy are priorities. Elementary school teachers, unfortunately, are finding that their students do not read at acceptable grade levels. What’s more, students do not seem to enjoy reading at all. Students complain that they do not like reading things that they “have” to read. They see reading as an obligation and a burden rather than something useful and enjoyable. The members of the junior high school student council have decided that this is an issue they want to address. Help them to design a program that will allow them to address the issue, possibly collaborate with others in the community, and have a meaningful leadership experience for themselves. Be prepared to address the following questions when you present your program to the group:

• Why was this experience created? • Does it meet the needs and desires expressed by the youth group? How? • What are the youth members in the group responsible for? • What are the adult leaders in the group responsible for? • Would you consider this a transactional leadership process or a

transformational one? Why? • Is this experience meeting a community need? • Is this experience being done in partnership with another community

organization or entity?

Handout 3.3

Our Group Expects from Each Other. . .

Activity Sheet 3.3b

Session Three

Make it Mean Something Scenario B

Traffic safety has been identified as a concern in your community. The local police officers have observed that adults and youth frequently fail to buckle their seatbelts. It seems that the prevalent attitude among citizens is, “It can’t happen to me.” Adults feel that they are safe drivers and are not particularly worried about buckling their seat belts. Youth are very trusting of the drivers in whose cars they ride. Besides, if the adults aren’t buckling their seatbelts, why should youth have to? A group of teen leaders at the YMCA have decided that this is an issue they want to address. Help them to design a program that will allow them to address the issue, possibly collaborate with others in the community, and have a meaningful leadership experience for themselves. Be prepared to address the following questions when you present your program to the group:




Activity Sheet 3.3c

Session Three

Make it Mean Something Scenario C

There is a large elderly population in your community. Many of the elderly citizens have difficulty with tasks such as mowing the lawn, raking leaves, shoveling snow, and driving in bad weather conditions. Consequently, many homes and lawns appear neglected, and some of the elderly citizens are unable to make it to the grocery store, doctor’s offices, and other important destinations. The local boy scout troop has decided that this is an issue they want to address. Help them to design a program that will allow them to address the issue, possibly collaborate with others in the community, and have a meaningful leadership experience for themselves. Be prepared to address the following questions when you present your program to the group:




Activity Sheet 3.3d

Session Three

Make it Mean Something Scenario D

There is a national trend toward juvenile obesity. Many are concerned that young people lack the education and resources necessary to make responsible and healthful food choices. Elementary age children, as well as those in junior high and high school, need obesity prevention education. The freshman Family and Consumer Sciences students, along with freshman Agriculture students at the local high school have decided that this is an issue they want to address. Help them to design a program that will allow them to address the issue, possibly collaborate with others in the community, and have a meaningful leadership experience for themselves. Be prepared to address the following questions when you present your program to the group:




Activity Sheet 3.3e

Session Three

Make it Mean Something Scenario E

In your community, there are no safe and well-kept parks where young people can play and community members can gather for leisure. Many people in the community have been known to travel a great distance to play outdoors, picnic, ride bikes, and even take walks. Everyone talks about what a shame it is that the old community park is run-down and not fit for use, but no one has done anything about it. Participants and volunteers in the local Big Brother/Big Sister organization have decided that this is an issue they want to address. Help them to design a program that will allow them to address the issue, possibly collaborate with others in the community, and have a meaningful leadership experience for themselves. Be prepared to address the following questions when you present your program to the group:





Session Four:

Training Wheels

Exploring the Responsibilities of

Advisors and Adult Helpers

2

Session Four:

Training Wheels Exploring the Responsibilities of Advisors and Adult Helpers Facilitators Need to Know: As a result of stereotypes and preconceived notions about youth, adults are often unable to provide what youth need in developmental experiences. It is very common for adults to go to extremes when working with youth—providing excessive or inadequate guidance, assuming that youth know less or more than they actually do, and giving them too much freedom or not enough freedom. For adults to be effective guides for youth, they must learn to be open and trusting when working with youth. They must focus on providing and receiving clear communication and expectations. They must be willing to ask for youth input, take it seriously, and apply it to the overall experience in which the youth and adults are engaged. They must enter a youth/adult partnership not only as teachers, but also as students, recognizing that it is equally possible for adults to learn from youth as it is for youth to learn from adults. It is necessary for adult leaders to recognize that they walk a fine line in their efforts to successfully empower youth. They must be able to evaluate situations and determine how much control youth should have, how much control adults should retain, and when it is/isn’t appropriate to intervene. These decisions are not necessarily clear. They are based on specific situations, policy and procedures, comfort level, and instinct. Situations will be ever-changing. Comfort level and instinct may also change and refine over time. Another important consideration, when trying to determine when to intervene and when to step back, will be the specific policies and procedures that your group has regarding personal safety and issues of liability. It is very important that adults who work with youth have a very clear understanding of the expectations your group has on these issues, because that will help them to make decisions about control and intervention. Ultimately, what proves to be of greatest benefit to youth and adults is a partnership where each supports, challenges, and teaches the other. In order to achieve this relationship, communication, trust, clear expectations, and openness to learning are necessary—from everyone involved.

3

Session Objectives: • Adult volunteers and professionals who work with youth will be able to identify the

roles that youth expect adults to play in leadership development. • Adult volunteers and professionals who work with youth will be able to distinguish

between situations that require adult intervention and those in which youth should be given greater control.

• Adult volunteers and professionals who work with youth will be able to identify

positive outcomes of youth/adult partnerships. Total Time Needed: Approximately two hours and fifteen minutes of activities are recommended for this session. You will need to allow extra time for breaks and additional discussion. Materials:

• LCD or Overhead Projector • Power Point Slides or Transparencies (Master Slides 4.1 – 4.30) • Easel & Flipchart • Markers • Masking Tape • Nametags • Notepads & Post-it Notes • 8.5x11 Paper (white or a pale color) • Stamped Envelopes • Pens or Pencils • Activity Sheets 4.1 – 4.3 • 50-100 multi-colored links (available in craft or toy stores) • Bread • Peanut Butter • Jelly • Plastic Knives • Newsprint or Paper Towels (to cover table)

Room Set-Up:


discussion • Table and screen for LCD or overhead projector

4

• Access to electricity Welcome/Icebreaker Time: 10 minutes Materials: Post-it Notes, Pens or Pencils, Flip Chart Paper, Masking Tape


session: Welcome to today’s session, “Training Wheels.”During our time together, we will investigate the various roles and responsibilities that we have as adults working with youth. We will learn about the expectations that youth have of adults, the benefits of working with youth as partners, and we will develop strategies that will allow us to give youth training wheels in order to venture out on their own leadership journey.

3. Ask participants to close their eyes and imagine the first time they rode a bike—or achieved another significant accomplishment—without the assistance of an adult.

4. Give each participant a post-it note

and ask them to record one thought, feeling, or image that they associate with that experience.

5. Ask each participant, in turn, to

introduce themselves and tell the group what is written on their post-it note.

6. Place the notes onto a sheet of flip

chart paper at the front of the room.

7. When the exercise is completed, keep flip chart on display for reference throughout the session.

5

Expectations: Link Together Time: 20 minutes Materials: Pens or Pencils, Flipchart Paper, Masking Tape Activity Sheet: 4.1

1. Engage participants in an activity

which requires them to work together to accomplish a goal. Complete Expectations: A Link Activity from Activity Sheet 4.1.

Communication: Making Peanut Butter and Jelly Sandwiches Time: 15 minutes Materials: Newsprint or Paper Towels, Bread, Peanut Butter, Jelly, Plastic Knives (refer to activity sheet for specific information) Activity Sheet: 4.2

1. Ask participants to select a partner. 2. Complete activity Communication:

Making Peanut Butter and Jelly Sandwiches from Activity Sheet 4.2.

3. De-brief using the following

questions as a guide:

• Are you satisfied with the outcome?

• Did you find anything

difficult about this exercise? If so, what was it and what was it difficult?

• What would have helped

you to reach a more satisfactory outcome?

6

What Youth Expect Time: 10 minutes Slides: 4.1 - 4.4


describe the expectations that youth hold for the adults with whom they work.

2. Emphasize that open

communication and the articulation of expectations, from youth and adults, can help adult leaders to better understand their roles and responsibilities when working with youth.

Common Mistakes Time: 10 minutes Materials: Flipchart Paper, Markers Slides: 4.5 – 4.12

1. Guide the group in brainstorming a

list of responses to the question:

“What are the most common mistakes adults make when they work with youth?”

2. Record the list on flipchart paper. 3. Compare and contrast the

brainstormed list with the slides (4.5 – 4.9) containing a list of common mistakes.


list ways to help avoid these common mistakes.

7

Stepping Back Time: 20 minutes Materials: Pens or Pencils Slides: 4.13 – 4.24 Activity Sheets: 4.3

1. Distribute Step In or Step Back?

Activity Sheet 4.3 to each participant.

2. Ask participants to review the

situations on their own and decide whether it requires them to step in or step back.

3. Review corresponding slides (4.14

– 4.22) which describe situations where youth can (and should) be empowered and given ownership.

4. Discuss each situation, the

responses given by participants, and the factors that influenced their decisions.

5. Explain that there may not be

“right” or “wrong” answers. Ideally, youth should be empowered as much as possible. Whether adults choose to step in depends upon their own comfort level, instinct, the characteristics of the youth with whom they are working, and the circumstances surrounding the situation. (Highlight slide 4.24)

6. Your group or organization may

have specific policies and procedures related to personal safety and liability that adult volunteers and professionals need to be aware of. Take a moment to point these out and discuss them with participants.

8

Equal Partners / Open Discussion Time: 40 minutes Materials: Slides: 4.25 – 4.30 Discussion Questions: • Why do adults choose to work with

youth in our community? • Why do youth choose to engage in

leadership development experiences? • What are the common goals of youth

and adults within the community? • What are the perceived challenges, for

adults, in working with youth? • What are the perceived challenges, for

youth, in working with adults? • What are the advantages, for youth, in

working with adults? • What are the advantages, for adults, in

working with youth?


contain information on the advantages of including youth and forming youth/adult partnerships.

2. Invite four to six youth leaders

(club officers, school leaders, or someone who exhibits leadership characteristics ) within the community to participate in interactive discussion with adult participants.

3. Use the discussion questions to the

left as a guide.

9

Wrap-Up and Food for Thought Time: 10 minutes Materials: 8.5x11 sheets of paper, stamped envelopes

1. Review some important points from

the session:

• Youth need and appreciate an adult perspective.

• Youth want to be trusted.

• Youth want to be given a

chance to act on their ideas.

• There are situations where adults should intervene.

2. Give each participant a sheet of

8.5x11 paper and a stamped envelope.

3. Instruct participants to write their

mailing addresses on the front of the envelope.

4. Ask participants to write

themselves a letter describing what they have learned during the session and how they intend to use this new knowledge in their work with youth.

5. Instruct participant to fold the letter,

place it in the envelope, and give it to you.

6. Thank participants for attending


7. Mail letters back to participants

anywhere from one to two weeks after the end of the session. This will serve as a reminder of the experience and encourage them to implement what they learned.

Activity Sheet 4.1

Session Four Expectations: A Link Activity

Supplies Needed: One or two Link and Learn Activity Set(s), or similar toy (multi-colored plastic links that are intended to fit together and pull apart) Put a handful of links at each table. Introduction to Activity: Inform participants that they will are to try to connect all the links at their table and then form a chain with the links from other tables so that the result is one continuous chain of colored links. The catch is that this task must be completed in 15 seconds. If you choose, offer a prize to participants if they achieve this goal. The group is not likely to complete the task in the time allotted. At the end of 15 seconds, the facilitator(s) will ask them to evaluate their progress. Tell them that they can now have 25 seconds to complete the task. The group will decide if they want to try again. If the group decides to try again, make sure all of the links are disconnected, give the group a signal to begin, and time them. At the end of the second attempt (or the first, if the group decides not to attempt again), ask them some of the following questions:

• Did you understand what was expected of you? • Why were you unable to complete the task? • What would you have needed in order to complete the task successfully?

In some cases, the participants will differ in their understanding of what was expected. The facilitator(s) should ask how the expectation could have been more clearly expressed. Common answers to the second question include: not enough time, links are hard too work with, the other work groups were not cooperating. Common answers to the third question include: more time, and time to plan with the other groups. Based on feedback from the group, work with them to provide the resources they request and set a time limit that they feel is realistic (most groups will decide to try and complete the task in under one minute). When the new expectations are agreed upon, keep time as the group attempts to complete the task. Review the following points with the group at the completion of the activity: In order for goals to be reached and tasks accomplished, it is necessary for them to be realistic. It is also important that those being expected to complete a task are involved in the setting of the expectations for how it is to be completed. They will offer insight and information to all involved. If at first you don’t succeed, step back, evaluate, adjust, and try again.

Activity Sheet 4.2

Session Four

Communication: Making Peanut Butter & Jelly Sandwiches Supplies Needed: Bread, Peanut Butter, Jelly, Plastic Knives (one per pair), a square or rectangular table at the front and center of the room, and newspaper or other covering for the table. Ask for eight to ten volunteers from the group (or a smaller even number). Instruct the volunteers to stand, back-to-back, alongside the table. Place supplies for making peanut butter and jelly sandwiches on the table. The individuals facing the table will be responsible for making a peanut butter and jelly sandwich. Their partners, who are facing the audience, will provide the direction. Sandwich makers should be given the following instructions:

• Do literally what your partner instructs you to do. • You may not show your partner what you are doing until the sandwich is done,

and your partner may not turn around to look.

• When you have completed the task, your partner may then turn to face the sandwich.

Note: Do not intervene unless there is a challenge that cannot be fixed unless you do. For example, if those giving instruction all say, “get bread”, and their partners all reach for the loaf at the same time, it may be necessary for you to pause the activity and inform those giving instructions that the loaf is in a bag which is tied shut. This information may help them to alter their instructions. When evaluating the activity, the facilitator(s) should ask the following questions of the volunteers:

• Was this easy or difficult? Why? • What were some of the challenges you faced?

Of the observers in the audience: • What did you see happen? • Why did it happen? • What could have been done better?

Review the following points with the group at the completion of the activity: Many times, we assume we know exactly how to do things, especially if we have done them many times before. We also assume that other people understand what we are trying to say. However, it is important to be able to look at situations in different ways, pay attention to detail, and be clear and deliberate about our communication. Otherwise, we run the risk of turning something that should be fairly simple into something that is overly complicated.

• Can you think of other situations where this has happened to you? • How might this apply when working with youth?

Activity Sheet 4.3

Session Four

Step In or Step Back: What Do You Think?

1. Your youth group has decided that they want to organize a bungee jumping

outing. They have no information about the risks associated with the activity. Step In or Step Back?

2. Your youth group has decided to host a picnic at the local park next Saturday.

You have heard that the forecast calls for rain. Step In or Step Back?

3. Your youth group decided to conduct a community car wash. They have all the plans in place, but you are worried. The last time you did this with a group, it was a disaster. Step In or Step Back?

4. Your youth group wants to take a camping trip, and they plan to have other youth

in the group drive. Step In or Step Back?

5. Your youth group is approached by someone in the community who wants to have them participate in a fundraiser. Step In or Step Back?

6. Your youth group decides to organize a food drive. You know that another local

youth group is doing the same thing? Step In or Step Back?

7. Your youth group wants to participate in the Adopt-A-Highway program. You have your doubts about whether everyone will contribute equally. Step In or Step Back?

8. Your youth group members seem to be frustrated with one another, and they are

not addressing their concerns. Step In or Step Back?

9. One member of your youth group comes to you to complain about another member. Step In or Step Back?

10. Your youth group did not complete a project that they committed to.

Consequently, others in the community were let down. Step In or Step Back?

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