National Certified Leader

1
National Certified Leader

• A Student Council Leadership Program

2
National Certified LeaderRequirements

• Completed Information Forms
• Student and School
• Leadership Activity Profile
• Activities Sign-Off Forms (pages 1-7) Dated, and
  initialed by your adviser
• Portfolio (Sections A-D) Organized, labeled, and
  bound according to guidelines outlined in
  Regulation 6
• The portfolio is organized using the same
  numbering system and order as the Activities
  Sign-Off Forms. (Section A , Part 1 - 1.1, 1.2.,
  1.3, etc)
• Remember to label every piece of evidence
  included in your portfolio to indicate the
  Section and Part of the activities each one
  represents
• 2 Letters of Recommendation Adviser and
  Principal (or administrator designated by the
  principal)
• Statements of Validation Student, Adviser, and
  Principal

3
Building Your Portfolio

• The final product of the NASC Student Leaders
  Program and process to earn your certification as
  a student leader is the creation and submission
  of a portfolio. A portfolio is a way to organize
  evidence that you have completed the required
  activities for your certification. All materials
  that you include in your portfolio should be
  authentic and only those that are requested.
• Portfolio Criteria
• 1. Every student seeking to become a certified
  student leader must submit a portfolio that
  contains evidence of completing the tasks and
  activities found in the application
• 2. Portfolios must be neat, legible, and
  assembled in order according to the outline found
  on the next page and on the NASC Web site.
• 3. Portfolios will include all application
  materials, writings, photos, and samples of
  evidence.
• 4. Portfolios should be bound using a report
  folder or notebook of appropriate size to hold
  all pages securely.
• 5. The cover page of the portfolio should
  contain the following information Student
  NameCurrent Grade Level in SchoolSchool
  StateMonth, Day, and Year of Application
  Submission
• NASC strongly encourages you to make copies or
  electronic archives of each piece of evidence
  found in your portfolio.
• Order of Portfolio Contents
• Cover Page
• Table of Contents
• Completed Information forms, Activity Sign-Off
  forms, and Signatures page
• Evidence of completed tasks
• Letters of Recommendation

4
Portfolio Outline Section 1-3

• The outline for the portfolio follows the parts
  and activities in the application. Please be sure
  to number your pages and include those numbers on
  your contents page.
• Section A Leadership (Parts 1-10)
• 1. Leadership and You
• 1.1 Explain the 3 Climates of Leadership 1.2
  Identify 5 Traits of Leaders 1.3 Identify 2
  Situational Leadership behavior types 1.4 Your
  personal definition of Leadership 1.5 List and
  Examine your Leadership Qualities 1.6 Explain
  when to use situational leadership behaviors 1.7
  T-P Leadership Questionnaire
• 2. Goal Setting
• 2.1 Identify 5 reasons to set goals and 5
  reasons why people dont set goals 2.2 Identify
  the parts of SMART goals 2.3 Use the NASC 4-Step
  process to write a group goal 2.4 Create one
  short and one long term goal
• 3. Team Building
• 3.1 Explain the attributes that separates a team
  from a group 3.2 Identify 10 characteristics
  each of effective team members and team leaders.
  3.3 Identify 5 signs that a student council is
  in need of effective team building 3.4 Select
  and lead a team building exercise

5
Portfolio Outline Section 4-7

• 4. Decision Making
• 4.1 Explain how decisions are made using each of
  the 4 decision making methods 4.2 Identify a
  decision that would be best made using each
  decision making method 4.3 Name and explain 5
  points to incorporate during the decision making
  process 4.4 Ethical decision making and
  evaluating to determine if decisions are ethical
  4.5 Explain the advantages and disadvantages of
  using consensus 4.6 Facilitate a group to meet
  consensus on decision
• 5. Problem Solving
• 5.1 Identify and explain the purpose for each of
  the 7 steps to problem solving. 5.2 3 barriers
  that can block creative problem solving 5.3
  Summarize the basic techniques to brainstorming
  5.4 Leading a committee or group in a problem
  solving activity
• 6. Group Dynamics
• 6.1 Identify what happens to a group in each
  stage of the team building process 6.2 Roles of
  group members in the task category 6.3 Roles
  of group members in the maintenance category
  6.4 4 actions to maintain cooperation within a
  group 6.5 9 Self-Oriented roles that weaken
  group development 6.6 Select and lead a council
  group or committee through a group cooperation
  activity
• 7. Time Management and Personal Organization
• 7.1 Identify 6 strategies to better manage your
  time 7.2 Identify 10 strategies to improve
  personal organization. 7.3 Identify the general
  signs of stress 7.4 Explain 5 strategies that
  can be used to deal with stress 7.5 Create a
  plan that incorporates strategies to improve
  personal organization 7.6 Create a personal
  calendar with a daily To Do list covering two
  weeks 7.7 Complete a Stress Test inventory
  summarize results and how you will respond

6
Portfolio Outline Section 8-10

• 8. Meeting Management
• 8.1 7 basic principles for meetings and identify
  5 characteristics of good meetings 8.2 10
  strategies used to facilitate a meeting 8.3
  Identify and explain key actions that meeting
  organizers should always do 8.4 Differences
  between main, subsidiary, and incidental motions
  8.5 Demonstrate ability to create and use a
  proper meeting agenda 8.6 Diagram tracking a
  motion from beginning to end, explain council
  options 8.7 Use parliamentary procedure and
  correct terminology in meetings 8.8 Plan,
  organize and run a committee or council meeting,
  summarize the experience
• 9. Communication
• 9.1 4 common elements of communication, and
  explain the role of each 9.2 8 common influences
  on communication pick 5 to explain their affects
  9.3 Explain five ways that students can become
  better listeners 9.4 10 conditions blocking
  effective communications define 5 9.5 Compose a
  letter or memo (or submit sample) 9.6 Compose an
  email or PowerPoint presentation (or submit
  sample) 9.7 Demonstrate your ability to
  effectively communicate orally 9.8 Demonstrate
  your ability to speak using proper stage and
  podium etiquette
• 10. Evaluation
• 10.1 Provide an explanation why it is important
  to evaluate people, groups, governing rules, and
  activities 10.2 Identify 10 evaluation methods
  or instruments and provide examples 10.3 Name 5
  characteristics of good evaluation instruments
  10.4 Identify the best evaluation method for
  each example given 10.5 Using the 7 tips for
  planning evaluations, plan, perform, and report
  the results 10.6 Complete the Individual Leader
  Evaluation Form, summarize the results

7
Portfolio Outline Section B, C, D

• Section B Service
• B.1 Explain the role of service as it pertains
  to student leaders B.2 Explain Direct and
  Indirect service, identify strengths or
  weaknesses of each B.3 4 key elements of service
  learning and difference between it and just
  service B.4 Research and create a list of 5
  resources at the school and 5 in the community to
  contact or utilize in support of student council
  service projects B.5 Provide evidence of
  participation in 2 service projects B.6 Use the
  12 Ws of project planning to plan and carry out a
  community service project
• Section C Civic Engagement
• C.1 Explain what it means to be civically
  engaged and why it is important for students to
  be involved in civic-based activities C.2
  Identify 4 goals of civic engagement C.3 Explain
  3 types of civic engagement and activities that
  illustrate each one C.4 Identify 3 student
  council functions/activities that are civic-based
  and explain how C.5 Create a list of 3 community
  resources and 3 web sites that support civic
  engagement, explain how the student council can
  utilize each C.6 Organize and lead a committee
  or the student council in a civic-based activity
  that engages members of the student body
• Section D My Leadership Philosophy
• D.1 My leadership traits and style D.2 My
  personal philosophy about leadership (750-1,000
  word essay)

8
Some of the Regulations

• Submit only the requested forms indicated on the
  Check List. No other items will be considered
  during the evaluation process. All submissions
  should be made on standard 8 ½ x 11 paper.
  Application materials must be bound by staple or
  secured in a report folder. Please do not use
  3-ring binders or notebooks.
• Students must submit an essay that will be not
  less than 750 words or more than 1,000 words.
  Essays must be double-space typed with margins of
  one inch (top, bottom, and sides)
• Portfolios must be submitted with the application
  and must adhere to the following specific
  regulations
• a. Portfolios must only include the requested
  samples of evidence
• b. Portfolio materials must be secured in a
  report folder or similar notebook.
• c. Students may include photos in portfolios to
  better illustrate evidence of activities and
  tasks. Only one photo of not more than 4x6 per
  application section is permitted.
• Students must secure and include two letters of
  recommendation. One must be from the principal or
  other administrator designated by the principal
  and one from the student council adviser.
  (Samples of letters are included on the Certified
  Student Leader web page)
• Applications missing required information,
  signatures, or not in compliance with the
  regulations will not be evaluated by NASC.
• All students will receive notification of the
  status of their application from NASC. Those that
  do not earn the Certified Student Leader
  designation will be given the results of the
  evaluation and may reapply after a six-month
  period during which time they should work to
  strengthen their area(s) of weakness or attain
  missing evidence.

9
Section A, Part 1 Leadership and You
Definition of Leadership
10
Section A, Part 1 Leadership and You
11
Section A, Part 1 Leadership and You
12
Section A, Part 1 Leadership and You

• 1.1 Explain the 3 Climates of Leadership
• Autocraticthe leader has complete authority
  and control
• Democraticthe entire group shares in decision
  making
• Laissez-fairethe leader exerts little
  influence or control.

13
Section A, Part 1 Leadership and You

• 1.2 Identify 5 Traits of Leaders
• Telling Leader
• Persuading Leader
• Consulting Leader
• Joining Leader
• Delegating Leader

14
Section A, Part 1 Leadership and You

• 1.3 Identify 2 situational Leadership behavior
  types
• Relationship Oriented Behavior
• Task Oriented Behavior -

15
Section A, Part 1 Leadership and You

• 1.5 Examine your Leadership Qualities
• Write your personal definition of leadership,
  including its purpose and its importance with
  regard to a student council and in society.
• Listing Your Leadership Qualities
• a. List the ways you have been a leader in your
  school and out (community, family, other)
• b. Identify the one leadership experience that
  you found to be the most satisfying and explain
  why
• c. Identify the one leadership experience that
  challenged you most and explain why

16
Section A, Part 1 Leadership and You

• 1.6 Explain a leadership situation where your
  leadership would be more effective using
  Relationship Oriented behaviors and one where you
  would be more effective using Task Oriented
  behaviors.
• 1.7 Do the T-P Leadership Questionnaire
• Make sure to write a summary of your findings.

17
Section A, Part 2 Goal Setting

• 2.1 Identify 5 reasons to set goals
• They provide a sense of direction.
• They motivate us.
• They make us feel good about ourselves and what
  we do.
• They point out strengths, which can be used to
  overcome obstacles, and make us aware of
  weaknesses so we can begin to improve them.
• They help us visualize what is important, plan
  actions to achieve the goals, and then carry them
  out.
• They help us make decisions.
• They make us responsible for our own lives and
  make our group responsible for its own success or
  failure.
• They force us to set priorities.
• They make us feel committed.
• They develop better group morale by giving a
  sense of past victories and providing a stimulus
  for present success.
• They measure both individual and group progress.
• They sharpen our leadership skills.

18
Section A, Part 2 Goal Setting

• Sec 2.1 and 5 reasons why people dont set goals
• Predictability - Many people feel threatened by
  change and resist goal setting because it may be
  uncomfortable while moving out of the "rut."
• Conditioning - Most of us are conditioned so that
  after we have done something a certain way, it
  becomes habit, automatic and reflexive.
• Belief in Miracles - Many people sit back and
  wait for miracles instead of setting goals and
  taking action to accomplish them.
• Fear of Losing - Many people do not set goals
  because they are afraid they will be criticized
  for not reaching them.
• Fear of Winning - Odd as it may seem, some people
  do not set goals because they cannot imagine
  themselves being capable of handling the new
  behavior of success.
• Over Expectations - Setting your goals too high
  enables you to say, "I know I can't reach that
  goal, so I won't even try"

19
Section A, Part 2 Goal Setting

• 2.2 Identify the parts of SMART goals
• Specific What you want to achieve and the
  standard you will use to measure your success is
  clearly stated
• Measurable The goal includes specific points of
  achievement or benchmarks that identifies the
  progress of the goal and when it is completed.
• Attainable The goal is challenging, but is
  realistic and within your reach
• Rewarding Reaching the goal will make you feel
  good. You should recognize that you have
  accomplished something by raising your level of
  skills or knowledge and applying them
  successfully.
• Timely The goal should have a time limit that
  is reasonable. You may want to include deadlines
  within the goal to help you manage and plan the
  work necessary to reach the goal.

20
Section A, Part 2 Goal Setting

• 2.3 Use the NASC 4-Step process to write a group
  goal
• 1. Brainstorm for possible goals.
• Keep in mind the purpose of the group.
• Discuss what the group should accomplish.
• Everyone should participate.
• All ideas should be recorded, no matter how
  unrealistic.
• 2. Set priorities among the goals.
• Discuss the goals in relation to the group's
  needsconsider your strengths and weaknesses.
• Rank the goals in order of importance.
• Achieve consensus on a few important and
  specific goals that the group can commit to,
  rather than a "laundry list" of goals that may or
  may not get done.
• 3. Select activities/projects to help you
  achieve your goals.
• Some goals may be accomplished in one project,
  while others require ongoing efforts.
• Determine when activities should happen, and
  plan your year-long calendar.
• 4. Develop Action Plans
• Identify specific steps to achieving the goals,
  projects, or activities.
• Place the steps in chronological order.

21
Section A, Part 2 Goal Setting

• 2.4 Create one short and one long term goal (need
  two worksheets)
• Specificity
• What specifically do I want to know, do, or
  accomplish? I want to.
• Measurability
• How can I know when the goal is being
  accomplished? I will know that I have
  accomplished my goal when...
• Complete Goal Statement
• A goal statement that is both specific and
  measurable. I will know that I have
• Goals should be accomplished my goal
• Specific when
• Attainable
• Measurable
• Moderately difficult

22
Section A, Part 3 Team Building

• 3.1 Explain the attributes that distinguishes a
  team from a group

23
Section A, Part 3 Team Building

• Team vs. group
• A team is more than a group of assembled people.
  It is a collection of individuals guided by a
  common purpose, striving for the same goals.
  Because each member makes a unique contribution,
  a team represents a powerhouse of potential.

24
Section A, Part 3 Team Building
3.2 Identify 10 characteristics of effective team
members and 10 characteristics of effective team
leaders.
25
10 characteristics of a good team member

• Characteristics of Effective TEAM MEMBERS
• Effective team members
• gt support, protect, and defend the team leader
  and help him/her succeed
• gt share ideas freely and enthusiastically
• gt ensure that all viewpoints are explored
• gt express opinions, both for and against
• gt act in a positive and constructive manner
• gt understand personal and team roles
• gt accept ownership for team decisions
• gt recognize that they each serve as a team leader
  
• gt participate voluntarily
• gt show loyalty to the team
• gt view criticism as an opportunity to learn
• gt give praise and recognition when warranted
• gt criticize ideas, not people
• gt avoid defensiveness when fellow team members
  offer criticism

26
10 Characteristics of a good team leader

• Characteristics of Effective TEAM LEADERS
• Effective team leaders
• gt communicate
• gt are open, honest, and fair
• gt make decisions with input from others
• gt act consistently
• gt give the team members the information they need
  to do their jobs
• gt set goals and emphasize them
• gt create an atmosphere of growth
• gt give praise and recognition
• gt criticize constructively and address problems
• gt display tolerance and flexibility
• gt exhibit a willingness to change
• gt treat team members with respect
• gt set guidelines for how team members are to
  treat one another
• gt represent the team and fight a "good fight"
  when appropriate

27
Section A, Part 3 Team Building
3.3 Identify 5 signs that a student council is in
need of effective team building
28
10 signs that a group needs team building.

• 1. People have opinions they do not express in
  the group
• 2. In group discussion, opinions are often stated
  to which nobody responds
• 3. There is confusion about assignments.
• 4. The groups plans are consistently determined
  by one person or by a small clique.
• 5. People are more concerned with exercising
  powers in the group than with trying to get the
  job done effectively.
• 6. Difference and conflicts within the group are
  denied, suppressed, and avoided.
• 7. There are noticeable grievances and complaints
  among team members.
• 8. There is a high degree of tension in the group
  
• 9. There is little understanding of or commitment
  to the groups goals.
• 10. There is little commitment to take action on
  the groups decisions.

29
Section A, Part 3 Team Building

• 3.4 Select and lead a team building exercise with
  your student council.
• Write a summary explaining what you observed
  about the participants during the activity and
  why you felt it was successful or not in
  strengthening the group as a team.

30
Section A, Part 4 Decision Making

• There are 4 ways to make decisions
• 1. Autocratic
• One person makes the decision on behalf of the
  group. Generally this is a person with the
  authority to do so, or he or she presumes to have
  that power.
• Autocratic decisions are efficient and effective
  when the person who makes the decision has the
  authority and the information necessary to do so.
  They are not effective if the group does not go
  along with the decision, or the person making the
  decision does not have sufficient information.

31
Section A, Part 4 Decision Making

• 2. Democratic
• The group participates in the decision by voting
  to resolve their differences. Each member has an
  equal say in the outcome.
• The process involves the group to a larger extent
  than in the autocratic mode. Members provide
  input so that the decision is more informed.
  However, the resolution by vote creates a
  majority and a minority. Thus, a proportion of
  the group is overruled. A win/lose situation has
  been created that leaves a disgruntled minority
  of losers. This leads to tension in the group,
  and decision making becomes competitive within
  the group.

32
Section A, Part 4 Decision Making

• 3. Consensual
• After thorough discussion the group arrives at a
  resolution that each member can endorse.
• The widest possible interest and ownership for
  the most members is achieved. An individual
  member may not see the final decision as his or
  her favorite, but it is a good one that he or she
  will support. However, the process takes time.

33
Section A, Part 4 Decision Making

• 4. Laissez-faire
• Decision making is left to the initiative of the
  group. If they choose to make a decision, they
  will. If not, they will not.
• The group may choose a variety of methods for
  making the decision. Laissez-faire invests the
  wisdom and power in the group to know when and
  how to make decisions. Participation may or may
  not be full. The risks are that the group will
  not rise to the occasion or that individual
  members will emerge to dominate the process.

34
Section A, Part 4 Decision Making

• 4.1 Explain how decisions are made using each of
  these methods
• Autocratic
• Democratic
• Consensual
• Laissez-faire

35
Section A, Part 4 Decision Making

• 4.2 For each method of decision making, identify
  one decision often made by student council and
  one that might be made in the community or by
  local government that is best made using that
  particular method
• Autocratic
• Democratic
• Consensual
• Laissez-faire

36
Section A, Part 4 Decision Making

• 4.3 Name and explain 5 points to incorporate
  during the decision making process
• 1. Start by defining the decision. State what
  must be decided, then ignore unimportant bits of
  information and focus on the main decision at
  hand.
• 2. Review your values and the resources you have
  available. Your values direct your behavior and
  what you desire will control how you act. The
  resources you can access can determine how you
  proceed and the limitations you may have.

37
Section A, Part 4 Decision Making

• 5 points to incorporate during the decision
  making processcontinued.
• 3. Identify more than one solution. Considering
  all options gives you choices and alternatives
  that may be needed should you find you cannot
  pursue your first choice.
• 4. Pick the solution that makes the most sense
  for the situation. To find this solution, start
  by eliminating any other solution that could be
  troublesome, lead to additional problems, and any
  that dont hold up to your values.
• 5. After making your decision, review it
  periodically to make sure you continue on the
  right course and to determine if you need to make
  any adjustments.

38
Section A, Part 4 Decision Making

• 4.4 Explain why it is important for leaders to
  use ethical decision making and how to evaluate
  whether or not a decision is ethical

39
Section A, Part 4 Decision Making

• Decisions that you make should also be lawful
  and not put students or others in situations that
  would jeopardize their health, safety, or create
  a legal situation. In most cases, you will
  intuitively know when a decision or solution you
  are considering is wrong, because you conscience
  will start waving a red flag in your head,
  telling you, no. Other times, the right
  decision may not be as clear. For those times,
  consider three simple questions.
• 1. Is it legal? Will my decision violate any
  policy or law?
• No decision should compromise the integrity of
  others who support it or coerce them to abandon
  their values or participate in illegal
  activities.
• 2. Is it a balanced? Does it promote a win-win
  situation?
• Decisions should be fair and rational. Those
  would result in a big winner or big loser
  should be avoided.
• 3. How will it make you feel about yourself?
  Would your family be proud of your decision?
• If you make a decision and would be embarrassed
  to have it published for others to read about it,
  that decision is probably not the one you should
  make.

40
Section A, Part 4 Decision Making

• 4.5 Explain the advantages and disadvantages of
  using a consensus approach to making decisions

41
Section A, Part 4 Decision Making

• Potential advantages of using the consensus
  approach
• gt Through the sharing of information all members
  will know the other members' feeling on the
  issues, which will promote unity and greater
  understanding.
• gt Members can all have a sense of ownership in
  the decision and will therefore work harder to
  carry out the decision.
• gt Since all members have a say in the final
  outcome, the decision will usually be of a much
  higher quality.
• Potential disadvantages of using the consensus
  approach
• gt Consensus reaching can be time-consuming.
• gt Consensus reaching can place a great demand on
  the group leader to be facilitator, communicator,
  listener, and moderator to make sure discussion
  is not dominated by a few members.

42
Section A, Part 4 Decision Making

• 4.6 Select a method for achieving consensus and
  facilitate using it to reach a decision during a
  council or committee meeting and evaluate and
  summarize the results.

43
Section A, Part 5 Problem Solving

• 5.1 7 steps to problem solving
• 1. State Problem
• The purpose is to understand what you or the
  group wants to do but can't and to identify
  deficits.
• 2. Define Problem
• The Purpose is to clarify and make a general
  deficit specific.
• Method Ask yourself, "What does it mean that I
  (or we) can't do something? How will I know when
  the problem is solved? What can I observe that
  will show problem solution?"

44
Section A, Part 5 Problem Solving

• 7 steps to problem solving continued
• 3. Generate Solutions
• The Purpose is to gather information, to expand
  ideas and alternatives that answer the question
  "How can we. . . ."
• Methods Brainstorming and research, tradition,
  advice from students, teachers, administrators,
  etc.

45
Section A, Part 5 Problem Solving

• 7 steps to problem solving continued
• 4. Select Solutions
• The Purpose is to choose between alternatives by
  using decision-making processes.
• Methods
• a. Individual Decision To make a quick choice,
  especially when added information is unavailable
  or unnecessary.
• b. Group Decision To make a choice based on the
  input of others encourage others to participate
  in the decision-making process.
• c. Values Clarification To choose between
  alternatives based on what is most important to
  those making the decision.

46
Section A, Part 5 Problem Solving

• 7 steps to problem solving continued
• 5. Develop Program
• The purpose is to develop a step-by-step process
  to work toward accomplishing the selected
  solution.
• Methods Examine the Program Development
  Worksheet as one possible model of program
  development. Time lines for the accomplishment of
  a task are also an example of a method of program
  development.
• 6. Implement Program
• The Purpose is to take action and complete the
  program developed. Methods Follow the worksheet,
  timeline, or whatever method of program
  development you have chosen.

47
Section A, Part 5 Problem Solving

• 7 steps to problem solving continued
• 7. Evaluation
• The Purpose is to examine the entire process to
  uncover what went well and what needed
  improvement. Evaluation can be formative and work
  toward program improvement during implementation,
  or it can be summative and work toward making
  future programs more effective.

48
Section A, Part 5 Problem Solving

• 5.2 Barriers that can block creative problem
  solving are
• Barriers in perception badmouthing others' ideas
  
• Lack of self-confidence, information, energy,
  effort, humor, positive outlook, rewards for
  innovative behavior
• Old ways of doing things (force of habit)
  overlooking the obvious
• Conformity, clock pressure, close-mindedness,
  cutting down ideas
• Killer statements, keeping a closed mind
• Self-imposed boundaries, fear of being wrong or
  laughed at, self-complacency, subservience to
  authority.

49
Section A, Part 5 Problem Solving

• 5.2 continued Ways to solve barriers with a
  win-win solution are

50
Section A, Part 5 Problem Solving

• 5.3 Summary of the basic steps used by groups
  during a brainstorming exercise
• 1. Set a time limit for the activity. Depending
  on the issue, the average time for discussion
  would be 10-20 minutes.
• 2. If the group is larger than 12-15 people, form
  two or more sub groups. Try to get a mixed
  representation in each one. For instance, all
  officers should not be in the same group.
• 3. Be sure that everyone knows about the issue or
  topic to be addressed. A brief review of the
  topic may be needed.
• 4. Focus on one issue at a time. If a group moves
  away from the issue or topic, the facilitator
  should ask them to refocus.
• 5. Each group should record all responses on
  newsprint, chalkboard, or another way that allows
  each member of the group to see the responses.
  Key words and phrases should be written. It is
  not necessary to write word for word what was
  said.
• 6. Split up close friends. Allowing them to sit
  together could encourage agreement, which inhibit
  the flow of ideas.
• 7. Do brainstorming when people are not rushed
  for time.
• 8. Encourage group members to avoid reacting to
  group suggestions verbally or using body
  language. This includes showing agreement or
  disagreement through facial expressions.
• 9. If a group has a member or two who have a
  tendency to dominate discussions, begin the
  session by taking 5 minutes to have everyone
  write down their suggestions on paper, and then
  proceed with the verbal portion asking members to
  first share the ideas they wrote.

51
Section A, Part 5 Problem Solving

• 5.4 Lead a committee or group in a problem
  solving activity using the 7 steps
• - include brainstorming
• - record steps and decisions on a problem
  solving worksheet
• - write a summary/evaluation of the activity
  highlighting any positive outcomes and challenges
  that were encountered by the group

52
Section A, Part 6 Group Dynamics

• Sec 6.1 Identify what happens to a group in each
  stage of the team building process.
• Forming -
• A group goes through this initial stage when its
  members first come together as a collection of
  individuals unfamiliar with other group members.
  At this stage, you are instrumental in providing
  opportunities and a positive environment for
  initial group interactions.
• Start by encouraging group members to introduce
  themselves. Never assume that people are
  acquainted, and when you are introducing people,
  try to think of one or two facts about them that
  others may find interesting.

53
Section A, Part 6 Group Dynamics

• Sec 6.1 continued
• Storming
• Once the group has become acquainted, conflicts
  may arise over such issues as power, leadership,
  goals, and attention. These potential problems
  can be minimized by setting standards and
  modeling the desired behaviors. Often group
  members look to each other as guides for
  standards of behavior, particularly in terms of
  the acceptable levels of criticism and conflict
  and the ways in which disagreements are handled.
• Make sure that the message you are sending is
  consistent. Your body language should not
  encourage behavior that you verbally discourage.

54
Section A, Part 6 Group Dynamics

• Sec 6.1 continued
• Norming
• During the third stage, conflicts are resolved
  and the group begins to function smoothly as a
  unit. These functions include working out
  compromises, encouraging participation,
  maintaining a conducive environment, and handling
  individual problems.
• Performing
• In the fourth stage, the group experiences
  maximum productivity and involvement. The group
  members recognize each other as being important
  components of the group.

55
Section A, Part 6 Group Dynamics

• Sec 6.1 continued
• Transforming
• In the final stage, members come to terms with
  the end of the task/exercise and must decide
  whether or not to apply their experience to work
  with other groups of which they may belong, and
  with future activities of the current group.

56
Section A, Part 6 Group Dynamics

• 6.2 Identify and explain the roles of group
  members that fall into the task category
• 1. The INITIATOR-CONTRIBUTOR suggests or proposes
  to the group new ideas or a changed way of
  regarding the group's problem or a goal.
• 2. The INFORMATION SEEKER asks for clarification
  of suggestions made in terms of their accuracy
  and for authoritative information pertinent to
  the problem being discussed.
• 3. The OPINION SEEKER asks not for the facts of
  the case, but for a clarification of the values
  pertinent to what the group is undertaking or for
  clarification of values involved in a suggestion
  or solution.
• 4. The OPINION GIVER states his or her belief or
  opinion pertinent to a suggestion. The emphasis
  is on his or her proposal of what should become
  the group's view, not on relevant facts or
  information.

57
Section A, Part 6 Group Dynamics

• 6.2 Identify and explain the roles of group
  members that fall into the task category
  continued
• 5. The INFORMATION GIVER offers facts or
  generalizations that are authoritative, or
  relates his or her personal experience.
• 6. The ELABORATOR spells out suggestions in terms
  of examples, offers a rationale for suggestions
  previously made, and tries to deduce how an idea
  would work out if adopted by the group.
• 7. The ORIENTER defines the position of the group
  with respect to its goals by summarizing what has
  occurred or raising questions about the direction
  which the group discussion is taking.
• 8. The ENERGIZER prods the group to action or
  decision and attempts to stimulate the group to
  greater or higher quality activity.
• 9. The RECORDER writes down suggestions and makes
  a record of group decisions. The recorder is the
  group memory.

58
Section A, Part 6 Group Dynamics

• 6.3 Identify and explain the roles of group
  members that fall into the maintenance category
• 1. The encourager praises, agrees with, and
  accepts the contributions of others. He or she
  indicates warmth and solidarity in his or her
  attitude toward the other group members and
  indicates understanding and acceptance of other
  points of view.
• 2. The harmonizer mediates the difference between
  other members, attempts to reconcile
  disagreements, and reduces tension.
• 3. The compromiser operates from within a
  conflict in which his or her idea or position is
  involved. He or she offers compromise by yielding
  status, admitting error, or disciplining him or
  herself to maintain group harmony or growth.
• 4. The gatekeeper and expediter attempt to keep
  communication channels open by encouraging or
  facilitating the participation of others or by
  proposing regulation of the flow of
  communication. ("We haven't heard from yet." "Why
  don't we limit the length of our contributions so
  that everyone will have a chance to speak?")
• 5. The standard setter expresses ideals for the
  group to attempt to achieve or applies standards
  in evaluating the quality of group processes.

59
Section A, Part 6 Group Dynamics

• 6.3 Identify and explain the roles of group
  members that fall into the maintenance
  category, continued
• 4. The gatekeeper and expediter attempt to keep
  communication channels open by encouraging or
  facilitating the participation of others or by
  proposing regulation of the flow of
  communication. ("We haven't heard from yet." "Why
  don't we limit the length of our contributions so
  that everyone will have a chance to speak?")
• 5. The standard setter expresses ideals for the
  group to attempt to achieve or applies standards
  in evaluating the quality of group processes.

60
Section A, Part 6 Group Dynamics

• 6.4 Explain 4 actions that leaders can take to
  maintain cooperation within a group
• 1. Identification with Other Members
• Try to find out how the other person feels.
  Don't assume that what you want is what others
  want, too. Discovering common attitudes among
  group members is productive. Encourage input from
  all members when setting up ground rules or
  guidelines for the group.
• 2. Participation
• Encourage everyone in the group to take an
  active part. Consensus is much better than an
  unhappy minority. People participate in their own
  ways, so be tolerant and helpful in encouraging
  participation. Help members find roles that fit
  them.
• 3. Democratic Climate
• Democratic leadership involves more people than
  a dictatorship. Your job as a leader is to create
  an atmosphere of honesty and frankness. Keep
  things moving but allow the group to make the
  decisions when they are ready to do so.
• 4. Individual Security
• People under pressure may call names, get angry,
  show prejudice, or behave in other ways
  destructive to group cohesiveness. Security comes
  as trust develops within a group. Act swiftly to
  remind the group of the agreed upon guidelines
  for working together if you observe anyone whose
  actions or words are out of line with any one of
  the guidelines.

61
Section A, Part 6 Group Dynamics

• Sec 6.4 continued
• 5. Open Lines of Communication
• Explain and listen. Make your messages honest
  and accurate. Encourage the flow of listening,
  talking, and responding.
• 6. Better Listening
• Attempt to interpret both the literal meaning
  and the intention of each speaker. You need to
  hear what other people say, what they intend to
  say, and what they would have said if they could
  have said what they wanted to say.
• 7. Handling Hostility
• Hostility in itself is not necessarily harmful
  to a group, or even to individual productiveness.
  People need freedom to express hostility within a
  group (through channels) because inhibition will
  decrease the efficiency of the group members.
  Call a time out from the exercise if needed to
  give the group time to work through their
  frictions and to refocus their efforts on the
  challenge at hand.

62
Section A, Part 6 Group Dynamics

• 6.5 Identify 9 Self-Oriented roles that can
  weaken a groups development
• Select 3 and suggest strategies that a leader can
  use to bring about a positive change that will
  encourage the person to work more cooperatively
  with the group

63
Section A, Part 6 Group Dynamics

• 9 Self-Oriented Roles are
• 1. Dominator tries to assert authority or
  superiority or to manipulate the group through
  flattery, interruptions, or demanding
  right-to-attention embarks on long monologues
  is over-positive and over-dogmatic constantly
  tries to lead group even against group goals is
  autocratic and monopolizing.
• 2. Blocker resistant, stubborn, negative,
  uncooperative, pessimistic, interferes with group
  progress by rejecting ideas and arguing unduly.
• 3. Help-seeker seeks sympathy whines,
  expressing insecurity and personal confusions
  depreciates self.
• 4. Special interest-pleader claims to speak for
  a special group but usually is seeking attention
  for self name-drops to impress the group.
• 5. Aggressor attacks the group or the stature of
  its problems deflates the status of others may
  joke, express disapproval of values/acts/
  feelings of others, or try to take credit for
  another member's contributions.
• 6. Fun-expert is not involved in the group and
  doesn't wish to be may be cynical, aloof often
  involved in horseplay behaves childishly
  distracts others, makes off-color remarks.
• 7. Self-confessor uses the group as audience for
  expressions of personal and emotional needs is
  not oriented to the group.
• 8. Avoider withdraws from ideas, from group,
  from participation is indifferent, aloof, and
  excessively formal daydreams, doodles, whispers
  to others wanders from the subject or talks
  about irrelevant personal experiences.
• 9. Recognition seeker exaggerated attempt to get
  attention by boasting or claiming long experience
  or great accomplishments struggles against being
  placed in "inferior positions."

64
Section A, Part 6 Group Dynamics

• Strategies that a leader can use to bring about a
  positive change that will encourage the person to
  work more cooperatively with the group.
• Dominator
• Blocker
• Help seeker
• Special interest pleader
• Aggressor
• Fun expert
• Self confessor
• Avoider
• Recognition seeker

65
Section A, Part 6 Group Dynamics

• 6.6 Select and lead a council group or committee
  through a group cooperation activity
• - Summarize the results, identifying the
  different group roles that were observed

66
Section A, Part 7 Time Management Personal
Organization

• 7.1 Identify 6 common strategies to better manage
  your time. Tell which strategy works best for you
  and why.
• Identify your peak time. (morning, noon or night)
• Find ways to reduce interruptions.
• Make sure you feel well physically, emotionally,
  and mentally.
• Evaluate your current practice.
• Make a list of what you have to do, rate each one
  in priority.
• Create a daily schedule. Know when to say no.

67
Section A, Part 7 Time Management Personal
Organization

• 7.2 Identify 10 strategies to improve personal
  organization
• 1. Look at your normal time schedule and analyze
  it.
• 2. Write down specific, attainable goals.
• 3. Schedule blocks of time to make significant
  progress on the most important goals. Plan each
  day the night before. Think of ways you can
  reduce distractions.
• 4. Use "To Do" lists daily, weekly, and long
  term. Rank your tasks in order of priority.
• 5. Do one thing at a time and resist detours.

68
Section A, Part 7 Time Management Personal
Organization

• 6. Plan for the unexpected! Don't schedule every
  minute of every day.
• 7. Learn to say NO! (to the phone, salespeople,
  friends, TV, etc.)
• 8. Un-clutter your life.
• 9. Use sleeping time to let the subconscious
  work. Keep paper and pen by your bed to record
  ideas as soon as you wake.
• 10. Delegate activities/assignments to associates
  and friends whenever possible. Ask people for
  help, and be sure to give them recognition for
  the work they do.
• 11. Determine which things can appropriately be
  put off or ignored. (Set priorities.)
• 12. Regularly ask yourself "What is the best use
  of my time right now?"

69
Section A, Part 7 Time Management Personal
Organization

• 7.3 Identify the general signs of stress
• General irritability, hyper-excitation, or
  depression
• Pounding of the heart (an indicator of high blood
  pressure, often due to stress)
• Dryness of the throat and mouth
• Impulsive behavior, emotional instability
• The overpowering urge to cry or run and hide
• Inability to concentrate, flight of thoughts,
  general disorientation
• Feelings of unreality, weakness, or dizziness
• Predilection to become fatigued loss of the joy
  of living

70
Section A, Part 7 Time Management Personal
Organization

• More signs of stress
• "Floating anxiety"being afraid but not knowing
  of what
• Emotional tension and alertnessfeeling of being
  "keyed up"
• Trembling, nervous tics
• Tendency to be startled easily by small sounds,
  etc.
• High pitched, nervous laughter
• Stuttering and other speech difficulties, often
  stress-induced
• Grinding of the teeth
• Insomnia and/or nightmares
• Hypermotilityincreased tendency to move around
  without any reason (are you kicking your foot
  right now?)

71
Section A, Part 7 Time Management Personal
Organization

• More signs of stress
• Sweatingbecomes obvious only under considerable
  stress but is readily detectable by biofeedback
  instruments
• The frequent need to urinate
• Diarrhea, indigestion, queasiness in the stomach,
  sometimes even vomiting
• Migraine and/or tension headaches
• Pain in the neck or lower back
• Loss of or excessive appetite
• Neurotic behavior
• Increased use of controlled substances
  prescribed drugs, alcohol and other drugs,
  increased smoking
• Accident proneness.

72
Section A, Part 7 Time Management Personal
Organization

• 7.4 Explain 5 strategies that can be used to deal
  with stress
• Look for causes. Who or what is at the bottom of
  the stress?
• Anticipate stressful periods and plan for them.
  Try and reduce the number of events going on in
  your life.
• Do one thing at a time. Don't overwhelm yourself
  by fretting about your entire workload. Take each
  thing as it comes, and tell yourself you can
  handle it.
• Set realistic goals.
• Learn to pace yourself. You can't operate in high
  gear all the time.
• Exercise. Physical exercise can refresh you after
  heavy mental work.

73
Section A, Part 7 Time Management Personal
Organization

• Strategies to deal with stress.
• Learn how to play. Find an activity that you
  enjoy.
• Go with the flow. If you can't fight what's
  bothering you, and you can't flee from it, then
  just go with it.
• Create a quiet place. Take time to meditate, to
  pray, or to read a book.
• Develop a peer support system. Cultivate
  friendships with supportive people who have
  positive attitudes.
• Do something for others. Reaching out can get
  your mind off yourself, and make you feel good by
  making someone else feel good.
• Learn to accept yourself. It's okay not to be
  perfect. If you fail, don't concentrate on
  failure.

74
Section A, Part 7 Time Management Personal
Organization

• Strategies to deal with stress.
• Deliberately recall past successes. It helps
  self-esteem.
• Take care of yourself. Get enough sleep. Lack of
  rest just aggravates your stress problems.
  Maintain a proper diet.
• Avoid self-medication. Alcohol and drugs can mask
  stress symptoms, but they don't help deal with
  the problems. Don't escape into drinking and
  drugging.
• Don't sweat the small stuff. Not every argument
  is worth trying to win. Defend values that are
  important, but learn to ignore lesser issues.
  Don't take life so seriously. Remember, it's all
  small stuff.

75
Section A, Part 7 Time Management Personal
Organization

• 7.5 Using the 10 strategies to improve personal
  organization, create a plan that incorporates at
  least three strategies. Use the plan for at least
  two weeks, then evaluate whether or not your plan
  helped.
• Summarize your observations and suggest what
  you need to do to improve your plan.

76
Section A, Part 7 Time Management Personal
Organization

• 7.6 Create a personal calendar with a To Do of
  your activities covering at least 2 weeks.
• Explain how you used the calendar and evaluate
  to what extent it helped you organize your time.

77
Section A, Part 7 Time Management Personal
Organization

• 7.7 Complete a Stress Test inventory summarize
  your reaction to the results and explain how you
  will respond.
• The test must be included with your notebook as
  well as the summary.

78
Section A, Part 8 Meeting Management

• 8.1 Explain the 7 basic principles for meetings
• 1. Be familiar with the constitution and by-laws
  and the concept of the group's activities as part
  of the total school curriculum.
• 2. Review the purposes, goals, and objectives of
  your organization and the kinds of activities
  that may assist in accomplishing them.
• 3. Be familiar with school policies and
  administration guidelines regarding student
  activities.
• 4. Understand the relationship of your
  organization to other organizations in and
  outside of school.
• 5. Have a basic handbook for all members of your
  organization that includes the above items as
  well as job descriptions, and to which agendas,
  minutes, and other special information may be
  added.
• 6. Always follow a business procedure during
  meetings.
• 7. Plan meetings cooperatively with the officers,
  members, and adviser.

79
Section A, Part 8 Meeting Management

• 8.1 Identify 5 characteristics of a good meeting
• The purpose of the meeting is clearly
  communicated.
• Only items that can be handled in the time
  allowed for the meeting are on the agenda.
• Someone has agreed to be the recorder of ideas
  presented and decisions made and get copies of
  those notes to everyone after the meeting.
• No one person dominates the meeting. Everyone is
  encouraged to participate.
• Real issues are presented and are honestly
  handled.
• Only one issue or subject is handled at a time.
• A solution is not reached until the problem has
  been adequately discussed and analyzed.
• Decision-making procedures are clear ahead of
  time. (Will we take a majority vote? Will we
  reach consensus? etc.)
• The meeting leader shows no bias and is perceived
  as neutral.
• The meeting leader involves and encourages
  everyone to participate.
• All agreements made during the meeting are
  verified at the end of the meeting, such as
  chairs appointed, committees formed, etc. Pin
  down the who, what, when, and where on the spot.

80
Section A, Part 8 Meeting Management

• 8.2 Identify 10 strategies that leaders should
  use when facilitating a meeting select five from
  that group and explain how each one is important
  to use during meetings
• 1. Help all to view the process not as a debate,
  but a quest.
• 2. Center upon real differences. Avoid arguments
  over technicalities.
• 3. When general and abstract problems are
  proposed, ask for illustrations. Embody general
  issues in concrete cases. "Do you remember a
  specific instance?
• 4. Share with the group, at the beginning, a
  rough outline of the process, so they will feel
  that they know where they are going.

81
Section A, Part 8 Meeting Management

• Strategies that leaders should use when
  facilitating a meeting, continued.
• 5. The responsibility to initiate discussion when
  there is none lies with the presider.
• 6. Keep your eyes open to developments. Watch
  members and try to catch their non-verbal cues.
• 7. Avoid tangles over words and definitions.
• 8. Draw out shy people with friendly
  encouragement.
• 9. Get brief statements, not speeches.
• 10. The leader need not comment on every
  contribution.
• 11. Summarize often. Orient and guide.

82
Section A, Part 8 Meeting Management

• Strategies that leaders should use when
  facilitating a meeting, continued.
• 12. In summaries, bring together the areas upon
  which all in the group have agreed. Make it clear
  that no more discussion is needed on those
  points.
• 13. Try to see leadership as a service function
  for the group, rather than as a characteristic of
  a "gifted individual.
• 14. Work for consensus rather than majority
  control.
• 15. Trust the group. There is no person in it who
  is not superior to the rest in at least one
  respect.

83
Section A, Part 8 Meeting Management

• 8.3 Identify and explain key actions that meeting
  organizers should always do
• Before a meeting
• gt Arrive early to inspect the room, and set up
  any materials or equipment
• gt Develop an agenda and review with the adviser
  and other officers.
• gt Share the agenda with meeting attendees,
  highlighting dates and times of the meeting
• gt Appoint someone to take minutes if the council
  secretary will not be present

84
Section A, Part 8 Meeting Management

• 8.3 Identify and explain key actions that meeting
  organizers should always do
• During a meeting
• gt Start on time and stay on task
• gt Keep time and stay with the time
  commitment for the meeting.
• gt Clarify any points by rewording or repeating
  them.
• gt At the end of each agenda item, check to see
  that each person who wanted to speak on that
  topic had the opportunity to do so.
• gt Be aware of the climate of the group. Look for
  any verbal or non-verbal clues that will indicate
  how they are feeling towards a topic and each
  other during debates or discussions.
• gt Use the last few minutes to valuate the
  meeting to determine if it accomplished what you
  wanted it to do and if resources were used
  effectively. Identify any items that need to
  carry over to another meeting.
• gt End the meeting on time

85
Section A, Part 8 Meeting Management

• 8.3 Identify and explain key actions that meeting
  organizers should always do
• After a meeting
• gt Review the minutes for accuracy, identifying
  any items that will need to be included on the
  next meeting agenda. Review with your adviser,
  then prepare and distribute minutes to the
  meeting attendees
• gt Evaluate the meeting to identify positives and
  negatives, demonstrations of good meeting skills
  and skills that need improvement. Also consider
  any issues that surfaced as significant topics of
  discussion that may lead to further consideration
  or a heightened awareness.

86
Section A, Part 8 Meeting Management

• 8.4 Identify the differences between main,
  subsidiary, and incidental motions and explain
  how each is correctly handled.
• Main motion- The main motion is the major
  proposal or suggestion for action. It is the only
  way to bring business before the group.
• Any member may make a motion after securing the
  floor and being recognized by the chairman. A
  motion is out of order if other business is on
  the floor. A second is needed. The motion is
  debatable, can be amended, and needs a majority
  to carry.

87
Section A, Part 8 Meeting Management

• Subsidiary Motion - The subsidiary motions in
  some way alter or change the disposition of the
  main motion. They are always acted upon before
  the main motion.
• Some of the motions are
• postpone indefinitely- 2nd required, it is
  debatable, a majority vote is needed.
• amend motion- 2nd required, it is debatable, and
  can be amended, a majority vote is needed.
• substitute motion- same as an amendment.
• amend amendment- cant amend it, only one
  amendment to each amendment.
• motion to refer - A second is required it is
  debatable and amendable, and requires a majority
  vote.

88
Section A, Part 8 Meeting Management

• Continue of Subsidiary motions.
• postpone to set time- A second is required, it
  is debatable and amendable, and requires a
  majority vote.
• previous question- A second is needed it is not
  debatable, but may be ame