Page 41 - Student Organizations Manual

14.
Never forget the leader sets the style for members.
15.
Play up the positive.
16.
Be consistent.
17.
Showmembers that you have confidence in them and that you expect them to do
their best.
18.
Ask members for their counsel and help.
19.
When you are wrong or make a mistake, admit it.
20.
Listen courteously to ideas frommembers.
21.
If an idea is adopted or rejected, tell the originator why.
22
Give weight to the fact that people carry out their own ideas best.
23.
Be careful of what you say and how you say it.
24.
Don’t be upset by little hassles.
25.
Use every opportunity to build in members a sense of importance of their own
work.
26.
Share your goals, the sense of direction, something to strive for, and something to
achieve.
27.
Keep members informed on that matters that affect them.
28.
Give members a chance to take part in decisions, particularly those that affect
them.
29.
Let members knowwhere they stand and why.
30.
Make personal contact before and after meetings to encourage participation.
31.
Give group members something to do immediately.
32.
Use small groups and assign projects or put people on committees that interest
them. This satisfies personal needs.
33.
Remember that a met need is no longer a motivator. Continue to reassess mem-
bers’ needs and provide new challenges so that commitment to the task will be
sustained.
34.
Avoid assigning unnecessary tasks.
35.
Encourage sharing without criticism or judgment.
Facilitator’s Role During TeamBuilding
Your Role During Activities
The facilitator’s role is to clearly present the situation, including safety procedures, and
then to observe the group’s efforts. You may occasionally need to remind the group of
the situation as was originally presented. Instruct the group to make allowances for
any physical handicaps. Be patient: don’t give hints or help.
Your Role As Observer
1.
Notice your own “helper” feelings and remind yourself about whom you would be
taking care of by giving hints. However, if the group becomes frustrated and de-
feated, you may want to encourage the group to search for a new approach. If the
problem clearly will never be solved, you may give a hint, Sometimes it’s better to
stop and try the task at another time.
Make a few notes:
a. Planning: Who suggested the first trial plan?Were the plans discussed?
Was a method used for planning? How did the group handle failure? How
did the final plan develop?
b. Leadership styles: Which student leaders assumed they could do what was
ruled out e.g., “Why don’t we just walk under it?” Did someone assume they
couldn’t do those things? e.g., “They said we couldn’t pass the beam back
and forth.” Did the group act democratic, lassiez-faire or did a dictator arise?
Were all members involved in the solution? Did one leader emerge?Was a
leader appointed?
c. Roles: What roles did people assume? Did they change roles?Who took
positive roles?Who took negative roles? How did words and actions of
group members cause others to act?
d. Communication: How did the group communicate?What role did non-verbal
communication play? Did aggressive members ignore quieter members?
What were the strengths and weaknesses in communication?
Your Role During Debriefing
During the debriefing, your role is that of facilitator. Allow the group members to dis-
cuss what happened to them individually and what they saw the group do. People will
share a wide variety of feelings and perceptions about what happened. Ask the group
about the same factors you were suggested to notice as an observer. Asking the right
questions is the key to getting the students to process their experience. Share with
the group points that you thought were important that the group member didn’t no-
tice.
BASICNEEDS OF PEOPLE INGROUPS
Meetings involve people functioning as a group. As you consider the purposes for your
meetings and create goals for them, consider the needs of the group member and
how you will meet them. Here’s what your group members are asking you to do:
Leader! If you want my loyalty, interest, and best efforts as a group member, you must
take into account the fact that I need:
A sense of belonging – to be a part of this family/group.
A feeling that no one objects to my presence.
A feeling that I am sincerely welcome and respected.
A feeling that I am honestly needed for my total self, not just for my hands,
my money, my connections.
A feeling that I can work within this group and make a positive difference
with my life.
To have a share in planning the group goals. (My need will be satisfied only when I
feel that my ideas have had a fair hearing.)
To feel that the goals are within the reach and that they make sense to me.
To feel that what I’m doing contributes to human welfare – that its value extends
beyond the group itself.
To share in making the rules of the group – the rules by which we live and work to-
ward our goals together.
To know in some clear detail just what is expected of me so I can work confidently.
To have responsibilities that challenge, that are within range of my abilities, and
that contribute toward reaching our group goals.
To see that progress is being made toward the goals we have chosen together
To be kept informed. (I will support you only when I knowwhat’s going on.)
To have confidence in our leader – confidence based on consistent, fair treatment,
recognition when it is due, trust, and loyalty.
In brief, this situation must make sense to me and I must feel success in being a
part of it.
SAMPLEMEETING SCRIPT FOR OFFICERS
This SampleMeeting Script will give inexperienced officer(s) an idea of the flow of a
meeting and help build their confidence before that all-important first meeting. Con-
sider reading through this script at the meeting where your meeting agenda planned.
Prior to the meeting:
Meet with Executive Committee to plan and review the meeting agenda.
Distribute a copy of the agenda to all members
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