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Ready, Set…Volunteer! Parent-Volunteer Education

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1 Ready, Set…Volunteer! Parent-Volunteer Education
Oklahoma 4-H Youth Development Parent-Volunteer Education Ready, Set…Volunteer! Core Competencies Unit 3

2 Celebrating Diversity
Oklahoma 4-H Youth Development Parent-Volunteer Education Celebrating Diversity Review Volunteer Development Series #867 Celebrate Diversity in preparation for this section of unit 3. Good Resource for further programming: Many Faces, One People: A Multicultural Training Guide. National 4-H Council and USDA Extension 4-H Program. 1992 Core Competencies Unit 3

3 Benefits of Diversity Education
We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box. Youth develop positive skills for being a capable and confident influence with their peers and in their communities, they learn to respect individuality and the contributions of various groups, they learn the importance of sharing their experiences which affirms their identity with regard to their own diversity, they build positive self-esteems, they learn to value just and fair treatment for all and they are better prepared for citizenship. An increased understanding of cultural similarities and differences increases Sensitivity, Communication and Cooperation in our work with children.

4 Melting Pot Metaphor… Emerged from the idea that customs and traditions of people of different races and ethnicities would blend and lose their one distinctions after close contact over time, just like ingredients mixed in a pot.

5 Salad Metaphor… Used to describe this blending of ethnic characteristics much like salad ingredients tossed in a bowl. Salad ingredients do not change even when they are mixed together.

6 Kaleidoscope Metaphor…
When a kaleidoscope is in motions, new possibilities emerge at every turn, just like the interaction between cultural groups. This metaphor acknowledges that cultures keep changing through their interaction and yet maintain their basic characteristics. An increased understanding of cultural similarities and differences increases Sensitivity, Communication and Cooperation in our work with children.

7 What are ways differences are defined?
Many Faces, One People Building on Differences What are ways differences are defined? Gender Age Race or Ethnicity Religion Physical/mental limitation Sexual orientation Membership in Organizations

8 More ways differences can be defined… Education Job/profession
Many Faces, One People Building on Differences More ways differences can be defined… Education Job/profession Income/financial status Hobby Geographic Marital/family status

9 Oklahoma State University Affirmative Action
Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational service.

10 Many Faces, One People Definitions
Culture: A total way of life of a people, involving customs, beliefs, values, attitudes, communication patterns and interpretations of life. Teaching and encouraging cultural awareness through 4-H programs, activities and project work increases ones understanding of cultural similarities and differences. As volunteers, we need to increasing our cultural Sensitivity, Communication and Cooperation in our work with children.

11 Bias: failure to be objective and impartial about people or an issue.
Many Faces, One People Definitions Generalization: an oversimplification, conclusion or observation based on limited experience. Stereotype: belief that all people of a certain group will be the same and behave the same. Bias: failure to be objective and impartial about people or an issue. Prejudice: to judge without really knowing them, on the basis of the group they belong.

12 Many Faces, One People Definitions
Discrimination: Unequal or unfair treatment of an individual or group because of race, religion, age, physical ability, gender, etc.

13 Many Faces, One People Clarification
Prejudice is an attitude while discrimination is the action that results from it. When peoples act on the basis of their prejudice and stereotypes they are guilty of discrimination.

14 Celebrate Our Diversity
We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.

15 Character Education Parent-Volunteer Education
Oklahoma 4-H Youth Development Parent-Volunteer Education Character Education Review OSU Family Living Fact Sheet T-8201 Building Character in preparation for this section of unit 3. Other references to assist in preparation for this section of unit 3. Josephson Institute of Ethics - Character Counts - Core Competencies Unit 3

16 What is right is right even if no one is doing it.
Character Education Building Character What is right is right even if no one is doing it. What is wrong is wrong even if everyone is doing it. Review OSU Family Living Fact Sheet T-8201 Building Character in preparation for this section of unit 3. Other references to assist in preparation for this section of unit 3. Josephson Institute of Ethics - Character Counts -

17 Strengthens the parenting role Improves the quality of life, and
Character Education Building Character Character Education Strengthens the parenting role Improves the quality of life, and Develops a civil American society. By building character, we impact an individual’s development as well as families, schools, sports, and entire communities.

18 1998 Josephson Institute survey of young people found:
Character Education Research Study 1998 Josephson Institute survey of young people found: Almost ½ are thieves 70% cheat on exams 92% lie to their parents, and 91% are not satisfied with their own ethics

19 Character Education 6 Pillars of Character

20 Ask yourself the following questions:
Character Education Making Ethical Choices Ask yourself the following questions: Have I thought about the way my choices are likely to help or hurt others, the stakeholder? Am I living up to the ethical principles of the “Six Pillars of Character” even if I have to give up things I want? If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be best for society in the long run?

21 Don’t deceive, cheat, or steal.
Character Education Trustworthiness Be honest Don’t deceive, cheat, or steal. Be reliable – do what you say you’ll do. Have the courage to do the right thing. Build a good reputation. Be loyal – stand by your family, friends, and country.

22 Treat others the way you want to be treated.
Character Education Respect Treat others the way you want to be treated. Be tolerant of differences. Use good manners, not bad language. Be considerate of the feelings of others. Don’t threaten, hit, or hurt anyone. Deal peacefully with anger, insults, and disagreements.

23 Do what you are supposed to do. Persevere; keep on trying!
Character Education Responsibility Do what you are supposed to do. Persevere; keep on trying! Always do your best. Be self-disciplined. Think before you act – consider the consequences. Be accountable for your choices.

24 Be open-minded; listen to others. Don’t take advantage of others.
Character Education Fairness Play by the rules. Take turns and share. Be open-minded; listen to others. Don’t take advantage of others. Don’t blame others carelessly.

25 Be compassionate and show you care. Express gratitude. Forgive others.
Character Education Caring Be kind. Be compassionate and show you care. Express gratitude. Forgive others. Help people in need.

26 Make your school and community better. Cooperate. Stay informed; vote.
Character Education Citizenship Make your school and community better. Cooperate. Stay informed; vote. Be a good neighbor. Obey laws and rules and respect authority. Protect the environment.

27 Character Education Making Ethical Choices
Ask yourself these questions when in the position to make an ethical choice: Have I thought about the way my choices are likely to help or hurt others? Am I living up to the ethical principles of the “Six Pillars of Character”, even if it means I have to give up things I want? If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be the best for society in the long run?

28 Experiential Learning
Oklahoma 4-H Youth Development Parent-Volunteer Education Experiential Learning Review Volunteer Development Series #865 Experiential Learning and #866 Service Learning in preparation for this section of unit 3. Core Competencies Unit 3

29 4-H is… Experiential Learning
“Learn by Doing”

30 The Experiential Learning Model Five Step Process
A learning/teaching process is composed of 5 separate but interrelated steps. The process begins with an individual or group learning exercise and ends with discussion of how what was learned can be applied to other settings in the “real world.” 1. The Activity 2. Sharing observances, feelings, experiences from the activity 5. Plan of Action for using the new information or skill STEP 1 - Experiencing (Activity , doing) Key concept is planning for discovery. Selecting a single learning activity provides a common experience. Objective – to explore and examine. STEP 2 – Sharing (Sharing reactions and observations) Key concept is responding. Plan time for discovery of learning objectives. Opportunity to respond. Share individual learning to stimulate group growth. STEP 3 – Processing (Discussing pattern dynamics) Key concept is analyzing patterns. Examine the shared experience. Ask questions that encourage them to think about the experience from the lowest to the highest level of thought. STEP 4 – Generalizing (Inferring principles about the “real world”) Key Question, “So what?” Guide from the reality of the activity to a meaning in a broader world. Apply to personal life experiences. STEP 5 – Applying (Planning more effective behavior) Key question, “Now what?” Think about what can be done with the new information. Apply to specific situations. Have in mind ways an individual/group can use experience in future activities. 4. Ways these facts, skills, patterns, reactions or principles relate to real life situations 3. Patterns Noticed

31 Doing, Reflecting and Applying
Experiencing Applying Sharing Do Apply Reflect Generalizing Processing

32 Experiential Learning
Teaching as a Volunteer Experiential Learning Step 1 Experiencing (Activity, doing) H Key concept is planning for discovery. - Selecting a single learning activity provides a common experience. Objective – to explore and examine. Step 5 Applying (Planning more effective behavior) Step 2 Sharing (Sharing reactions and observations) H Key concept is responding. - Plan time for discovery of learning objectives. Opportunity to respond. Share individual learning to stimulate group growth Step 3 Processing (Discussing pattern dynamics) H Key concept is analyzing patterns. - Examine the shared experience. Ask questions that encourage them to think about the experience from the lowest to the highest level of thought. Step 4 Generalizing (Inferring principles about the “real world”) H Key Question, “So what?” - Guide from the reality of the activity to a meaning in a broader world. Apply to personal life experiences. H Key question, “Now what?” - Think about what can be done with the new information. Apply to specific situations. Have in mind ways an individual/group can use experience in future activities.

33 Doing, Reflecting and Applying “Learning takes place in an active way and is accomplished through the individual’s own activity.” - Randal Providing an experience alone does not create experiential learning. Experiences lead to learning if the participant understands what happened, sees patterns of observations, generalizes from those observations and understands how to use the generalization again in a new situation. 4-H curriculum and materials for both youth and volunteers includes experientially based activities. Advantages of using the experiential learning process in group settings include: The helper quickly assesses the youth's knowledge of the subject. The helper builds on the experience or knowledge. The youths learn from each other by sharing knowledge and skills. The helper is a coach rather than an up front teacher. The youth relate the experience to their own lives and experiences. Helpers may use a variety of methods to involve the youth in the experience and processing of it. Youth with many different learning styles can be successful. Discussions move from the concrete to the abstract and analytical. Stimulates youth to learn through discovery and draw meaning from the experience. Helper and participant learn together in a cooperative way, rather than in a teacher-student relationship. Youth work together, share information, provide explanations and evaluate themselves and others. Youth take responsibility for their own learning.

34 The Trainers Role Isn’t mere information-giving Isn’t mere entertaining Is creating a learning environment Is structuring learning experiences Is helping the learning interact with information TIP It is not possible to teach anyone, anything. It is only possible to arrange for someone to learn.

35 Hearing • Seeing • Doing
Keys to Successful Teaching Learning Retention Hearing • Seeing • Doing Hearing • Seeing Hearing 80-90% 50% TIP People generally remember: 10% of what they read 20% of what they hear 30% of what they see 50% of what they hear and see 80-90% of what they do 20% Edgar Dale, 1969

36 20% amount retained 50% amount retained 80-90% amount retained
Keys to Successful Teaching Learning Retention What You Hear 20% amount retained Amount forgotten What You Hear and See 50% amount retained Amount forgotten What You Hear, See and Do Amount forgotten 80-90% amount retained

37 Applying the cone to Food Science.
20 % 80-90 % 50 % 4-H Project Work Working with models Judging or Skit Discussion Demonstration Field trip – Tour Exhibits – Displays TV, Video tape, Internet Radio, tapes, pictures Illustrated Talks, Posters, Graphs, Charts,Maps Talks, Printed material Prepare a meal Prepare menu with food models Food Judging Event World Hunger Discussion Demo.-Vegetable Lasagna Tour Test Kitchen Tour exhibits at Nutrition Conference Watch video tape “You Are What You Eat” Cassette tape “Eating Fruits and Vegetables” Poster of Food Pyramid Read Southern Living Magazine Application of the cone of experience to the 4-H project experience. The left column includes learning activities one might experience in 4-H. The right column is the application of these experiences to an actual project, such as Food Science. Key to selecting a teaching method is to use diversity. Don’t use the same method every time. People loose interest and one style does not work for everyone. Applying the cone to Food Science.

38 Applying the cone to Horticulture.
20 % 80-90 % 50 % 4-H Project Work Working with models Judging or Skit Discussion Demonstration Field trip – Tour Exhibits – Displays TV, Video tape, Internet Radio, tapes/CD, pictures Illustrated Talks, Posters Talks, Printed material Plant, harvest and prepare produce Computer generated garden plan Horticulture Judging Event World Hunger Discussion Demo. – Window Herb Garden Tour Home and Garden Show Tree Leaf Exhibit Oklahoma Gardening -“Planting Spring Vegetables” CD - “Eating Fruits and Vegetables” Ill. Talk – “Eat Your 5 a-day” Read Southern Living Magazine Application of the cone of experience to the 4-H project experience. The left column includes learning activities one might experience in 4-H. The right column is the application of these experiences to an actual project, such as Horticulture. Applying the cone to Horticulture.

39 A skill is a learned ability to do something well.
Oklahoma 4-H Skills vs. Life Skills A skill is a learned ability to do something well. Life Skills are the way one applies learned skills to real life situations. Through the 4-H program members and volunteers learn both skills and life skills. What do you think is the difference in a “SKILL” and a “LIFE SKILL?” Where do you think each fall within the Experiential Learning Model? Skill – Experiencing Life Skill – Application of the skill or what was learned to other areas of life. The KEY here is that we as teachers, stop short of completing the teaching cycle when we stop with the “experience” or “DO” by just teaching a “SKILL”. The learning cycle and application of the learning process only occurs when we “REFLECT” and “APPLY” what is learned. As this is done we are teaching the 4-H member “LIFE SKILLS”. They begin to see how one thing can be applied to other situations.

40 Life Skills Taught through Food Science and Horticulture
Life Skills Model Categories of life skills are identified and divided based on the familiar four H’s from the 4-H Clover: Head, Heart, Hands and Health. There are two general categories of skill under each of the four headings. Heart - Relating and Caring Hands - Giving and Working Health - Living and Being Head - Thinking and Managing As a 4-H parent or volunteer you will have many opportunities in which the hat of “TEACHER” will be worn. You may be leading a lesson in a club meeting or providing leadership to a community service project. In keeping with the primary purpose of the 4-H program – EDUCATION, each will be handled in a similar manner. We have just discussed the experiential learning model used to teach a skill which can result in teaching life skills when we make a conscious effort to complete the cycle.

41 Application to Real Life
Skill Life Skill Application to Real Life Reading a recipe or mixing chemicals Learning to Learn Following directions – from a “put-together” to employer instructions on the job Schedule for planting and harvest or meal preparation Planning and Organization Coordinating school, work & 4-H activities; job manager/supervisor; parenting Growing, preparing, and eating fruits and vegetables Healthy Lifestyle Choices and Self-responsibility Good nutrition, improved health, source of exercise, caring for others or things which are reliant on you Food preservation or use of power equipment Responsible Citizen and Teamwork Safe food source, decrease injury due to negligence or carelessness Working side-by-side with a mentor, listening, watching and learning - Sharing what you learn Cooperation, Nurturing Relationships, Communication Respect for experience and gaining knowledge; active listening as a spouse or employee; speaking/communicating instructions or information

42 Oklahoma 4-H Effective use of Life Skills
Life skills are to be integrated into subject matter content; not “added-on.” Life skills are best learned when practiced at the developmental level of the learner. One or more skills should be included in any one educational experience. Now lets look at another model titled Service Learning Model, similar yet different from the experiential model. The primary difference being the: The Experiential Learning model is a guide for the instructor teaching a skill/subject to a group or individual. The Service Learning model is used to teach a process. There are four components to this model: Preparation, Action, Reflection, Celebration. The process of selecting, defining, researching, planning, doing, reflecting and celebrating an experience through a community service project. “Aim youth toward life skills development using the four H’s on the Target Model.”

43 Experiential Learning Model Service Learning
Service Learning is not just volunteerism. Today we are going to learn that Service-Learning is more than volunteerism.

44 Experiential Learning Model
Service Learning Service-Learning is a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility. Service-Learning provides 4-H members with a variety of experiences which strengthen their positive thinking, build their self confidence, and help them cope successfully with stress.

45 Experiential Learning Model
Service Learning Service-Learning provides opportunity to use new skills and knowledge in real life situations. The goal of Service-Learning is to provide children with life skills that will help them live more fully and cope more effectively with life.

46 Community Service is the act of volunteering in your community.
Community Service Vs. Service Learning Community Service is the act of volunteering in your community. Service-Learning emphasizes both volunteering and learning. Community Service - For more than 85 years 4-H has emphasized citizenship, leadership, and service through project work. Service-Learning takes community service and applies a learning component beyond the actual act of service. Service-Learning gives members an opportunity to “learn by doing.” Example - Elementary school in Washington. Adopt a stream program. Through program they did a lot of service but in the process they mastered a great deal of scientific knowledge, language arts, social studies, geography, critical thinking, practical arts (building items). Service-Learning brings a renewal of instructional/teaching to club and project work. Benefits of Service-Learning High Academic Performance Leadership Development A Heightened Sense of Purpose Intellectual Growth Social and Personal Growth Citizenship Development Increased Interest in Learning and 4-H Work Acceptance and Awareness of Others from Diverse and Multicultural Backgrounds Benefits to 4-H Members Personal Growth Social Growth Intellectual growth Civic Responsibility Career Exploration

47 Preparation Action Reflection Celebration Service Learning Framework
Four components to Service-Learning

48 Service Learning Framework Preparation
Identifying and analyzing a problem Selecting and planning the project Training and orientation for participants Preparation is the Foundation of Service-Learning. This step takes place prior to the actual service. It is planned during the off months. Members plan their project month by month in a systematic method. Through this process the 4-H member understands what is expected of them, as well as what they can expect.

49 Service Learning Framework Action
Is meaningful Has academic integrity Has adequate supervision Provides for student ownership Is developmentally appropriate The service itself. The actions: Is meaningful Has academic integrity Has adequate supervision Provides for student ownership Is developmentally appropriate

50 Discussion Reading Writing Projects The Arts
Service Learning Framework Reflection Discussion Reading Writing Projects The Arts REFLECTION A structured opportunity and time to critically think about the experience. Ask members to reflect - think, write, share, and learn from the experience. Can be done through: group discussion club reporting record books (journal writing) scrapbooks speech/demonstration poster fair projects reading the arts

51 Service Learning Framework Celebration
Banquet/party/picnic End of the year celebration Certificates Joint celebration with service recipients Celebration is a time to recognize 4-Her’s and let them know that their contribution is valued. Provides closure. Banquet/party/picnic End of the year celebration Certificates Joint celebration with service recipients Through service projects we teach youth to shift focus from negative to positive. (Learning to shift and focus at will is a great life skill to be developed.) 1) Focus fully in the moment (in joyful, constructive, positive, uplifting, and helpful ways) 2) Teach youth how to shift focus from negative to positive or from destructive to constructive in a variety of situations.

52 Service Learning in Action Preparation Celebration Action Reflection
Four types of service (handout): Education, Environment, Human Needs, Public Safety. Life Skill: Through service projects we teach youth to shift focus from negative to positive. (Learning to shift and focus at will is a great life skill to be developed.) 1) Focus fully in the moment (in joyful, constructive, positive, uplifting, and helpful ways) 2) Teach youth how to shift focus from negative to positive or from destructive to constructive in a variety of situations. Let efforts be guided by: Simple Strategies - clear image or feeling of what they are attempting to accomplish. Keep it Fun - The quickest way to a child’s mind and heart is to make learning fun! Turn learning into a game or activity. Be Positive and Hopeful - Children define themselves and their abilities based upon what they see in the mirror we hold up to them. Remind them to think and act in ways that you have both agreed will help them accomplish their personal goals. Concrete Strategies - Take advantage of everyday opportunities. Help them recognize what is within their potential control and what is not. Individualized Approach - Get to know each individual child and their capabilities. Give them what they can handle. Positive Role Models - Children need people who project positive values or skills who they can admire and respect. Activity – Ask group to identify/relate similarities of the Service Learning & Experiential Learning Model. Reflection

53 Benefits of Service Learning High Academic Performance
Leadership Development Heightened Sense of Purpose Intellectual Growth Social and Personal Growth Development of Sense of Citizenship Increased Interest in Learning & 4-H Acceptance and Awareness of Others from Diverse and Cultural Backgrounds

54 Experiential Learning and Service Learning Models Benefits to 4-H’er
Personal Growth Social Growth Intellectual Growth Civic Responsibility Career Exploration

55 Experiential Learning Model Service Learning
Watch for opportunities. Brainstorm Ideas for local clubs. How can Service-Learning be Piggy Backed with 4-H Projects? Framework to guide the development and implementation of Service-Learning at your Local Club. (Outline in handout, page 4) Service-Learning reports are a great tool for reporting to decision makers!

56 Youth-Adult Partnerships
Oklahoma 4-H Youth Development Parent-Volunteer Education Youth-Adult Partnerships Review Volunteer Development Series #864 Youth-Adult Partnerships and Engaging-Youth Report Demonstrates the Lifelong Impact of Youth Service (resource section) in preparation for this section of unit 3. Core Competencies Unit 3

57 Brainstorm youth perception of adults
Youth-Adult Partnerships Small Group Project Brainstorm youth perception of adults Brainstorm adult perception of youth Brainstorm benefits of working with adults Brainstorm challenges of working with adults How do you communicate effectively with adults?

58 Youth have of Adults Adults are strict. Adults talk down to youth.
Youth-Adult Partnerships Stereotypes Youth have of Adults Adults are strict. Adults talk down to youth. Adults can’t remember what it is like to be a young person. Adults don’t respect youth’s ideas. Adults can’t confide in youth. Adults don’t listen. Adults have no time for youth. From the Washington Youth Voice Project.

59 Youth-Adult Partnerships Stereotypes
Adults have of Youth Youth are lazy, apathetic – they only want to play. Youth are a burden on society. Youth lie. Youth can’t take responsibility. Youth are rude. Youth can’t make commitments. Youth never do anything. From the Washington Youth Voice Project.

60 When youth are angry or disturbed and won’t tell you they are upset.
Youth-Adult Partnerships Things that Bother Adults When youth are angry or disturbed and won’t tell you they are upset. When youth stall, put off doing work, or generally act lazy. Young people getting easily distracted and changing course, not being able to commit to one course of action.

61 Youth refusing to hear or listen to adult experience.
Youth-Adult Partnerships Things that Bother Adults continued Youth refusing to hear or listen to adult experience. Interrupting or being disruptive in a group by snide comments.

62 When adults put on a superior or condescending attitude.
Youth-Adult Partnerships Things that Bother Youth When adults put on a superior or condescending attitude. When adults convey that they know youth are irresponsible, rude, inconsiderate. When adults forget how they felt when they were young, and are insensitive to teenagers.

63 When adults try to psychoanalyze youth.
Youth-Adult Partnerships Things that Bother Youth continued When adults try to psychoanalyze youth. When adults order or assign youth to do only small tasks. When adults patronize, like praising youth just for showing up. When adults try to be “cool” or act like youth.

64 Criticism (from adults) does not necessarily equate to scorn.
Youth-Adult Partnerships Youth, keep this in mind… Criticism (from adults) does not necessarily equate to scorn. Adults may not be aware of how capable you are. Adults will feel responsible for the success or failure of the project, so it is sometimes hard for them to share authority over it. Adults are just as uncertain as young people, they have just learned to disguise it. From Loring Leifer and Michael McLarney, Younger Voices, Stronger Choices

65 Youth-Adult Partnerships Do’s for
Working with Adults Check your expectations before starting a project—what do you expect from it? Ask for information about the project: How would you fit into the process? What are your roles and responsibilities? Develop your skills so that you feel comfortable participating. Make an effort to really listen. Respect the views and experience of others. Be truthful!!

66 Don’t hesitate to ask questions.
Youth-Adult Partnerships Don’t for Working with Adults Don’t hesitate to ask questions. Don’t hesitate to be creative, energetic, and enthusiastic. Don’t assume all adults will treat you like your parents treat you. Don’t over commit yourself!

67 Youth-Adult Partnerships Advice to Adults
from Youth Treat us with respect, please don’t humiliate us publicly, please don’t talk down to us. If invited to be a part of an organization, we’d like to be as fully involved as adult members. Know that we are capable and can do most things adults can do. We are willing to be involved and can commit time and energy to the project and/or organization.

68 Youth-Adult Partnerships Advice to Adults
from Youth continued Welcome us to meetings by doing such things as offering us a seat. Invite questions and answer willingly so that we can feel comfortable to ask about things we do not understand. Please help us if we need help. (but ask first) From the Washington Youth Voice Project.

69 Youth-Adult Partnerships Advice to Youth
from Adults Be on time. Come prepared to participate– read any notes, meetings, or other information before meetings, note any questions about your role, and learn more about the organization or project. Focus on the purpose during the meeting and activities.

70 from Adults continued Take your role and commitments seriously.
Youth-Adult Partnerships Advice to Youth from Adults continued Take your role and commitments seriously. Listen a lot at first to get a sense of how the group/organization functions and explore ways that you can best contribute. Don’t expect to understand all that you hear—but make sure to ask questions!

71 Have understanding Plan together Counsel often Evaluate progress
Youth-Adult Partnerships How Teens can help Adult Volunteers Have understanding Plan together Counsel often Evaluate progress

72 Primary Experience – taking care of your own project(s)
Youth-Adult Partnerships Progression of Leadership Primary Experience – taking care of your own project(s) Secondary Experience – teaching others Advanced Experience – being completely in charge and responsible

73 of the Team Leader Regimentation Team-work Good times Chaos High
Effective Leadership Leadership Styles of the Team Leader High Regimentation Team-work Autocrat Enabler Relationships Low High Task Accomplishment Leadership style is created by the balance of concern for relationships (horizontal axis) with concern for task accomplishment (perpendicular axis). The enabler has a high concern for relationships and a high concern for task accomplishment. A leader who has a high concern for getting the job done but a low concern for people works in the style of an autocrat. A leader who enjoys being with other persons, but has a low concern for getting the job done works in the style of a nice guy. The person who is concerned neither for other persons or for getting the job done is seldom invited to assume a leadership role; the style would be described as laissez-faire. Enabler The leaders of a group of persons helps them to become a team by involving persons and the group in planning and decision making. This leadership style cares for persons and helps persons to accomplish tasks. This leader is an enabler. The enabler tries to involve all of the team at some level of the life of the group. The enabler pays special attention to helping each team member; develop relationships maintain open communications participate fully in planning and decision making; and accept a fair share of the tasks to be done. The enabler must use two primary skills: involvement and delegation. The role of the team leader is coordination. The leader helps members of the team to cooperate, to act together in a smooth and concerted way. The leader does this by facilitating and managing. An enabler style produces the open, flexible climate in which team work flourishes. The nice guy style produces a climate just right for a party. The autocrat style has the feel of ought ness – obedience and conformity are important. The laissez-faire style allows the group to degenerate to chaos. Each style is necessary and appropriate at times. Laissez-faire Nice Guy Chaos Good times Low Red Taxi

74 Effective Leadership Leadership Styles Characteristics:
Releasable Authority: How Used When Most Effective After identifying guidelines & boundaries, leader turns situation to a subordinate. About 25% with the leader. Leader identifies problems, sets guidelines and boundaries. With the cooperative individual or group. Decisions are made by group or individual. Up to 75% with the individual or group. Leader must resist getting in subordinate’s way while he does it. With group minded individuals. Decisions will be accepted by Leader if they fall within the guidelines. Up to 100% with the individual or group. Leader tries to build cooperation & team spirit. With cooperative and group minded individuals and groups.

75 Doesn’t Delegate Fear. Lack of time.
Effective Leadership Why a Team Leader Doesn’t Delegate Fear. Lack of time. Wrong ideas about delegation (justification). Lack of acceptance of authority and responsibility by the person delegated to. Expectations of others. Lack of skill (not understanding how).

76 Delegates To get results. To give someone else growth opportunities.
Effective Leadership Why a Team Leader Delegates To get results. To give someone else growth opportunities. To develop self-motivation in others. To have opportunity for different or more important responsibilities. To share decision-making authority. Because the leader lacks time. Because the leader lacks skills.

77 Effective Leadership The Art of Delegation
The best executive is the one who has sense enough to pick good men/women to do what he/she wants done and self-restraint enough to keep from meddling with them while they do it.” Theodore Roosevelt


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