1. Introduce yourself and any guests present.
Ask participants to complete tent cards with their name and club.
Have all participants introduce themselves by name, club, and position.
Refer to Participant’s Credo. Participants should read it. Ask for questions.

2. text Your text here text text Highlight agenda topics.
Note that there will be breaks and refreshments included as well.
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Vocalize objectives with all participants.

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Discuss expectations with participants. Comment on need for input and active participation.

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A common vision can unite a group. Leadership plays a main role in setting the vision for the club.
An agenda and plan will steer the group in the right direction and keep them on their path.
Leadership must be able to follow through on projects and job responsibilities, and provide enthusiasm for all tasks, even the most mundane.
Leadership must be able to maintain strong lines of communication, while relying on its skills to motivate groups of people and individuals towards a common goal.
It is important that all club leaders are on the same page. This means they’re all informed and aware of club events.
A leadership team only functions through cooperation, with all officers working together. Conflicts will arise, but it is important that through these conflicts, even internal ones, the group maintains a cohesive front.
Leading by example is one of the best models of responsible leadership. A leader who also is a doer shows commitment.

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Divide participants into four groups. Have each group develop a list of duties, and a job description, for President, Vice-President, Secretary, or Treasurer. Have each group develop a list of responsibilities required of all club officers. Allow 10 minutes for the groups to work.
While working, place five sheets of paper from the flip chart around the room. Label sheets with President, Vice-President, Secretary, Treasurer, and ALL.
Have each group present the list of duties developed for the position and for all club officers. On the flip chart list duties of each.
Discuss duties and any additions.
Allow five minutes for each person to outline and sign their own service agreement in their workbooks.

7. text text Divide group into five smaller groups.
Give each group one of the following: Kiwanis Club, Kiwanis advisor, faculty advisor, district level, and International level. Instruct participants to develop a list of responsibilities and resources their assigned level should provide to their club.
Allow 10 minutes for the groups to work.
While they are working, place five labeled sheets around the room.
Discuss each groups’ results and place them on the appropriate sheet with markers.

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Research any and all forms and reports required by the district and/or international level.
Provide copies of each for participants.
Discuss the reasons and relevance of reporting.
Discuss effective ways for managing data and keeping records.

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Briefly discuss the value in evaluating your club on a regular basis.
Allow participants five minutes to fill out the club assessment located in their workbooks.
Instruct participants on how to evaluate the assessment.
Discuss the importance of keeping the clubs strengths and weaknesses in mind when setting goals and planning events.
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10. text text Discuss the aspects of SMART goal setting.
Have each participant write five SMART goals for their club.
Allow ten minutes for this activity.
Encourage participants to share one of their goals and discuss it in terms of its adherence to the SMART guidelines.

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Once you set a SMART goal, plan out how you and/or your club will go about achieving that goal.
What are the benefits of the goal? What’s in it for you or your club?
What obstacles will you come across and how will you overcome them?
What action step will you take to overcome the obstacles and make progress towards your goal? When will you accomplish each one?
How will you track your progress? Charts? Plan Books? Club Meetings? Record keeping?
What is the reward for meeting your goal? What will motivate you to complete it?
Have each participant choose one of their SMART goals and fill out the goal planner sheet in their workbook.
Allow ten minutes for this activity.
Encourage participants to fill out planner sheets for all of their goals (at a later time).

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Each leader must possess a core set of skills that will enable him or her to be effective at their job. These include communication skills, meeting skills, and a working knowledge of the bylaws, rules, and regulations that govern their club.

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What makes a conversation crucial? What are some typical high-stakes, controversial, and emotional issues?
Don’t make or take the sucker’s choice. Use an “and” statement to find a third positive option.
In groups of two or three, discuss times you used a sucker’s choice, and how an “and” statement could have changed it.

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There are two conditions for safety in a conversation: mutual purpose and mutual respect.
Signs that Mutual Purpose is at risk include debating an issue and accusing the other person of things.
Signs that Mutual Respect is at risk include interrupting the other person, pouting, and name-calling.
When you enter a crucial conversation, most people move to either silence or violence.
Silence includes masking your feelings (sarcasm), avoiding the conversation topic, or withdrawing from the conversation altogether.
Violence includes trying to control the conversation, labeling the situation to make generalizations, and attacking the other person verbally.
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In order to re-establish safety and rebuild either mutual purpose or mutual respect, use either an apology or a contrast statement.
If you said something you should apologize for, do so. Don’t apologize for things you don’t believe, and don’t apologize for your opinion.
When an apology is not in order, use a contrast statement. A contrast statement says what you don’t want, as well as what you do want as an outcome of the conversation.
Often we tell ourselves a story about what the person is saying or perhaps we read something into what is being said or not said. Separate the story from the fact and identify it for what it may be:
Victim: “It’s not my fault.”
Villain: “It’s all your fault.”
Helpless: “There’s nothing else I can do.”
Then stop and ask yourself, “Why would a reasonable, decent, rational person say or do this?”

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The first three (share, tell, and ask) tell us what to do. The last two (talk and encourage) tell us how the meaning should be shared.
Share your Facts. Facts are more persuasive. When we start with feeling, we often don’t get to the facts.
Tell Your Story. Explain the conclusions and judgments you’ve drawn from the facts you just shared. Look for signs that safety is deteriorating.
Ask for Other’s Paths. Now that you’ve told your story, listen to the other person’s story.
Talk tentatively. Tell your story as a story, not as a fact. This shows you’re open to information.
Encourage testing. Invite questions and opposing views.