Madison Alumni Conference SAA Day 2015

Madison Alumni Conference 2015

SAA Facilitator Guide

James Madison UniversityJMU Alumni Association

June 5-June 7, 2015

Schedule at a Glance

Saturday, June 6, 2015

8:00-8:30 a.m……………………………………………………………………………….Breakfast8:30-9:30 a.m……………………………………………………………………………….Breakout Session 19:30-10:45 a.m……………………………………………………………………………..Plenary Panel11:00 a.m.-12:00 p.m……………………………………………………………………Breakout Session 212:00-1:15 p.m……………………………………………………………………............Lunch1:15-3:30 p.m……………………………………………………………………………….Breakout Session 33:45-5:00 p.m…………………………………………………………………..................Professional Dev.5:00-5:30 p.m……………………………………………………………………………….Breakout Session 4

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Breakout Session 1Introduction to SAA

Breakout Session 2SAA Benefits & Annual

Responsibilities

Breakout Session 3Expectations &

Planning Session

Breakout Session 4Wrap-Up & Review

Breakout Session 1Introduction to SAA

8:30-9:30 a.m.

Breakout Session 1 Overview

8:30-8:45 a.m.……………………………………..........Icebreaker

8:45-9:00 a.m……………………………………………A Little Bit About the SAA

9:00-9:15 a.m……………………………………………Mission, Vision, & Values

9:15-9:30 a.m..………………………………………….Values Clarification Exercise & Values of SAA

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Icebreaker

The following icebreakers work effectively as name games/”getting to know you” exercises. They also promote the following message: Not only are we all unique individuals, with newfound commonalities, but one of those commonalities is our purpose in being here today. We’re all dedicated embers of the JMU community, looking to make a positive difference in our involvement with SAA.

Should you be interested in using a different icebreaker, there is a section at the back of the binder with other options that may better suit the needs of your group.

*Some of these icebreakers involve physical activity and/or physical contact. Please ensure that the group is able/comfortable (respectively) with these features of these particular icebreakers before asking them to participate.

ConnectionMaterials: N/A

One person stands at the front of the group and says something true about him- or herself. For example, “I have a pet turtle” or “I am from Florida”. The first member of the group to jump up, shout “Connection!”, and run to the front of the room to lock arms with the person who started the game gets the next statement. If the person saying a statement says something like “I’m a JMU student” (which applies to everyone), then it becomes a race to the front of the room to lock arms with that person. If someone says a statement that no one else connects with, they should pick another statement. When everyone has connected, get the group to circle up and find something they all have in common (all have siblings, all like music, etc.).

People BingoMaterials: people bingo cards, pens/pencils

Use one of the “bingo cards” created for this activity and run enough copies for the members of your group. At your meeting, give each person a bingo card and instruct them to get the signature of a person that fits a description in one of the boxes. No one can have the same person’s name more than once on the card. When someone has filled the entire card, find out who has

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done what. You can also select three completed sheets to win prizes as an incentive.

Self-PortraitMaterials: paper, colored pencils, crayons, markers

Give each member of the group a large piece of paper and put colored pencils in the middle of the table. Instruct the group to draw a “self-portrait” using a stick figure. Your stick figure should be holding or surrounded by three things. The drawing should also include clues as to where your stick figure is standing. When everyone is done (be sure not to give too much time—it should be a fun, easy activity), go around the group and try to figure out why the items in the drawings are significant to each person. Have the artist explain why he/she chose to put certain things in the drawing and why he/she chose the location.

Six Degrees of SeparationMaterials: paper and pens/pencils

How small is the world? Pretty small when it comes down to it. It seems like someone always knows someone else. In this exercise, we’ll demonstrate just that, as we make connections with those around us.

1. Find a partner and introduce yourselves. Make a list of 5-10 things that you have in common with each other: where you went to school, the year you were born, favorite food, sports interests, etc.

2. Once you have completed your first list, you must find someone else in the room that also has one of those 5-10 things in common with you. When you have found that person, repeat step one and develop a new list.

3. Repeat step 2. 4. Continue until you have met 5 other people or time is called by the

facilitator. A prize will be given to the first person to complete the game.

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Story of My Life A.K.A. “Story Hour”Materials: paper, markers

You have just been given a contract to write your autobiography for a major publishing company. Your agent Harry Hardnose is anxious to get to press. He has decided to help you get started with a few probing questions.

1. First, take a piece of flipchart paper and fold it in half and then in half again to form a book.

2. Choose the title of a popular song for the name of your book. Write that title on the front cover.

3. On the inside of the front cover (page 2), list a table of contents.4. Name of the place where you were born.5. Description of your first job.6. Number of years you have been working for your company7. On page 3, draw a picture of your family8. On the back cover of the book, draw a picture of what you plan to do

when you retire (where will you go, who will you go with, etc.).

Variations: Change the focus of the pages of the book. For instance, most exciting moment, favorite food, most exciting vacation, etc. Be careful not to make any of these questions too personal. The idea is to open people up, not shut them down.

Note: When all books are complete, have people tell their story using the book as a visual aid. Depending on the size of your group, you may want to debrief in smaller groups. If possible, leave the books in a central location during your training to encourage further introductions and discussions.

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The WebMaterials: ball of yarn

Everyone stands or sits in a circle, with the facilitator holding a ball of yarn. Hanging on tightly to the tail of the yarn, he tosses the ball to someone else while saying that person’s name. After the ball of yarn has been passed to everyone in the circle, the group slowly raises and lowers their part of the yarn to reveal the intricate web of relationships in the group.

Train Wreck/Upset the Fruit BasketMaterials: N/A

Icebreaker that has everyone stand up and put their shoes along the outside of the circle (except one person, who stands in the middle. Have all other participants stand in front of a pair of shoes. The person in the middle says something true about themselves (ex. I am a sophomore) and then that person and everyone else who that fact is true for has to move to a new pair of shoes (but it can’t be the pair next to where you are standing). Whoever is the last person has to stand in the center and share another true fact (can keep going until everyone has been in center or for an allotted amount of class time).

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A Little Bit About the SAA…

What is the JMU Student Alumni Association?The Student Alumni Association (SAA) creates opportunities for students to interact with alumni to form meaningful, lasting relationships long after graduation. This organization also encourages and promotes the philanthropic spirit on campus that helps to advance the mission and development of JMU.

Why is the JMU SAA important to students?You’re only a JMU student for four years (or maybe a few more!), but you’re a Madison alum forever. Your time at JMU is something that you will always cherish, but why wait to celebrate your experience after graduation when you can do so now? By becoming a member of the Student Alumni Association, you will have opportunities to network with current alumni, develop marketable skills, and promote JMU’s commitment to philanthropy, community and engagement.

What types of events does the JMU SAA host?We offer a wide variety of events with the intent to help alumni and students interact and remain connected. These events range from networking dinners, career development, events during Homecoming, and various other events throughout the year. There’s always an opportunity to celebrate the Madison Experience with the SAA!

What does the structure of the SAA look like?

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SAA Executive Team

Consists of approximately 30 students (including the exec team).

Board members selected by an application/interview process, and therefore are held to certain expectations (jointly set by students and OAR staff).

Biweekly meetings (on the exec “off week”), ideally run by the exec team.

This group is responsible for creating new events/ideas, and also implementing and executing the events/ideas of the exec team

No membership cap. Anyone can join by making a $25 annual donation to anything at JMU. Once donation is made, student is automatically qualified as an SAA member and added to SAA communications.

No obligations/expectations from members in this group. They can be as involved or uninvolved as they want.

Receive benefits, including but not limited to career development opportunities, networking dinners, receptions with JMU VIPs, and homecoming activities.

SAA Board

SAA General Membership

Consists of 5 executive positions: 1 President, 4 VPs. Although it’s always up for discussion and change, in our first two years, the VP positions have been: Membership, Events, Communications, and Philanthropy.

This group has the closest connection with the Office of Alumni Relations (OAR) administrative staff and is directly overseen by the Assistant Director for Student Engagement and Philanthropy and a corresponding Graduate Assistant.

Biweekly meetings jointly run between the SAA President & OAR staff

Mission, Vision, & Values

Similar to any other major organization on campus, and JMU itself, the SAA must develop a mission and vision. Today, we’ll look at JMU’s mission, vision, and values, as well as those of the Alumni Association and develop our own as a foundation to the organization and a start to our year, but first let’s understand a little bit more about the significance of these components.

Why Develop a Mission and Vision?There are three fundamental reasons why this is important. First, it helps us as individuals focus on what is truly important to whatever organization we’re a part of. It then becomes a key motivator in our daily actions. Second, it provides others with a snapshot of who the group is and what it hopes to accomplish. Finally, it keeps members focused and unified by a common purpose.

What is a Vision?A vision statement is the big picture idea of what is trying to be achieved. It captures the ideal conditions for your group- how things would look if your primary concerns were addressed. The vision serves as inspiration to dream. It has the following characteristics:

Concise and easy to remember Understood and shared by those working to shape it and bring it to

fruition Broad Uplifting Easy to communicate

What is a Mission?A mission statement is similar to a vision statement, in that it remains to be a general, big picture statement, but this statement is how you plan to achieve the vision. It is an action statement, which primarily starts with “To…” and serves as inspiration to act. It has the following characteristics:

Concise Outcome-oriented Inclusive and not limited in strategies of achievement

Why is this important for us, as a student organization?The reason for developing a vision and mission for the SAA is as follows. It will provide the members with a foundation to help guide their decision-making within the organization and

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serve as a daily reminder of what they are trying to achieve, thus serving as a basis for their daily actions.

The following pyramids show the core values of JMU and the Alumni Association at the peak of the pyramid. Without core values, an organization cannot move forward to what they hope to accomplish- they won’t have anything to motivate their behavior. Without a common purpose unifying SAA members, a vision, and then a mission, cannot be created.Within a university, each office’s individual mission should support the greater mission of the school.

How do we see this playing out with the Alumni Association and JMU?

The SAA has a blank pyramid. Before we can fill in our own vision and mission, we must develop a set of common values. Before we can do that, we must identify our personal values. What is that drives us forward each day? What do we live by and for? This next activity will provide us an opportunity to assess a set of values to determine what is important to each of us individually. Once we’ve accomplished this, we’ll have a discussion to determine if there are common values among us and which if any would fit into a common core of values to drive the SAA.

Developed with help of the following resources:

https://www.extension.iastate.edu/AGDM/wholefarm/html/c5-09.html

http://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main

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https://www.extension.iastate.edu/AGDM/wholefarm/html/c5-09.html

Mission, Vision, & Values (cont.)

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Values

Academic Quality

CommunityDiversity

ExcellenceIntegrityStudent

Focus

Vision

To be the national model for the engaged university: engaged with ideas and around the

world.

Mission

A community committed to preparing students to be educated and enlightened citizens who lead productive and meaningful lives.

JMU’s Mission, Vision, & Values


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Alumni Association’sMission, Vision, & Values


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Values

Engagement

InvestmentService

Collaboration

VisionA leading Alumni Association that, through

University, Student and Alumni engagement, is an essential partner to the advancement of the

JMU Mission.

Mission

To engage alumni and cultivate involvement in James Madison University.

SAA’s Mission, Vision, & Values

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Values

Vision

Mission

Values Clarification

Average Time: 30-35 minutes

Location & Materials: This activity is best completed in a classroom 1 “Values Clarification” worksheet per participant

Pre-Activity: Hand out a copy of the “Values Clarification” worksheet to each participant. Ensure that each participant has a writing utensil.

Activity:1) All of the following values are worthwhile. Instruct participants to select their top 10

values, denoted by check marks. 2) After selecting their top 10, have participants select their top 5 values, denoted by two

check marks. 3) After selecting 5 values, have participants select their 1 “top value” that trumps the

others.

Debrief: After each person has completed the “Values Clarification” worksheet, facilitate discussion with the following questions:

What was this exercise like for you and why did we do it? What is the importance of personal values when we work together as a team? How does this exercise relate to our commitment to SAA? What are the values of the SAA and how do we live up to them?

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Values Clarification Worksheet

____ACHIEVEMENT (sense of accomplishment by means of skills, practice, perseverance, or exertion)

____ADVANCEMENT (moving forward in your career through promotions)

____ADVENTURE (work which frequently involves risk taking or travel)

___ AESTHETICS (involved in studying or appreciating the beauty of ideas, things, etc.)

____AUTONOMY (work independently, determine the nature of your work without significant direction from others)

____CARING (love, affection)

____CHALLENGE (stimulates full use of your potential)

____CHANGE & VARIETY (varied, frequently changing work responsibilities and/or work settings)

____COMPETITION (your abilities against others where there is a clear win/lose outcome)

____COOPERATION (opportunity to work as a team toward common goals)

____CREATIVITY (being imaginative, innovative, coming up with ideas)

____ECONOMIC SECURITY (having enough money)

____EXCITEMENT (experience a high degree of, or frequent excitement in your work)

____FAMILY HAPPINESS (being able to spend quality time and develop relationships with family)

____FRIENDSHIP (develop close personal relationships)

____HEALTH (physical and psychological well-being)

____HELP OTHERS (be involved in helping people in a direct way, individually or in a group)

____HELP SOCIETY (do something to contribute to improve the world)

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____INNER HARMONY (being at peace with oneself)

____INTEGRITY (sincerity and honesty)

____INTELLECTUAL STATUS (be regarded as an expert in your field, thoughtof as smart)

____KNOWLEDGE (understanding gained through study and experience)

____LEADERSHIP (influence over others, rather lead than follow)

____LEISURE (have time for hobbies, sports, activities and interests)

____LOCATION (live somewhere that will fit your lifestyle and allow you to do the things you enjoy most)

____LOYALTY (steadfastness and allegiance)

____PLEASURE (enjoyment)

____POWER (authority, control)

____PRECISION (work in situations where there is little tolerance for error)

____RESPONSIBILITY (being accountable for results)

____RECOGNITION (getting acknowledged for your contribution)

____STABILITY (work routine and have largely predictable duties, not likely to change over a long period of time)

____SPIRITUALITY

____TIME FREEDOM (flexible work schedule, no specific work hours required)

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Values of the SAAThe final debrief question, “What are the values of the SAA and how do we live up to them?” leads into what we want to live up to as an organization. We want our actions and our initiatives to reflect what it is we say we stand for. We’ll re-visit this in our afternoon session, where you will develop some expectations for yourselves, the SAA as a whole, and the professional staff who will be working to fulfill what you wish to bring to fruition on campus, in the name of the SAA. However, for right now, let’s decide on our own set of core values that will drive the SAA and help us to develop an appropriate and meaningful vision and mission. Bear in mind JMU’s values, and the values of the Alumni Association as a whole- these are foundational in the creation of the vision and mission of an organization. Our values as a SAA should reflect the same purpose.

JMU’s Values (as listed in above graphic)

Academic Quality: We are dedicated to exemplary learning experiences because they are the essence of our mission.Community: We thrive when we collaborate, respect and serve others, and appreciate our interconnectedness.Diversity: We strive to be an inclusive community that values the richness of all individuals and perspectives.Excellence: We seek to be innovative and to perform at the highest levels.Integrity: We pursue ethical reasoning because it is essential to meaningful citizenship.Student Focus: We provide experiences that challenge and support students.

Alumni Association’s Values (as listed in above graphic)

Engagement

Investment

Service

Collaboration

Student Alumni Association’s Values

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

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SAA’s Values

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11:00-11:15 a.m.…………………………………………………Teambuilder

11:15-11:30 a.m………………………………………………….Benefits

11:30-11:45 a.m………………………………………………….2014-2015 Calendar Review

11:45 a.m.-12:00 p.m………………………………….………Vision Development

Breakout Session 2SAA Benefits & Annual Responsibilities

11:00 a.m.-12:00 p.m.

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Teambuilder

The following teambuilders work effectively exercises for groups looking to develop the relationship that has already been initiated. They also highlight the following themes:

Communication Teamwork Time management Different leadership and group work styles

In consideration of “Vision Development,” these two activities in particular could be debriefed by including questions related to the importance of teamwork in creating a unified vision (particularly for the creation of the towers) and implementing a plan to achieve that vision.

Should you be interested in using different teambuilders, there is a section at the back of the binder with other options that may better suit the needs of your group.

*Some of these icebreakers involve physical activity and/or physical contact. Please ensure that the group is able/comfortable (respectively) with these features of these particular icebreakers before asking them to participate.

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Spaghetti Towers


Location & Materials: Large & clear floor space or flat top surf ace Spaghetti (1-2 box(es)/group) Marshmallows (1 bag/group) Newspaper (if you want to protect the space you are using and prevent lengthy clean-up) Measuring tape

Activity:1) Have participants break into groups of 2-3 (these groups can be adjusted to

accommodate a larger number of participants)2) Explain that in a moment you will hand out the materials that they will be using to

construct a tower- spaghetti and marshmallows- and that their goal is to create the tallest free-standing tower.

3) Set a time limit, and let participants know that they will only have that amount of time to construct this tower. (The time limit should be small- the point is for groups to learn something about time management and group dynamics.)

4) Once the time is up, groups must let go of their towers and physically stand away from them. If the tower crumbles, there is nothing that they can do. You will still measure it, but you will measure it at the fallen height.

5) Measure each of the towers and declare a winning group.

Debrief:Talk about how this activity relates to time management. Some discussion points could be:

How do you think this activity relates to time management? How did your group prioritize your time? What were some behaviors that exhibited good time management? What, if anything, foiled or got in the way of proper time management?

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Balloon Towers


Location & Materials: Large & clear floor space or flat top surf ace Balloons (1 bag/group) Masking tape (1 roll/group) Scissors (optional; the lack of them forces resourcefulness and adds a challenge)

Activity:1) Have participants break into groups of 2-3 (these groups can be adjusted to

accommodate a larger number of participants)2) Explain that in a moment you will hand out the materials that they will be using to

construct a free-standing tower that is attached to nothing but he flat surface they are working on.

3) Explain that they will have 5 minutes to construct this tower.4) Explain the catch: they will not be able to communicate during the construction.5) Give the group 2-3 minutes to discuss their plan before starting the 5 minute

construction time.6) Hand out 1 bag of balloons and 1 roll of masking tape to each group (and scissors if you

choose) as groups are discussing. 7) Once the 2-3 minute planning time is up, inform groups that you are starting the 5

minute construction timer for them to begin their building, and that from this point on there is to be no speaking.

*You could choose to implement further challenges, such as blindfolding one group participant, though that is at your discretion. Be cognizant of your group and their comfort level.

8) Once the time has run out, groups must let go of their towers and physically stand away from them. If the tower collapses, there is nothing that they can do. You will still measure it, but you will measure it at the fallen height.

9) Measure each of the towers and declare a winning group.

Debrief: Some discussion points could be:

What was this activity like? What was it like to have challenges included (time limit, no communication, etc.)?

How did your group prioritize your time? What were some helpful behaviors? What do you think was the point of the activity?

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SAA Benefits

Students who donate $25 or more to any JMU fund (excluding athletics) are immediately qualified as benefit-level members with access to services and programs, including alumni-student networking events. Members of the JMU Student Alumni Association enjoy the following benefits:

Opportunities to network with fellow Dukes, both students and alumni, through a variety of activities such as:

Networking dinners Career development opportunities Receptions with JMU VIPs, including President Alger Volunteer and service events Homecoming activities

Member-only invitations to alumni chapter events, both at JMU and at home Maintaining and upholding Madison traditions such as Senior Candle Lighting and Fight

Song T-shirts 20% off at the JMU Bookstore* Special SAA gear, including drawstring backpack, notebook, apparel and more

Board Members will also receive SAA Polos A chance to truly leave your legacy for generations of students behind you

*20% SAA discount applies to merchandise (not books) every Friday.

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2014-2015 Calendar Review

◄ Jul 2014 ~ August 2014 ~ Sep 2014 ►

Sun Mon Tue Wed Thu Fri Sat1 2

3 4 5 6 7AIS Meeting

8SAA Brochures Completed and Ordered

9

10 11 12 13 14 15 16

17 18 19 20Alumni Legacy Picnic

21 22Vendor Resource Fair

Pep Rally Pump Up

23

24 25SAA Class Gifts Ordered

SAA Exec Meeting

26Send first SAA member email of the semester

27 28 29Student Org Night

30

31

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◄ Aug 2014 ~ September 2014 ~ Oct 2014 ►

Sun Mon Tue Wed Thu Fri Sat1SAA Board Meeting

Begin recruiting Freshman Board Members

2 3 4 5 6

7 8SAA Exec Meeting

9 10SAA Member Event: BEAT Tshirt Giveaway @ Bridgeforth

11 12 13

14 15SAA Board Meeting

16 17Renewal email to members from last year

18 19 20

21 22SAA Exec Meeting

23 24 25 26 27


30

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◄ Sep 2014 ~ October 2014 ~ Nov 2014 ►

Sun Mon Tue Wed Thu Fri Sat1 2 3 4

5 6SAA Exec Meeting

7 8 9BEAT TOWSON tshirt giveaway - Leeolou

10 11Ring Presentation Ceremony


14 15 16 17 18DC Crabfest


21 22Alumni Q&A/Guest Speaker Event

23 24Commons from 11am-2pm to advertise BEAT shirts

25

26 27SAA Board MeetingHonk for HCPurple Out

28Pep My RideHonk for HC

29Mr. & Ms. Madison LuncheonBEAT William & Mary tshirt giveawayHonk for HC

30HC Late Night BreakfastHonk for HC

31Fight song tshirt dayHonk for HCTraveling Pep Rally (“The Withers Walk”)

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THANKSGIVING BREAK

◄ Oct 2014 ~ November 2014 ~ Dec 2014 ►

Sun Mon Tue Wed Thu Fri Sat1SAA @ HC HQ

2 3SAA Exec Meeting


6 7 8


11 12Etiquette Dinner (TBD)

13 14 15


18 19 20 21 22

23 24 25 26 27 28 29

30

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◄ Nov 2014 ~ December 2014 ~ Jan 2015 ►

Sun Mon Tue Wed Thu Fri Sat1SAA Board Meeting


4 5 6

7 8SAA Exec Meeting(if needed)

SAA End of Semester Dinner

9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

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Vision Development

Based on the teambuilder that we did at the beginning of this session and considering the values that we decided upon as a group in our first session this morning:

Values

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

It’s time that we develop our own vision statement. What is the big picture of what we want to achieve? Let’s look again at the vision statements of JMU and the Alumni Association to determine how to begin.

JMU: To be the national model for the engaged university: engaged with ideas and around the world.

Based on the values of: Academic Quality, Community, Diversity, Excellence, Integrity, Student Focus

~

Alumni Association: A leading Alumni Association that, through University, Student and Alumni engagement, is an essential partner to the advancement of the JMU Mission.

Based on the values of: Engagement, Investment, Service, Collaboration

Both follow the guidelines mentioned earlier: they are concise, easy to remember and communicate, and broad enough to allow for a diverse approach to fulfilling what is laid out. How are their values reflected in the statements? What words do they use? Coming together, let’s brainstorm some ways we want to reflect our values in a vision statement.

Student Alumni Association:

Based on the values of:

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Vision Development (cont.)

SAA’s Vision

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1:15-2:00 p.m.…………………………………………………………………....Great Expectations Exercise

2:00-2:30 p.m..…………………………………………………………….........Mission Dev.

2:30-3:30 p.m..…………………………………………………………….........Planning Session

Breakout Session 3Expectations & Planning Session

1:15-3:30 p.m.

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Great ExpectationsSAA 2015-2016

What expectations of you have of yourself this year, regarding the SAA?

What expectations do you have of your fellow SAA peers?

What expectations do you have of your SAA advisors?

What expectations do you have of the events you plan?

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Mission Development

In developing our expectations- for ourselves, our peers, supervisors, etc.- we give ourselves more insight into how we expect to fulfill our goals for the SAA. That being said, we’ve come to the final major development of our time together today: our mission statement. How do we take our values and our vision, and inspire action? To help get us into an outcome-oriented mindset, we’ll first look at the mission statements of JMU and the Alumni Association.

JMU: A community committed to preparing students to be educated and enlightened citizens who lead productive and meaningful lives.

Based on the vision: To be the national model for the engaged university: engaged with ideas and around the world.

Based on the values of: Academic Quality, Community, Diversity, Excellence, Integrity, Student Focus

~

Alumni Association: To engage alumni and cultivate involvement in James Madison University.

Based on the vision: A leading Alumni Association that, through University, Student and Alumni engagement, is an essential partner to the advancement of the JMU Mission.

Based on the values of: Engagement, Investment, Service, Collaboration

Having assessed the two mission statements above, and drawing from the additional mission statements provided, are there common words or terminology used in mission statements that address alumni affairs?

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Knowing that, how do we want to phrase and craft our mission statement?

Student Alumni Association:

Based on the vision:

Based on the values of:

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Sample Mission Statements The first four are student alumni associations at their respective schools.

The mission statements that follow those are out of Alumni Associations at their respective schools.

Emory UniversityThe mission of the Student Alumni Association (SAA) is to connect alumni to the University and the student body by building tradition, fostering student and alumni interaction, serving the diverse needs and interests of our community, and creating opportunities for investment in Emory’s future.

Virginia Commonwealth University The goal of the Students Today Alumni Tomorrow, or STAT as we like to call it, is to facilitate interaction between students and alumni and to enhance the student experience by providing opportunities that strengthen lifelong loyalty to VCU. STAT provides unique benefits including networking with alumni, connecting with other VCU students, complimentary members-only goodies and rewards just for being a member!

University of GeorgiaThe Student Alumni Association (SAA) is where the three pillars of the Arch - Wisdom, Justice, and Moderation - meet the three core values of the University of Georgia Alumni Association - Pride, Loyalty, and Tradition.

In an effort to establish these values in the student body, SAA was created to enhance the academic experience by providing programs and events focused on the spirit, history, and tradition of UGA. SAA also seeks to connect students with alumni in an effort to promote networking and camaraderie amongst all of the Bulldog faithful, students present and past.

Students who are part of SAA are Georgia Fund donors which means that they are already financial supporters of this great university, the nation's oldest state-chartered public institution.

University of Tennessee KnoxvilleStudents Serving Students: Past … Present … Future

The Student Alumni Associates (SAA) work in conjunction with and under the auspices of the UT Office of Alumni Affairs to provide an enriched relationship between students and alumni, a resource for the student body regarding alumni, campus, and service activities, and an increased sense of school spirit.

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American UniversityThe mission of AU's Office of Alumni Relations and the American University Alumni Association is to create a lifelong and worldwide community of alumni through increased opportunities for meaningful engagement in order to increase awareness, pride, participation, volunteer involvement, and philanthropic commitment to American University.

Baylor UniversityThe mission of the Division of Constituent Engagement is to engage and connect the university community locally, nationally and around the globe in support of Baylor’s mission, while creating sustainable lifelong connections to the university and to each other.

Cardinal Stritch UniversityVision StatementThe Alumni Association will be a dynamic, member-focused organization, driven by Franciscan values and directed towards supporting the social, intellectual, and spiritual needs of all present and future alumni of Cardinal Stritch University. Mission Statement The Alumni Association will achieve this vision through its mission of

Promoting a strong relationship between alumni and the University Advancing the unique needs of alumni, while supporting the University's goals Developing an awareness of Cardinal Stritch University's history, accomplishments, programs, and

offerings Promoting a sense of University pride among all graduates Providing the University with insight into the needs of the communities it serves.

Tulane UniversityThe Tulane Alumni Association creates opportunities that connect alumni, foster loyalty to the university, and enhance the lifelong Tulane experience.

University of California at Los Angeles (UCLA)Mission Statement:To enrich the lives of alumni and involve them in UCLA’s futureVision Statement:To be a vital partner in the success of UCLA through the significant engagement of alumniCore Values: * ADVOCACY: We are leaders in advancing the quality and stature of UCLA. We encourage volunteer and philanthropic support of UCLA. * EDUCATION: We value students and are dedicated to their support and development. We believe in lifelong learning. * DIVERSITY: We value and engage diverse UCLA constituents. * COMMUNITY: We create and foster relationships among and between alumni, students and UCLA. * INTERDEPENDENCE: Led by self-governed volunteers, we are the voice of UCLA alumni. * INNOVATION: We are entrepreneurial; we actively identify and create new opportunities. * EXCELLENCE: We commit to the highest quality in all our endeavors.

Wayne State UniversityThe mission of the Wayne State University Alumni Association is to build loyalty and support among our graduates.We do this by promoting a positive image of the University, by strengthening feelings of identity with the University and by offering opportunities for alumni to serve the University - all done with a touch of good humor and fun.We measure our success by our number of active members, by their degree of participation in alumni- and University-sponsored activities, by their volunteer efforts on behalf of the University and by their advice, counsel and financial contributions to the University.List compiled from the following resource: http://www.alumnifutures.com/missions.html

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Mission Development (cont.)

SAA’s Mission

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Planning Session

The planning session will look as follows. Considering it is difficult to plan for an entire academic year, the goal is to develop a plan for the Fall 2015 semester. Then, in November, we’ll come together again to begin looking ahead to the Spring 2016 semester, particularly the Madison Giving Campaign, one of the largest campus-wide philanthropic events. For today, what we have done is set up flip charts around the room. Each piece of flip chart paper has a month on it, in addition to an overarching theme that our events should be focused/based on. For the next hour, you all will be tasked with going around to each month and brainstorming some ideas that you would like to see implemented. You are encouraged to speak with one another and work out some of your thoughts. This is also an excellent opportunity for new members to pick the brains of current members, who saw first-hand what worked and needed improvement from last year. We’ll call you back together in an hour to discuss some of what you’ve written. If there are any questions, feel free to approach any of us!

The following flip charts, with the following prompts, will be set up around the room:

(Note: Recruitment of new general members and new board members is an on-going initiative.)

The following flip charts, with the flowing prompts, will be set up at the November/December meeting, as students begin to plan for the Spring 2016 semester.

(Note: Recruitment of new general members and new board members is an on-going initiative.)

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SeptemberInitiatives:

- Campus-wide awareness of SAA- Member Recruitment

OctoberInitiatives:

- Homecoming(10/24/2015)

NovemberInitiatives:

- Teambuilders/ Refocusing Energy as an organization- Look ahead to Madison Giving Campaign- Plan Spring 2016 (see prompts)

DecemberInitiatives:

- What do we want to celebrate?- Look ahead to Madison Giving Campaign- Plan Spring 2016 (see prompts)Semester ends 12/ 11/2015

JanuaryInitiatives:


FebruaryInitiatives:


MarchInitiatives:


AprilInitiatives:



5:00-5:30 p.m.…………………………………………Questions & Review of Future Plans

Breakout Session 4Wrap-Up & Review

5:00-5:30 p.m.

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Additional Resources

(Icebreakers and Teambuilders)

James Madison UniversityJMU Alumni Association

June 5-June 7, 2015

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Icebreakers(Name Games, Meet & Mingle, Energizers)

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Icebreakers: Name Games

Bumpity Bump Bump BumpMaterials: N/A

The group forms a circle with one person “it” in the middle. “It” approaches a person in the circle and either says “left” or “right”. After “it” speaks that word, he says “Bumpity bump bump bump” and the chosen person must respond with the name of the person to his right or his left depending on what “it” said. He or she must say the name before “it” finishes saying “Bumpity bump bump bump”. If the person is unsuccessful, he becomes “it”.

Name Sign (or Adjective Name Game)Materials: N/A

The group stands in a circle. The first person introduces him- or herself with an adjective before his or her name (for example, Rockin’ Rebecca, Super Stephen) and does a motion to go along with the adjective (so Rockin’ Rebecca would play the air guitar and Super Stephen would make a superman motion). The next person introduces himself in the same way and says his name with an adjective as well as saying the name and the adjective (while doing the motion) of the person before him. By the time this group gets to the end of the circle, the last person has to name all the people in the circle and do the motion that goes along with each person’s name. You can also encourage others in the circle to try to do everyone’s name.

Name Tag Mania Materials: paper, construction paper, markers

Participants are given a name tag and markers. Participants print their name and major in the front of the name tag. They can also decorate the front with items that describe them or things they like. On the back of the card, have students answer different questions and respond in each corner. For example, write the answer for “Where are you from?” in the top right corner and “What is your favorite thing about JMU?” in the bottom left corner. Have participants share their name tags with one another.

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Senior Citizen LuncheonMaterials: N/A

Have the group of participants stand or sit in a circle. For the first round, participants will go around the circle, stating their name and their favorite food. The next step is where the name of this exercise comes in. Once they have done this, they will go around the circle again, but they will pretend to take their teeth out, forcing them to sound like an older person, thus “Senior Citizen Luncheon.” Once we’ve gone around the second time, the third and final round will be a memory challenge. For example, the GA would say their name and favorite food as an old person, and then the name and food of someone else in the circle. Then that person says their name and food, and follows suit. This continues until everyone has gone around.

Start the Presses Materials: N/A

Break into groups of two and have each set of people interview each other for five minutes. Each person then introduces his/her partner to the group using the information he/she discovered in the interview.

The WebMaterials: ball of yarn

Everyone stands or sits in a circle, with the facilitator holding a ball of yarn. Hanging on tightly to the tail of the yarn, he tosses the ball to someone else while saying that person’s name. After the ball of yarn has been passed to everyone in the circle, the group slowly raises and lowers their part of the yarn to reveal the intricate web of relationships in the group. *This icebreaker can also be easily adapted to review for an assessment.

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Icebreakers: Meet & Mingle

2 Truths and a LieMaterials: paper, pens/pencils

This is exactly what it sounds like. Everyone in the group writes down two truths and a lie about their life and then reads all three statements to the group and the group has to try to guess which one is the lie. Once the group members guess which one was a lie it can go to the next person, until everyone tells their three statements and their lie has been discovered.

Color JacuzziMaterials: beach ball

With a beach ball with multiple colors, have the participants toss around the ball. Use the colors on the beach ball to correspond with questions. For example:

Red—what is one of your pet peeves? Orange—what motivates you? Yellow—what is the best idea you’ve ever had? Green—what’s the silliest thing you have ever done for money? OR

what would you do if you won the lottery? Blue—what is your ideal vacation? Purple—what is the most daring thing you have ever done?

ConnectionMaterials: N/A

One person stands at the front of the group and says something true about him- or herself. For example, “I have a pet turtle” or “I am from Florida”. The first member of the group to jump up, shout “Connection!”, and run to the front of the room to lock arms with the person who started the game gets the next statement. If the person saying a statement says something like “I’m a JMU student” (which applies to everyone), then it becomes a race to the front of the room to lock arms with that person. If someone says a statement that no one else connects with, they should pick another statement. When everyone has connected, get the group to circle up and

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find something they all have in common (all have siblings, all like music, etc.).

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Finish the SentenceMaterials: N/A

Go around the room and have each person complete one of these sentences (or something similar):

The best job I ever had was… My favorite thing/ least favorite thing about JMU is… My first pet was…. The scariest thing that ever happened was….

I Am, But I Am NotMaterials: paper, pens/pencils

This activity engages participants in a process of identifying what they consider to be the most important dimensions of their identity. Participants will fold their paper in half and re-open it to create 2 columns. On one side, the heading will be, “I am.” On the other side, the heading will be, “I am not.” Instruct participants to write the word “but” in the middle of the two columns. Then students will write at least five “I am, but, I am not” statements on their paper. An example might be, “I am Italian, but, I don’t like spaghetti and meatballs.” This exercise can also be used to dispel any stereotypes they feel people may hold them too. This activity can be very surface level; it also has the potential to delve into parts of students’ identity that are intimate. Those conversations are encouraged if your groups are comfortable knowing each other on a more personal level and individuals are comfortable disclosing a personal side of themselves to the larger group. Some debriefing questions you can use are: “What are 1-2 words that describe what this activity was like for you? Did anyone in the group surprise you and why? How did it feel to stand up and challenge stereotypes?”

M&M Game (similar to “Take What You Need”) Materials: M&Ms

Determine five things you want to know about people, such as what is their favorite color, what is their favorite hobby, most impactful class they’ve taken, etc. Then pick out five colors of M&Ms and have each color represent something that each person has to tell you. For example the red M&M represents that person’s love life, and they have to tell if they are dating, married, engaged, single, etc. Each person takes some M&Ms and then you go around the group disclosing information.

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MaroonedMaterials: flip chart paper, markers, pens/pencils

You are marooned on an island. What five (you can use a different number, such as seven, depending upon the size of each team) items would you have brought with you if you knew there was a chance that you might be stranded. Note that they are only allowed five items per team, not per person. You can have them write their items on a flip chart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.

MUMBLE JUMBLEMaterials: puzzle pieces

Before the activity begins, the leader will cut up a few pictures into puzzle pieces. Each group member will grab a piece of a puzzle from a bag. The group members will keep their puzzle piece to themselves until the leader says, GO! At this point, the group members will try to locate the other members of the group with the pieces to form the appropriate pictures. Whichever group does it first, wins. Good activity for breaking into retreat/activity groups.

New SkillsMaterials: N/A

Each person finishes this statement: "If I could wake up tomorrow with a new skill or talent it would be…" Responses help participants identify common interests and hobbies and discover talents that people may have but dream of spending more time on (which can potentially be encouraged and used in completing a project). This can especially help if the group is relatively new and may feel its members have little to relate to with each other. Some more lead-ins:

If I win the lottery, the first thing I would do is…

If I won an all-expenses-paid trip to anywhere, I would go to ___ and would take ______ (a person and/or thing).

People BingoMaterials: people bingo cards, pens/pencils

Use one of the “bingo cards” created for this activity and run enough copies for the members of your group. At your meeting, give each person a bingo card and instruct them to get the signature of a person that fits a description

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in one of the boxes. No one can have the same person’s name more than once on the card. When someone has filled the entire card, find out who has done what. You can also select three completed sheets to win prizes as an incentive.

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The Question BallMaterials: question ball

Two different balls with questions on them are in the office. Toss or pass around the ASP Question Ball and have students answer the question their right thumb lands on when they catch the ball!

SecretsMaterials: note cards/index cards, pens/pencils

Everyone writes down one interesting fact about him- or herself on a note card. The group leader mixes all the cards up and then reads one at a time, allowing the group time to guess whom the clue belongs to. When one person guesses the name of someone else, if they are wrong, the person named gets to guess another. Allow this to go on for a few guesses; then the person who wrote the secret must reveal him- or herself.

Self-PortraitMaterials: paper, colored pencils, crayons, markers

Give each member of the group a large piece of paper and put colored pencils in the middle of the table. Instruct the group to draw a “self-portrait” using a stick figure. Your stick figure should be holding or surrounded by three things. The drawing should also include clues as to where your stick figure is standing. When everyone is done (be sure not to give too much time—it should be a fun, easy activity), go around the group and try to figure out why the items in the drawings are significant to each person. Have the artist explain why he/she chose to put certain things in the drawing and why he/she chose the location.

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Six Degrees of SeparationMaterials: paper and pens/pencils

How small is the world? Pretty small when it comes down to it. It seems like someone always knows someone else. In this exercise, we’ll demonstrate just that, as we make connections with those around us.

5. Find a partner and introduce yourselves. Make a list of 5-10 things that you have in common with each other: where you went to school, the year you were born, favorite food, sports interests, etc.

6. Once you have completed your first list, you must find someone else in the room that also has one of those 5-10 things in common with you. When you have found that person, repeat step one and develop a new list.

7. Repeat step 2. 8. Continue until you have met 5 other people or time is called by the facilitator.

A prize will be given to the first person to complete the game.

Something You Can’t Tell Just by Looking at MeMaterials: you could have the prompt written, for those who may need it in that form

This activity will allow participants to disclose some personal information that they may not have had the opportunity to share yet with the group. It is mean to demonstrate that there is much more to a person than what comes out in our face-to-face encounters. Hopefully, by engaging in this exercise, participants will begin to understand the important of looking beyond appearances and truly getting to know one another on a deeper level. Form a circle with chairs or sitting on the floor, if participants are able. Participants will be asked to say the following prompt: “My name is ____ and I am from ____. One thing you cannot tell just by looking at me is ____. This is important for me to tell you because ____. This is an activity that can be low or high-risk, depending on what participants choose to share.

Step-in/Step-outMaterials: N/A

Good icebreaker to see who in the class can relate to one another. Can be nice if the GA participate as well to show relate-ability. Effective if the questions are a mix of funny things that participants probably do (ex. Step-In if you’ve tripped while walking to class this semester…) and things that relate to the topic that week.

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Story of My Life A.K.A. “Story Hour”Materials: paper, markers

You have just been given a contract to write your autobiography for a major publishing company. Your agent Harry Hardnose is anxious to get to press. He has decided to help you get started with a few probing questions.

9. First, take a piece of flipchart paper and fold it in half and then in half again to form a book.

10.Choose the title of a popular song for the name of your book. Write that title on the front cover.

11.On the inside of the front cover (page 2), list a table of contents.12.Name of the place where you were born.13.Description of your first job.14.Number of years you have been working for your company15.On page 3, draw a picture of your family16.On the back cover of the book, draw a picture of what you plan to do when

you retire (where will you go, who will you go with, etc.).Variations: Change the focus of the pages of the book. For instance, most exciting moment, favorite food, most exciting vacation, etc. Be careful not to make any of these questions too personal. The idea is to open people up, not shut them down.

Note: When all books are complete, have people tell their story using the book as a visual aid. Depending on the size of your group, you may want to debrief in smaller groups. If possible, leave the books in a central location during your training to encourage further introductions and discussions.

Take What You NeedMaterials: toilet paper

The facilitator passes a roll of toilet paper around the room, telling everyone to "tear off as much as you need." Once everyone has torn off a sheet or two or 10, the facilitator announces that for each square they've taken, they must share something about themselves. Example: I've torn off 4 sheets of toilet paper, so I say, "I was born in Cincinnati, my real name is Rolf, I have a weakness for chili dogs, and I once hiked naked in Montana."

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Train Wreck/Upset the Fruit BasketMaterials: N/A

Icebreaker that has everyone stand up and put their shoes along the outside of the circle (except one person, who stands in the middle. Have all other participants stand in front of a pair of shoes. The person in the middle says something true about themselves (ex. I am a sophomore) and then that person and everyone else who that fact is true for has to move to a new pair of shoes (but it can’t be the pair next to where you are standing). Whoever is the last person has to stand in the center and share another true fact (can keep going until everyone has been in center or for an allotted amount of class time).

What’s In There? Materials: wallets/purses

Have everyone pull out their wallets or purses and pick out two items they store away and explain why they keep them (pictures, tickets, receipts, etc.).

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People BingoFind someone who…

…has been rock

climbing.Where?

_____________

...has only had one major.

_____________

…has met someone famous.

Who?

_____________

…has NOT seen a Harry Potter film.

_____________…is a

volunteer.For whom?

_____________

…has never flown in an

airplane before.

_____________

…has a tattoo.Explain.

_____________

…likes to write poetry,

music, or other

creative works.

_____________…has/had braces on

their teeth.

_____________

…can touch their tongue to their nose.

Go for it!_____________

…has changed a

diaper.

_____________

…sings in the shower.

What’s your go-to song?

_____________

…has performed on

stage.What show?

_____________

…born in the same month

as you.

_____________

…has milked a cow.

_____________

…has sky dived or bungee jumped.

Describe that!

_____________

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People BingoFind someone who…

…played a sport in high

school.Which one?

_____________

…is a morning person.

_____________

…enjoys eating sushi.Favorite kind?

_____________

…has marched in a

parade?Which one and

when?

____________

…has visited another country.

Which one?

_____________

…has been to a Broadway

musical.Which one?

_____________

…knows their Myers Briggs

type.Which one?

_____________

…has at least 1 same

ancestry as you (not US).

Which one?

_____________

…cheers for the same pro-sport team as

you.Which one?

_____________

…has the same number of siblings as

you.How many?

_____________

…is highly superstitious.

_____________

…has recessive trait

(blue eyes, left-handed

etc.)Which one?

_____________…has been a vegetarian.

How long?

_____________

…can play a musical

instrument.Which one?

_____________

…can speak another

language.Which one?

_____________

…has been to Disney World.Describe your

trip.

_____________

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Energizers

Giants, Wizards, ElvesMaterials: N/A Source:

http://www.ultimatecampresource.com/site/camp-activity/giants-wizards-and-elves.html

Split group up into 2 teams, designate 2 safety zones, one on each team’s side, and designate a middle area. Each team then gets in a huddle and picks what they want to be as a team, a giant, a wizard or an elf. Giants put their hands up over their heads, wizards put their hands our straight in front of them wiggling their fingers, and elves make pointy ears on their head with their pointer fingers. Once the teams have decided their character they want to be, they come up to the center spot and line up face to face, then on a count of 3, everyone does whatever action their team picked. Giants beat elves, elves beat wizards and wizards beat giants, so the team that beats the winning team chases the other and tries to tag as many members on the other team as possible before they reach the safety zone. The members from the team that get tagged become a part of the other team. Repeat until all players are on one side.

Guess Who?Materials: post-it notes, paper, pens/pencils

Before the class, write the names of famous people on several pieces of paper (one name per sheet). Tape one sheet to each member’s back. Each person must go around the room asking yes/no questions about whose name is on their back. They can only ask each person one question then move on to a new person. Once someone guesses the name on their back, they can remove the sheet of paper and sit down.

Human KnotMaterials: N/A

Have the group come together in a circle, as closely as possible, and extend their arms into the middle of that circle. Each participant should take the hands of two different participants until everyone is connected to two other participants. Without letting go of any hands, the group must untangle the knot so that everyone is facing the same direction in the original circle.

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“Human” Rock, Paper, ScissorsMaterials: N/A Source: http://blog.carrieheyes.com/2012/01/rock-paper-scissors-or-

ninja-cowboy.html

Ask participants of the group to pair off and in their pairs they play a traditional round of rock, paper, scissors. Whoever wins proceeds on to play against the winner of another pair and the losing participant must be their cheering squad and follow behind them. As people win, their trains of participants who lost to them grow, ultimately resulting in a final showdown.

Variations: Instead of a traditional game with hand gestures, you can ask participants to embody the symbols. For rock they should crouch and warp their arms around their knees. For scissors they would stand with their legs apart and their arms up over their head. For paper, they would be still and subtly move their body side to side as if they are paper caught in a breeze. Also, you could use different symbols. I’ve heard of Disney Villains, Schools, and Superheroes. All can be found via online searching. A prominent example is “Cowboy, Ninja, and Bear.” Stand back to back with your partner and walk three paces (each) away from each other. On the 4th beat, jump to face your partner, doing a pose of either a ninja, a cowboy, or a bear. The poses are as follows:

Ninja - Arms crossed in ready stanceCowboy - draw your gunsBear - Claws up and growling

Ninja beats Cowboy using lighting speed ninja kicksCowboy beats Bear with his quick draw and perfect accuracyBear beats Ninja with a strong swipe of his clawed paw

Line-upsMaterials: N/A Source: http://www.scu.edu/csl/upload/Energizer-Ideas-2.pdf

The idea is for the group to line up in a particular order without speaking. Speed and safety are key! Try any of these: Birthday line-up Timeline line up (by who has been here longest, to shortest length of time.) Number of siblings Who lives nearest and farthest from this point Be sure to move any obstacles and watch that participants are safe!

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Make a Machine Materials: N/A Source: http://www.scu.edu/csl/upload/Energizer-Ideas-2.pdf

Separate a larger group into smaller groups, depending on how many participants you have. Each small group will be assigned a machine that they must replicate and act out, involving each person in the process. The groups not acting out their machines must guess what is trying to be replicated. Be creative! Possible machines include: fax machine, telephone, typewriter, dishwasher, washer machine, computer, Car assembly line, Nintendo game. In addition to an energizer, this exercise also serves as a great lesson in teamwork.

Makes You HappyMaterials: N/A

Give each member of the group a large piece of paper and put colored pencils in the middle of the table. Give these simple instructions: “I am going to give you two minutes to write down what makes you happy. Go!” The group members can share some of the things that make them happy or they can keep it to themselves. This activity is meant to be an energizer and spirit-lifter when the group seems disinterested or tired.

Scavenger HuntMaterials: map or questions

You could make up a scavenger hunt that pertains to your club/organization, particularly surrounding campus resources (see Lesson 3).

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Teambuilders

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Minefield


Location & Materials: Find a good large outdoor field or large indoor space. (Be sure there are no dangerous items

or hazards nearby.) Gather an assortment of random objects (i.e. large paper cups, empty plastic bottles, cones,

soft foam balls, kids’ toys etc.)

Pre-Activity: Set up the “minefield” by placing “mines” (large paper cups, empty plastic bottles, cones,

soft foam balls, kids’ toys etc.) in many places all over the designated space. Once the minefield is set up, divide players into pairs. Create pairs carefully by mixing them

up. In each pair, one person will be blindfolded and will be not allowed to see or talk. The other

person is allowed to see and talk, but is not allowed to touch the other person or enter the minefield. Have each pair decide which role they want to play and distribute blindfolds.

Be careful that blindfolded people do not crash into each other. The facilitator should ensure collisions do not occur. Facilitators can walk around and help keep people separated.

Create a penalty for touching a “mine”. This might include a time delay, a loss of points, or a restart.

Consider suggesting that a pair develop a unique communication system. When participants swap roles, give participants some review and planning time to refine their communication method.

*If a person prefers not to play, do not force a person to be blindfolded. Maintain a “challenge-by-choice” atmosphere.

Activity: The goal is for each blindfolded person to get from one side of the field to the other. They

must safely avoid touching the “mines,” by carefully listening to the verbal guidance of their partners.

Give each pair 3 minutes of planning and preparation for their communication strategy. Then, have all pairs go to one end of the minefield. Once blindfolds are worn and everyone is ready, say “Go!” and the activity begins.

As you lead the activity, try to inspire the players and emphasize the importance of trust and safety. Promote a serious environment throughout the activity.

The blindfolded person cannot talk; they just listen and walk. The guider cannot touch their partner, but they can speak to their partners and use whatever verbal strategy they wish.

After at least one pair successfully reaches the other side of the minefield, swap roles and repeat the process.

Debrief:

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Debrief with the following questions: What went well? What obstacles did you face during this activity? What strategies did you use to adjust?

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Not-So-Common Household Items


Location & Materials: Fairly large and open space Bring common household items (i.e. spoon, brush, ink pen, broom, neck tie, cup, etc.).

Activity:1) Divide the larger group into teams of 4-6 members.2) Teams will be given 2 minutes to pick a company name that best represents their team. 3) Give each team one of the commonly seen household items.4) Teams will then be given 10 minutes to develop an infomercial of no more than 3 minutes in

length.5) Using whatever logic or imagination necessary, the team must sell the object on the basis of

a use other than what it is currently used for.6) Each member of the team must participate equally.7) The presentation of the infomercial must begin and end with a creative jingle/song.8) Next, the same process will repeat itself with 5 minutes given time and new objects.

Debrief: Either spoken or written, have participants describe how the information shared here relates to group dynamics, strengths, weaknesses, ideas, contributions, and trust.

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Floor of Plates


Location & Materials: Large clear floor space or flat surface top 50 Paper Plates Tape

Pre-Activity: Create a rectangle of at least 5’ x 10’ (could be larger depending on group size) in the

middle of a large open space. Number plates 1 – 50 and tape them down in a random sequence filling the inside of a

rectangle outlined by tape.

Activity:1) Split the whole group in half to form 2 teams2) Bring one of the teams into the space where the plates are set up while the other team

waits in a separate. The team waiting should not be able to hear or see the actions of the team in the space with the plates.

3) The team in the space with the plates must line up around the taped rectangle.4) The goal is to touch all 50 plates in sequential order from 1-50 working as a team.

Plates can be touched with either hand or foot.5) Only one individual can be inside the rectangle at one time in pursuit of touching a

numbered plate.6) Individuals can only touch multiple plates inside the square at one given time if they are

following sequential order or stepping on previously touched plates of lesser value than the number being sought. (i.e. a player can step on plate #2 to get to plate #5 only if the plates 3-4 have been played, but cannot skip plate #6 to get to plate #7 if #6 has not been played already in the sequence).

7) Any time a rule is broken, the entire team starts over.8) Teams alternate and go through this process separately at least twice given 2 minutes

each.9) Each team is given the option to talk or remain silent during their attempt.10) At the end, both teams become one large team and are allowed to make an attempt to

get to plate #50 together.

Debrief: Either spoken or written, have participants describe how the information shared here

relates to trust, collaboration, strengths, weaknesses, successes, failures, and goal setting.

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Madison Alumni Conference SAA Day 2015

Documents

Transcript of Madison Alumni Conference SAA Day 2015