THE POWER OF LEADERSHIP THEORY AND … Theory...The Power of Leadership Theory and Practice 1 PART 1...
Transcript of THE POWER OF LEADERSHIP THEORY AND … Theory...The Power of Leadership Theory and Practice 1 PART 1...
The Power of Leadership Theory and Practice
1
PART 1
THE POWER OF LEADERSHIP THEORY AND PRACTICE
Grade Levels 9–12
PURPOSE Introduce students to leadership theory, the value of
leadership skills and how these skills can: Inspire, Influence
and Motivate others.
GETTING READY Create a poster or other display listing selected successful leaders and copies of handouts needed to complete selected activities.
ACTIVITIES Students recognize and define leadership their skills, build an
awareness of their individual leadership strengths and create a
plan to enhance those skills that need improvement.
Define leadership elements: Inspire, Influence and Motivate.
Discuss how these elements are leadership qualities
successful people possess and how these qualities were
used in their leadership roles.
Provide an example of how someone used these leadership
skills to help you.
Determine your own leadership qualities by completing a
self-awareness evaluation.
Improve your leadership skills through selected activities:
o Preparing Your Elevator Pitch
o Reflecting on Personal Leadership Experiences
o Building a Legacy
o What You Want Others To Know About You
o Scenarios–What Would You Do?
Set goals and timelines for building your personal leadership
skills.
The Power of Leadership Theory and Practice
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INSTRUCTOR
ROLE Complete the Getting Ready activity to introduce exceptional
leaders.
Provide list of selected successful leaders for discussion of their
qualities.
Review descriptions for the three leadership elements: Inspire,
Influence, Motivate
Make copies of Leadership: How Do I Rate? self-awareness
evaluation instrument for each student.
Provide guidelines for selected activities:
o Preparing Your Elevator Pitch
o Reflecting on Personal Leadership Experiences
o Building a Legacy
o What You Want Others To Know About You
o Scenarios–What Would You Do?
Form three teams for Scenarios–What Would You Do?
response. Provide a copy of one of three scenarios and
instruction form for each team.
Guide goal setting leadership skill building activity using
Personal Goal Setting handout.
RESOURCES 1. HOSA Competitive Events Guidelines
http://www.hosa.org/node/117
Consider using rating sheets as authentic assessments or to
encourage students with identified strengths and skills to
compete in these related competitive events, such as:
- Extemporaneous Speaking
- Prepared Speaking
- Researched Persuasive Speaking
- Creative Problem Solving
2. Disney Institute Approach to Leadership Excellence, 2012
3. Linworth Publishing, Inc. 2009, The Critical Skills Students
Need
4. Buzzle.com 2000-2012, High School Team Building Games
http://www.buzzle.com/articles/high-school-team-building-games.html
5. Buzzle.com 2000-2012, Leadership Activities for High School
Students http://www.buzzle.com/articles/leadership-activities-for-high-school-
students.html
6. Optimal Thinking.com, Leadership Skills Assessment
Questionnaire http://www.optimalthinking.com/leader-assessment.php
7. Free Leadership Activities and exercises
http://www.workshopexercises.com/Leadership.htm
8. Introduction to Leadership, Texas Health Science Education http://www.texashste.com/documents/curriculum/principles/intro_to_leadership.pdf
Leadership Behaviors, Texas Health Science Education http://www.texashste.com/documents/curriculum/principles/leadership_behaviors.pdf
The Power of Leadership Theory and Practice
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9. 10 Minute Leadership Lessons, MN 4-H, Univ of MN Extension
Service National Conference, Milwaukee, WI, Oct 23, 2006 http://4h.missouri.edu/projects/curriculum/10minuteleadershiplessons.pdf
STANDARDS Health Science and Medical Technology Anchor Standards
Communications (C2.3)
Interpret verbal and nonverbal communications and respond
appropriately
Problem Solving and Critical Thinking (PSCT5.1)
Identify and ask significant questions that clarify various points of view
to solve problems
Leadership and Teamwork (LT9.1)
Define leadership and identify the responsibilities, competencies, and
behaviors of successful leaders
Leadership and Teamwork (LT9.2)
Identify the characteristics and benefits of teamwork, leadership, and
citizenship in the school, community, and workplace setting
Common Core English Language Arts
Reading Standards for Informational Text (RSIT 11-2.7)
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem
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Preparing Your Elevator Pitch
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Preparing Your Elevator Pitch
An elevator pitch is a short (30-60 seconds) sound bite that
briefly and memorably introduces you and/or HOSA–Future Health Professionals
and is delivered effortlessly. It spotlights uniqueness and
focuses on the benefits you provide.
Elevator pitches prepare you for brief, chance encounters
you might have in an elevator. But elevator pitches are not just for elevators! Use it
whenever you want to introduce yourself to a new
contact such as when you may be shopping, waiting in line in the school cafeteria or at a sporting event or the movie.
Who better than you to describe with passion, precision and persuasiveness what you do? If you want to network successfully, you need an elevator speech!
An elevator pitch is a brief, persuasive speech that you to spark interest. You can also use it to create interest in a project, idea, or product – or in yourself. Remember interesting, memorable, and brief enough to explain what makes you –
or your organization, product, or idea – unique.
What is A Elevator Pitch?
A 30-60 second description of yourself and/or HOSA–Future Health Professionals
Why Is Having an Elevator Pitch So Important?
You have 30-60 seconds to make a powerful first impression. The average attention span is just 30 seconds before their mind starts wandering. People have less time today. Grab them quickly or lose them forever.
Essential Elements of a Powerful Elevator Pitch
Concise. Take no longer than 30-60 seconds.
Clear. Use language everyone understands. Powerful. Use words that are powerful and strong. Visual. Use words that create a visual image in your listeners’ mind
and to make your message memorable. Goal Oriented. A homerun elevator pitch is designed with a specific outcome.
What is your desired outcome? Have different pitches depending on different objectives: recruit HOSA members, promote a school project or a community service idea, earn a vote for a
leadership position, or be considered for a HOSA scholarship. Has a Hook. This is the element that literally snags your listener's interest
and makes them want to know more.
Preparing Your Elevator Pitch
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How to Create Your Killer Elevator Pitch
Write down what you do several different ways. Don't edit yourself at all. You will edit later. First step is for generating ideas. Don't hold back. Ideas can be
goofy, serious, wild, funny, or conservative. The goal is to get at many ideas as possible down on paper.
Write a very short story that illustrates what you can do. The story can be long.
You will boil it down later. Paint a picture with words.
Write down your objective or goal. Do you want to recruit a member, gain a vote, enlist support for an idea, earn a referral, or something else?
Write 10-20 action statements. This statement or question designed to spur the
action associated with your goal.
Record yourself and Let it sit. Come back to what you've written with fresh eyes and ears the next day or later on in the same day.
Highlight the good stuff. Listen and read through what you've recorded and
written. Highlight or circle phrases that hook you with clear, powerful, and visual words. Not all the words will fall into these categories. You still need connector words, but you want them to be as few as possible.
Put the best pieces together. Write down several versions of this much tighter
pitch. Include elements from your story if you can fit it in.
Record those that are new.
Do a final edit cutting as many unnecessary words as possible. Rearrange words and phrases until it sounds just right. The goal is 30-60 seconds maximum.
Dress Rehearsal. Run it by as many people as you can get to listen to you. Get feedback from friends and family.
Done for now. Take your final elevator pitch and write it down. Memorize and practice it until it just slides off your tongue naturally.
Continue to improve. Always listen for phrases that could make your elevator
pitch clear and impactful. Test it out. On occasion you may benefit by starting from scratch because things always change: you, HOSA, your goals, and your chapter or
community needs.
Resources 1. Preparing Your Elevator Speech
http://dalekurow.com/kurow/preparing-your-elevator-speech
2. Elevator Pitch Examples http://www.youtube.com/watch?v=4ytYZUN_ArE&feature=em-share_video_user
3. Dumb Little Man: Tips for Life http://www.dumblittleman.com/2007/08/how-to-craft-killer-elevator-pitch-that.html
4. The Elevator Pitch
http://www.youtube.com/watch?v=Tq0tan49rmc
5. Elevator Speech Examples – 5 Most Common Elevator Speech Mistakes
http://www.youtube.com/watch?v=HPS_qNC1kTo
6. HOSA Competitive Events Guidelines: http://www.hosa.org/node/117
- Extemporaneous Speaking
- Prepared Speaking
- Researched Persuasive Speaking
GETTING READY Create bulletin board, collage, electronic photo album, poster, timeline, or Wordle (www.wordle.net)
to highlight a list of successful leaders.
Introduction
Leaders inspire, influence and motivate us to change. Great leaders can create or save a community, country, or company. Ineffective ones can shatter them,
destroying billions of dollars or millions of lives. We can all think of leaders who, because they were incompetent or simply evil, would have been a disaster under
any circumstances. Many leaders find both their greatest successes and greatest failures usually come from being challenged and willing to do what many people, in the same situation, would not do. When such decisions work out, we idolize and
admire the people who made them.
We tend to remember the successes and forget the failures in leadership. A great leader is one who makes unique individual decisions–and is right. When historians
rank Presidents of the United States, they usually put Abraham Lincoln at or near the top. Lincoln, uniquely, combined the highest levels of two seemingly opposite
traits. Lincoln was both supremely confident and supremely humble.
Confidence allows a leader to chart his or her own course, whatever others say.
Resources
1. Time magazine publishes lists annually of “The World’s 100 Most Influential People” in several categories with leaders being one. Visit: http://goo.gl/q9p6C
2. Modern Healthcare's annual ranking of “The100 Most Influential People in
Healthcare” honors individuals in healthcare who are deemed by their peers and an expert panel to be the most influential individuals in the industry, in terms of
leadership and impact. To review the lists for these honorees since 2002, visit: http://goo.gl/D6d0m
What You Want Others to Know About You
Directions
How many times have you heard or said “I didn’t know that about you”? Often there is just not the opportunity to share things about
ourselves that we would really like others to know. Maybe you have
a really great singing voice or you are a talented musician and would like to play in a band. Perhaps you love to write stories and hope
someday to be a published author. Maybe you want to join the golf team but your family does not have money for you to buy clubs.
Maybe you have a great idea for a science project but need a partner that is also interested. Or you might be unable to participate
in after school activities because you have to care for younger brothers or sisters. Maybe someone in your family is ill and needs
your help. Or maybe you could just use a friend now and then.
By sharing things about yourself, you will find others that may have the same experiences or can offer assistance. You may be asked to
join a band or someone may have a set of used golf clubs you could use. Someone may have a relative in the media or publishing
business.
1. Think about what you would like others to know.
Write down a couple of thoughts. Only share what you are comfortable discussing.
2. Participate in a round table sharing conversation lead
by your teacher. You may be surprised to learn what others wish to share and you may find that you have
things in common.
Building a Legacy Directions
Think about friends, classmates, family, or others you spend time
with:
When they are talked about…what do people say?
How does it make you feel?
Begin now to “Build a Legacy.” Help influence what others say. If you move to a new school or go on to college, join a new social club or
professional organization, enter the military, or make some other change in your living environment, how do you want to be
remembered?
“She really cared about her friends.” “He could be counted on if you needed help.”
“She always included you when making an important decision.” “He didn’t belittle you if your skills weren’t as good or he didn’t
agree with your opinion.”
How others remember you...this will be your LEGACY.
Write down your desired legacy. Make a plan to meet your own
expectations, keep it handy and check it now and then to see if you are staying on track. If not, make corrections. You may want to
change your legacy if your life circumstances change.
It is your legacy to choose and your decision to make.
Scenarios–What Would You Do?
Directions
Select one of the three scenarios below and prepare a step-by-step response
demonstrating your leadership and organization skills as well as your team building skills.
1. Students in your health science class have been invited to participate in a health fair at a local healthcare facility. Your teacher is extremely busy.
Although she thinks it will be a good opportunity to showcase the health science program and HOSA chapter, she does not have the time to make all
of the arrangements. These will include; parent permission slips, transportation, confidentiality orientation and signed confidentiality
agreements, team assignments (students will be visiting different presentations in four small groups), and four chaperones to accompany the
students. You really want your class to participate. What will you do to help make the trip possible?
2. Your HOSA chapter has doubled in size this year and all of the members
want to participate in the state leadership conference (SLC). They have worked hard in all of their classes so their grades are excellent. Absences
will be excused for the days needed to attend. They have worked hard and
are confident in their leadership and competitive event skills. HOSA members believe their commitment and time spent practicing may earn
them medals in several categories. The SLC is 400 miles away and money needs to be raised to cover transportation, registration, hotel and food costs.
All members are willing to do their part but the efforts need to be organized and assignments determined. How will you lead the effort to ensure all
interested members are able to participate?
3. You are interested in completing an application to seek national office at the upcoming HOSA National Leadership Conference. One of the criteria is to
demonstrate your leadership ability. Also, the university you would like to attend gives high points for leadership skills and activities in the admissions
process. It is a very competitive university and you want to do your best to position yourself with high probability to be accepted. What will you do to
build your leadership skills during this next school year and to help you
achieve both goals?
Leadership: How Do I Rate?
Students should review their original assessment and reevaluate their ratings on this form once the community service activity is completed. Compare results. Once comparison is complete, they may review and adjust their goals previously listed on Part 1 Personal Goal Setting form.
ATTRIBUTES
I definitely
have this
quality
I am pretty good at this but would like to get better
I need to work on
this
I need help in how to
do this I
feel lost
1. Enthusiastic: I find joy in my life,
have a positive attitude, look forward to
new experiences, share a positive
expectation with others.
2. Communicate: I am a good listener,
I speak clearly in conversations, work
with all kinds of people, effective
speaker, speak with optimism and
expression.
3. Share success: I recognize
contributions of all team members,
include their views and opinions, make
collective decisions that effect myself
and others, build team spirit.
4. Caring: I am sensitive to others,
believe everyone has value, accept
others for who they are, compassionate,
recognize what others care about.
5. Creative: I have new ideas and can
express them clearly, can come up with
helpful suggestions, think of different
ways to accomplish tasks.
6. Character: I behave in an ethical
manner, honest, show integrity in
actions, inspire others, and try to be the
best I can be.
7. Organization: I can focus on an
issue, determine a methodical approach
for resolution, accurately assess a
situation, understand individual roles,
follow through.
8. Dependable: I am reliable, can be
trusted, honor commitments, keep on
task, show up on time, do my part.
9. Influence: I set a good example,
encourage other to participate,
celebrate everyone’s achievements,
provide a vision, and make work
meaningful and interesting.
10. Solve problems: I accept that
problems are something to be dealt
with, am resourceful, think through
difficulties, come up with good
solutions, don’t ask others to do more
than I am willing to do.
Personal notes:
____________________________________________________________________
Personal Goal Setting
Directions: Think back on successful leaders you identified and their leadership
skills that made them outstanding to you. Review your own personal leadership experiences and the results of your actions. Consider your legacy and what you
would want others to know about you. Finally review self-awareness results. Once you complete this reflection, using the form below, set your own personal goals
along with a calendar that gives you a timeline for measuring your progress and meeting your goals. Focus on those areas where you believe you need
improvement by building on your areas of strength.
Begin with four goals. Include activities to complete each goal. Select specific dates (ex. July 10 and July 25) for each activity for the first six months. When you reach
the date listed, review your success. Revise goals and activities as needed for the second six months based on your success rating. Some goals may take longer than expected. Several may be completed and new goals that need to be added may
become apparent. New activities may need to be added to help reach your goals.
Goals July August September October November December
1.
2.
3.
4.
Inspire, Influence, Motivate
As a leader, present the best version of yourself. Build your personal
leadership skills by using the three attributes to provide leadership that will make a positive impact on others.
Inspire team members and classmates by setting an example, sharing
success, rewarding others accomplishments, appealing to a common
purpose, recognizing what others care about and what difference they hope to make. Demonstrate meaning and value in the work that is to be
completed.
“Catch them doing something right!”
Influence team members and classmates to change a thought or action
to produce the desired result that will have a positive impact on others.
Create a clear vision of the expected outcomes in the classroom, for the entire school, and within the community.
“If you don’t know where you are going, you won’t know when you get there!”
Motivate team members and classmates by realizing the satisfaction
that comes from meaningful, interesting, enjoyable or challenging work.
Belonging to a group, gaining a sense of achievement, or making a difference in some way meets individual needs and interests. “WIIFM—What’s In It For Me?”
Reflecting on Personal Leadership Experiences
Directions
Reflect on a personal experience where you were called upon to
provide leadership. It might be selecting a movie, a restaurant, or another social activity with your family or friends. It could be leading a
sports team, an officer of a club or organization, creating a science project, participating on student council, or leading a religious
ceremony. Or perhaps you were involved in an emergency where
others were injured and you were called upon to take charge and triage the situation.
Reflection
Briefly describe the incident to include what leadership you provided and how you felt about the results. Consider:
1. Did you perform to your satisfaction?
2. Did you motivate others to participate and do their best?
3. Were you the best version of yourself when providing leadership?
4. Was there a good result from your efforts?
5. What might you have done differently?
6. What do you wish you would have known before the
experience?