Hart L.B., Waisman C.S. - The leadership training activity book (2005)(en)

18	THE LEADERSHIP TRAINING ACTIVITY BOOK

EQUIPMENT AND SUPPLIES

Paper

Pens or pencils

100 index cards for each group Flipchart

ROOM SET-UP

Tables and chairs for small groups of 3 to 5 people

Comments

Some participants will not be confident that they can accomplish this task. Use it to show them how to tap into their creative side and stretch themselves. This activity can be done in small groups or on an individual basis. If the latter, then each person would require a full deck of cards.

Trainer’s Notes for Activity 4

STEP-BY-STEP PROCEDURE

Step 1: Divide participants into small groups of 3 to 5 people each. Hand each group a pack of index cards and one sheet of paper.

Step 2: Say, “Thinking about leadership in various ways can be instructive. If we stretch our imaginations, which often takes a linear form, we can discover fresh, new perspectives about our leadership strengths and challenges that will astonish us.”’

Step 3: Give the following directions:

“Your group will be creating a personal leadership “deck” of words or terms that fit the categories listed on the flipchart.You can work from the sheet of paper and then transfer one word to each card, or you can write directly on the cards. Decide this before beginning.”

Step 4: Your flipchart should show the following three categories:

The Five Senses (sight, touch, taste, sound, smell) (16 words for each of the five senses = 80)

Motion (10 words)

Abstractions (10 “abstractions,” such as leadership, love, freedom, meaning of life)

LAY THE GROUNDWORK, ENERGIZE PARTICIPANTS, AND THEN CLOSE

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Step 5: Then explain the rules. All words or terms on the list must be:

Meaningful to you

Specific (not “tree,” but “aspen tree”; not “bird,” but “robin”)

Pleasing to the ear

Use no adverbs and no plurals.

Step 6: Begin the poetry part of the activity with this explanation:

“When you have 100 words or terms written on the cards, spread them out. Choose cards that you can use to create a poem about leadership. Take 15 to 20 minutes to write a poem that supports the

theme of leadership. Add more words as needed to flesh out the poem.”

Offer the participants the following as an example of a poem:

Why does leadership make me think of bright, white light?

Is it the leader’s clarity I feel as comfort?

The leader is a beacon through the night.

Is it the leader’s gentle pressure I feel as comfort?

When I think of Leadership, it is a fresh, fragrant flag.

Is it the leader’s support that gives me comfort?

The leader beckons and make me glad.

Is it their insistent, but gentle, speech that gives me comfort?

Comfort to follow; comfort to grow.

I am glad my Leader is in the know.

Step 7: When the groups have finished, have one member of each group read their poem to the total group. Encourage applause.

Step 8: Post the poems (or collect them and make copies for everyone) and bring the session to a close. The trainer concludes the activity by congratulating all the burgeoning poets and suggesting that they think about leadership as involving every sense and feeling identified in their poems.

POST-ACTIVITY REVIEW

Take time shortly after conducting this activity to reflect on how it went, how engaged the participants were, and what questions they raised. Then, make notes that include how much time you actually spent on the activity.

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5

MEET MY LEADER

An Orange?

Overview of Activity

This activity helps the leader practice using analogies to describe various components of leadership.

Objectives

To use analogy to describe leaders.

To encourage participants to use all the human senses.

Setting Up the Activity

GROUP SIZE

Up to 20 participants

ESTIMATED TIME

30 minutes

TRAINING METHODS

Analogy

Discussion

Hands-on activity

MATERIALS

None

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22	THE LEADERSHIP TRAINING ACTIVITY BOOK

EQUIPMENT AND SUPPLIES

One interesting object per group, such as an orange or other fruit, an unusual box, a feather, an intriguing hat.

ROOM SET-UP

Chairs arranged in a circle

Comments

The concept of leadership is a complex one. This activity helps participants explore various facets of leadership. The use of objects to develop an analogy just creates more fun.

Trainer’s Notes for Activity 5

STEP-BY-STEP PROCEDURE

Step 1: Select objects as noted. Have enough objects available so each group can have one object.

Step 2: Divide participants into groups of five (if you formed IDEA teams, they would do this together). Set up individual groups in circles.

Step 3: Explain that it is sometimes easier to describe leaders by using an analogy. Give the first object to each group. Ask participants to handle the object and to answer these questions within their group:

a.How does the object “feel” like a leader?

b.How does the object “see” like a leader?

c.How does the object “smell” like a leader?

d.How does the object “hear” like a leader?

For example, if they object was a feather, the responses to the above questions might be:

a.The leader uses his or her soft side when empathy and understanding is needed.

b.The leader can see the big picture by looking through and between the individual feathers.

c.The leader has none!

d.The leader listens to whose who are quiet as the winds of change blow the feather.

LAY THE GROUNDWORK, ENERGIZE PARTICIPANTS, AND THEN CLOSE

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Step 4: Trade objects among the groups and repeat Step 3.

Step 5: Reassemble into one large group, and pose the following questions for discussion and debriefing:

a.What were the distinguishing features of your objects?

b.Which object best applies to your own leader or manager?

c.Because we cannot go around “touching” other people to become acquainted, how can we learn about others’ uniqueness? Use the analogy in this activity to facilitate the identification of many qualities you find in yourself and your managers.

VARIATION

Pass around another object and ask participants to use it to describe themselves.

POST-ACTIVITY REVIEW

Take time shortly after conducting this activity to reflect on how it went, how engaged the participants were, and what questions they raised. Then, make notes that include how much time you actually spent on the activity.

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6

TELL A STORY AND

MAKE YOUR POINT!

Overview of Activity

Storytelling is a useful leadership competency; this activity provides practice for the participants.

Objectives

To identify the importance of storytelling as a leadership competency.

To demonstrate how to tell a story.

To practice telling a story.

Setting Up the Activity

GROUP SIZE

Up to 20 participants

ESTIMATED TIME

Set aside 15 minutes to demonstrate storytelling; 5 minutes for each person to tell a story; 10 minutes to debrief.

TRAINING METHODS

Presentation

Discussion

Storytelling

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26	THE LEADERSHIP TRAINING ACTIVITY BOOK

MATERIALS

Handout 6.1: Storytelling Checklist

EQUIPMENT AND SUPPLIES

Flipcharts and markers

ROOM SET-UP

Have participants sit in a circle in front of a fireplace, if possible. Otherwise, place chairs in a “U” shape.

Comments

This activity works well at the beginning of a leadership program. If you plan to have participants give presentations later on, this activity will help participants practice making impromptu presentations. Use it after your introduction and overview of the workshop agenda.

Resources

Read more about storytelling in Encouraging the Heart, written by Jim Kouzes and Barry Posner (see Chapter 8, pp. 99–106).

Trainer’s Notes for Activity 6

STEP-BY-STEP PROCEDURE

Step 1: As the trainer, you need to model this skill of storytelling. Use Handout 6.1, Storytelling Checklist, as your guide to write a story. Practice your story out loud several times so you can tell it without notes. Before the class, tell your story that includes all the elements of a good story. You can choose either option below; note that the second option is

appropriate because participants will be reviewing their skills and career goals throughout most of the leadership program.

Option 1: Tell the story about how the vision of the company or program became a reality.

Option 2: Tell a story about one of the trainers that highlights the struggle and lessons learned during his/her career.

LAY THE GROUNDWORK, ENERGIZE PARTICIPANTS, AND THEN CLOSE

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Step 2: Present the elements of a good story.

Distribute Handout 6.1: Storytelling Checklist, and discuss the point.

Use the story you shared in Step 1 to review the elements of a good story.

Step 3: Have participants tell their own stories.

The task for each person is to tell a story. Select from topics such as these:

Tell a story about a time when you led at your best. (Note: Use this topic if you plan to use the Kouzes and Posner leadership model, because this was the basis of their research.)

Tell a story about the time in your life when you realized you were competent.

Tell a story about a time when you realized you could achieve a milestone in your career.

Tell a story about a time when you solved an important business problem.

Allow participants time to select a personal story and organize the points.

Step 4: Have participants decide the order in which they will tell their stories and then begin the storytelling session. Keep each story to approximately five minutes.

Step 5: Discuss the importance of storytelling as a leadership skill. Try to get each person to share what they think the value of storytelling is, using the following trigger questions:

How did family stories (or the lack of them) affect you as you were growing up?

What stories were told to you as a new employee in your company? Did these stories change your impression of the company? If so, how?