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

This page intentionally left blank

14

DEAR DIARY . . .

Overview of Activity

This engaging activity helps participants see that leadership growth is like taking a journey. The participants move from place to place within the room and describe through oral, written, or hands-on activities, how their own leadership journey is developing.

Objectives

To review what participants have learned in the workshop.

To provide time to reflect on what has been learned and record important learnings or observations.

Setting Up the Activity

GROUP SIZE

Up to 20 participants

ESTIMATED TIME

Allow 5 minutes to introduce the activity; 6 minutes to get through each station; and 2 to 3 minutes for each person to share their entries at the end.

59

60THE LEADERSHIP TRAINING ACTIVITY BOOK

TRAINING METHODS

Application

Reflection

Journal writing

Use of Metaphors

Round-robin discussion

MATERIALS

Handout 14.1: Travel Diary Station Descriptions for each station

Table tents for names of each station

A diary or journal for each participant

EQUIPMENT AND SUPPLIES

Each station, as identified below, should be equipped with the following props:

Station 1, Starting Point of Journey: binoculars, itinerary or workshop agenda, airline ticket, maps

Station 2, Traveling Companions: photo of class participants

Station 3, Corporate Jungle: box with large key, toy monkey, fake palm tree, toy snake or tiger

Station 4, Sea of Change: small model or toy boat

Station 5, River of Risk: simulate a river with blue tape, bowl of water with small boat, picture of dangerous river

Station 6, Coach Ville: photo of workshop facilitator

Station 7, City of Politics: newspaper photo of known politicians or picture of members of Congress

Station 8, Village of Networking: collage of people’s faces or several small dolls to represent people in their network

Station 9, Pinnacle Peak: Small flag labeled “Success” or date of workshop completion

For the whole room: Tape Recorder or CD player, and soft music.

ROOM SET-UP

Nine small tables with two chairs per table. Spread out the tables within the room. For the summary phase, have enough space for a circle of chairs. (Note: Place additional chairs at the stations if the group is larger than nine.)

LAY THE GROUNDWORK, ENERGIZE PARTICIPANTS, AND THEN CLOSE

61

Comments

We use metaphors throughout our leadership programs as a way to teach a concept or reinforce learning more effectively. Metaphors also provide visual representations or props that offer a tangible connection with what we are presenting. This closure activity capitalizes on those metaphors.

We think that it is imperative to set aside a significant block of time to bring closure to the participants’ learning experience.

Our examples outlined in this activity fit what we teach in our leadership program. Please adapt our examples to fit the content you cover in your own leadership training.

Set up stations when participants are not present. It will take about 10 to 15 minutes, so send them on a break if you need to.

We have included sample instructions for nine workstations. At each station, there should be a sign labeling the station, props for the metaphor, and a handout for that station.

Trainer’s Notes for Activity 14

VARIATION

Consider adding stations that require participants to do more than simply talk and write, such as a station where they can work on an art project or choose music to match an achievement or a goal.

STEP-BY-STEP PROCEDURE

Step 1: Introduce the topic by saying, “This activity acts as a reminder of where you have been and where you want to go. It uses active journal writing. This has been a heady journey; we have navigated a sea of change, and many surprises are ahead.”

Explain the directions, by saying, “You will move through nine stations, staying at each one for approximately 6 minutes. The task for each station is written on a handout at the station.”

When you complete the task, wait for the signal to move. Be sure to take your notes with you when you move on. Examples of completed tasks are:

1.The first day of my leadership journey began at the moment I decided to attend this program. There I learned that I definitely wanted to learn the difference between my management skills and my leadership skills, so I could focus on the latter.

62THE LEADERSHIP TRAINING ACTIVITY BOOK

2.My traveling companions taught me that they often experience the same challenges as I do as a leader.

3.I demonstrated my authentic leadership self in the Corporate Jungle by gaining the confidence to appropriately challenge issues based on my values.

4.I navigated the Sea of Change successfully by remembering that I can impact the change process so our team will successfully and positively complete the transition.

5.When crossing the River of Risk, I now evaluate the level of the risk and plan accordingly, so I will succeed.

6.At Coach Ville, I met my coach. What I took away was the value of someone who objectively helps me evaluate my problems and encourages me when I lack confidence.

7.During my stay in the City of Politics, I experienced a definite Aha that I do use several types of power and that flexibility serves my interests.

8.I greeted many other leaders at the Village of Networking. We shared career tips, sources for information, even a dog sitter for when I’m traveling on business.

9.At Pinnacle Peak, I knew I just had to pass the following leadership dimensions on to others: they include clarification of values and vision, the benefits of regularly recognizing others and celebrating more often, handling conflicts, and strategic planning.

Step 2: Show participants how they will rotate to all stations.

Hand out one slip of paper to each person that identifies the station he or she should visit first. Each person should begin with a different number.

Play soft music in the background.

Every six minutes, call “time.” Ask everyone to move to the next numbered station with their journal.

Step 3: When everyone has completed all nine stations, place chairs in a circle and facilitate a round-robin discussion. Each person should share highlights and important ideas gleaned from the experience.

LAY THE GROUNDWORK, ENERGIZE PARTICIPANTS, AND THEN CLOSE

63

Step 4: You have completed this particular journey to learn more about leadership. Your travel to each of these nine stations has helped you complete a review of what you have learned and to establish some goals for the future. Remember that success is not measured by a specific destination but by the distance you have traveled. Bon Voyage!

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.

HANDOUT 14.1

Travel Diary

Station Descriptions

Dear Travel Diary:

The first day of my leadership journey began at the –––––––––––––– . There I learned. . . .

Dear Travel Diary:

My traveling companions taught me that. . . .

Dear Travel Diary:

I demonstrated my authentic leadership self in the Corporate Jungle by. . . .

Dear Travel Diary:

I navigated the Sea of Change successfully by. . . .

Dear Travel Diary:

When crossing the River of Risk, I. . . .

Dear Travel Diary:

At Coach Ville, I met my coach. What I took away was. . . .

Dear Travel Diary:

During my stay in the City of Politics, I experienced. . . .

Dear Travel Diary:

I greeted many other leaders at the Village of Networking. We shared. . . .

Dear Travel Diary:

At Pinnacle Peak, I knew I just had to pass the following leadership dimensions on to others:

© 2005 AMACOM, A DIVISION OF AMERICAN MANAGEMENT ASSOCIATION. This handout is available in PDF form at www.amacombooks.org/leadershipact.

15

LET’S MEET SOON!

Forming Professional Resource Groups

Overview of Activity

This plan can be followed if participants want to meet and continue exploring learning opportunities after the formal classes have ended.

Objectives

To review the advantages of forming a professional group of peers.

To identify the steps and guidelines used by such groups.

To facilitate the creation of a resource group.

Setting Up the Activity

GROUP SIZE

Up to 20 participants

ESTIMATED TIME

1 to 2 hours

TRAINING METHODS

Presentation

Discussion

MATERIALS

Handout 15.1: Guidelines and Tips for Success (add to it as appropriate).

65

66	THE LEADERSHIP TRAINING ACTIVITY BOOK

EQUIPMENT AND SUPPLIES

None

ROOM SET-UP

Chairs arranged in a circle

Comments

Learning does not end when the workshop is over, but leaders do forget some of what they learned as they return to their busy work lives. A professional resource group made up of peers provides a regular forum in which to extend learning, share successes, and solve professional problems.

This activity provides your participants with an opportunity to create such a group with people they already know. Participants have shared similar learning experiences through your workshop module or series. This is a great foundation for creating a successful resource group.

Trainer’s Notes for Activity 15

STEP-BY-STEP PROCEDURE

Step 1: Provide an overview of the concept by suggesting that participants face a dilemma: Once the workshop is over, they will return to their everyday responsibilities and are likely to neglect some or all of their good intentions to apply what they have learned. Ask volunteers to share how this can happen.

Introduce this scenario: At work, they run across a problem that appears unsolvable. They find themselves wishing that someone else— perhaps from the workshop—was around to help them think through the problem. Ask participants to talk about how often they think this might happen.

Step 2: Introduce the idea of forming a professional resource group—a group of peers who meet regularly to discuss common issues, help one another solve work problems, celebrate successes, and extend learning.

Ask if any participants have been members of such a group. Discuss their experiences as you go over the steps involved in forming a professional group.

LAY THE GROUNDWORK, ENERGIZE PARTICIPANTS, AND THEN CLOSE

67

Step 3: Forming a Professional Group

1.Gather 4 to 6 individuals who are committed to making this idea a reality. Try to have some diversity of background, skills, and attitudes.

2.Agree on a time and place for the first meeting. Allow approximately two hours for that session.

3.At the first meeting, each person shares what she or he wants from participation in the group. Keep notes for future reference.

4.Members discuss and reach consensus on the purpose of the group, perhaps even creating a mission statement.

5.Members agree on a name for the group. (Have fun doing this!)

6.Distribute Handout 15.1 Together, discuss guidelines for your group. Examples include:

–We will openly contribute what we know and think.

–We will attend all of the meetings.

–We will take time to prepare for our meetings.

–We will freely share ideas, resources, and materials with one another.

–We will help each other solve problems.

7.Select someone to host the next meeting, and send out reminders and directions.

Select another member of the group to be the facilitator. (Consider rotating this role.)

8.Review the following suggestions for subsequent meetings of the group.

Rotate the location of meetings. Some groups meet at each other’s offices, while others meet at restaurants or in their homes. The host plans the food and sends out reminders.

Rotate the facilitator at each meeting. This person sets the agenda, keeps the discussion on track, makes sure everyone has a chance to participate, and keeps track of the time.