TEACHING LEADERSHIP ON THE JOB

WHAT!!   ANOTHER PROGRAM??

The thought of anyone adding another program to a busy schedule is nothing short of mind boggling to most of us deeply involved in student activities. We are already busy trying to stay on top of those things we have chosen to run (and some we haven't chosen).

When it comes to leadership, we concentrate on those students that the democratic process has brought our way in any given year. Each group of leaders we work with will bring special strengths and weaknesses. As an advisor, your job is to take our leaders and help them move from where they are to a more mature level of leadership.

THE  NON-PROGRAM

All too often when we want to accomplish a new goal, we look for a new program rather than seeing that the same effect can be accomplished within the existing program. This is especially true with respect to teaching students leadership skills. Many of us are already teaching leadership skills without realizing it and many others can reach this goal with slight modifications to their existing programs.

The well run program (event) is the best method of teaching students leadership skills. The foundation of a well run program is found in the philosophy that puts the emphasis on the student initiating and running the activities. Students should never be "go-fors'' for a highly motivated teacher. If students feel they are the real leaders then they will readily pass on their skills. As an advisor, you must be honest with yourself about the way in which you are treating your student leaders. The manner in which you treat your leaders is the key to their ability to pass on learned skills about leadership. An advisor is someone who helps others to lead.

The following ideas and suggestions will help you equip your students with skills they need.

Accept Programs and Performance at Your Leaders' Level of Ability

If you are imposing a level of performance on your students that is decidedly "adult'' you will find that you become the real leader and they become the dreaded "go-fors''. When they are allowed to carry out programs at their level they are more capable of pointing out and accomplishing the goals. When it is obvious that the students are really leading then other students can see the appeal of leadership.

When you run programs with this philosophy you will get the following reactions:

When the event is over the students will say "We did it''. You, as the advisor, may feel a little cheated but like all good referees a good advisor should go unnoticed.

Some teachers, on the other hand, will assess your programs by their personal standard of excellence therefore assuming you are not really doing your job of advising. This is a very real problem and you will have to deal with these teachers. One method of dealing with this is to acknowledge that the event in question does have the flaws they have observed. This honesty usually defuses the situation and then you can explain what you are trying to accomplish, i.e. that you are trying to establish personal ownership of the programs on the part of the students and it is therefore important that you, the advisor, not run the activity. A question that you might ask these teachers is, "As a high school student could you have run the program by the standards you are imposing on these students?''

 Give Feedback on Performance of Programs

In many cases negative feedback will be a surprise to your leaders who are only aware of their good intentions and hard work. It is a very stretching experience for well-intentioned students to hear that someone had a complaint about their program or performance. Many teachable moments will come your way when you are working with students and you must not pass them up. One of the greatest things you can do for a student leader is help them see how others see them. Only when they understand themselves (strengths and weaknesses) can they pass on their skills.

Teach Basic Leadership Skills Early

It is amazing how quickly you can teach some basic leadership skills when your students are interested in being leaders. Some of the skills you might want to teach are: chairing meetings, listening, brainstorming, setting agendas, consensus, making announcements, evaluation, etc.

The teaching of these skills can be done in a variety of ways. Leadership workshops and retreats, one on one advising, instant feedback, brief noon-hour workshops, videos, guest speakers, and, of course, daily as you carry out your program.

Set a Personal Example of Good Leadership

Your student leaders are very quick to learn what works and incorporate it into their own style. Never underestimate the ability of your students to observe and evaluate your behaviour as an advisor. Ask yourself some of the following questions: Am I on time? Am I organized? Do I follow through on my promises? Do I thank those that help or participate? Do I keep an accurate calendar of events and commitments? Do I respect the established rules of procedure in a meeting? Am I willing to sacrifice when needed? As an advisor you will always have numerous opportunities to teach leadership skills in a passive fashion .

Encourage the Use of Committees

Your key leaders should all be expected to use student committees in their area of responsibility. (i.e. special events, public relations, dance, sales, management etc.)

This accomplishes a number of important aspects of leadership:

1. It teaches students to share the work load. Many student leaders feel they must do all the work themselves. This isn't healthy from a workload standpoint.
2. It teaches students the value of group power over individual power.
3. It exposes your student leaders to maximum numbers of other students thereby giving them the chance to pass on their skills to others (it also allows many of the committee members to see that leadership is appealing and within their grasp).
4. It teaches your leaders to trust and supervise students for whom they are responsible.

Leadership Must Have a High, Positive Profile

Every time one of your leaders talks to another student about what he/she is doing it must be done in a positive fashion. You can't just order your leaders to talk positively about their responsibilities but there are some definite things you can do.

1. The most important is to treat your leaders as important people and let them know that you care about their leadership and appreciate what they are doing.
2. Run a leadership workshop. This allows you to teach some basic skills but it also allows them to grow together as a group which is even more important. When they feel positive about their group they talk positively about it with their friends who will then see leadership positions as a desirable goal.
3. Be sure the council meets and knows the school's administration and that they feel comfortable approaching them about issues concerning students.
4. Have a year end thank you event.
5. Recognize this group at a public assembly and review the many events they have been involved in. Give them a lasting token i.e. a plaque, book etc.
6. Let their parents know how pleased you are with their performance and effort.
7. Have them write columns in the school newspaper.
8. Use them as student representatives at major events. i.e. commencement, honours assembly, parents nights etc.

Have Your Executive Run a Workshop for Class Reps

Many advisors run a workshop or retreat for their executive group of elected leaders. You may also find it very beneficial to have this group run a half or full day workshop for the class reps. This will allow them to pass on skills they have learned and it does wonders for the image of leadership in your school.




Do not be Afraid to Give out Responsibility

As you show an ability to trust them with responsibilities so they will pass on this confidence to those that work for them. Our motto as advisors should be: Treat them like adults but remember they are teenagers.

Encourage Your Students to Mix with all Students

We all understand that a student council that is viewed as a "clique'' is virtually powerless with the student body. Their leadership skills can be passed more effectively when other students perceive them as true peers. Only leaders with the "common touch'' can truly lead.

Give all Your Students a Daily Planner

This may seem too specific a point but the advantages of a daily planner that allows your students to see the week and month at a glance is of infinite value. Only when students truly understand the demands on their schedule will they feel or be free enough to run their programs so they influence the leadership of others. The skill of organizing their time may be the most important lesson you can teach a student leader.

Well-Run, High Profile Elections are Critical

The approach of your students to elections is critical with respect to the profile leadership has in your school. Make a big deal of elections and be sure your student leaders are running the elections and working with the prospective candidates. If your present student leaders are actually putting the candidates through the elections you will be amazed how much the candidates are learning from the incumbents.

Teach and Exemplify the Proper Perception of Real Leadership

Some newly elected leaders may be tempted to dwell on their "victory'' or their new found source of power. We all know that this type of leader is ineffective. It is important that you, as the advisor, show and speak to the issue of leadership as service and sacrifice, not authority and power-tripping. In a society that values getting, real leadership must be seen as giving.

Do a Mid-Year Evaluation

Have you noticed how enthusiasm is high at the beginning of the year but tends to tail off as the year nears completion? This is a frustrating yet normal pattern. One method that seems to help overcome this problem is the Mid-Year Evaluation. This sounds threatening yet if done properly it really helps motivate the group. One method for doing this can be found in the section   "Leadership exercises that work'', in this book.




Teach the Handshake and the Go-Around

Each student in leadership should learn these two basic skills. They should know how to give a good handshake. It is a basis for so many first impressions that they will make. The go-around is having them remember to acknowledge the participation of everyone in the group. This will help them on their way to learn how to build consensus.

Make your Executive Organize Cleanup After Events

They will gain an appreciation for running an entire event. They will also soon learn that everyone shows up for the meal, but people disappear when it's time to do the dishes.




Give Them Books and Articles About Leadership

Biographies of leaders are a good start. However, Leadership Secrets of Attila the Hun by Wess Roberts is good to try. It is light in approach and pagination, but heavy on useful traits to acquire.

CONCLUSION

As you and your council run the many events that make up a student activities program, you can be developing leadership and interest in leadership every step of the way. You don't need a specially developed program as you have the necessary vehicle at your disposal (i.e. your present program). In a very true sense your future depends on how well you do this job. GOOD LUCK!!!

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