Facilitation 101: Roles of Effective Facilitators - The UTeach Institute

Jose Ramirez 

UTeach Institute - NMSI Annual Conference 

Austin, TX / May 24 – 26, 2011 

Facilitation 101: 

Roles of Effective 

Facilitators 

Bonner Curriculum 

Overview: 

Category: 

Level: 

Recommended 

Bonner Sequence: 

This workshop provides a basic introduction to techniques and 

tips for facilitation, which are useful for trainings, discussion 

groups and other formats. It is an introductory workshop, 

exploring some of the knowledge and skills a facilitator needs 

to be effective in leading groups. It focuses in particular on 

presenting the roles of effective facilitation. It should likely be 

followed with additional training on facilitation, such as 

Facilitation 201 and Facilitation 202. 

Facilitation; communication; leadership skills; project planning; 

management 

Introductory 

This workshop is an introduction to facilitation, which may be 

helpful to follow with other trainings (201 and 202). It is 

probably most appropriate for sophomore year, in conjunction 

with a focus on communication and developing leadership skills, 

or junior year, as part of project coordination training. It could 

also be used senior year, especially as part of the whole series. 

expectation explore experience example expertise 

♥ ♥ ♥ 

VALUES: ALL - community engagement, community building, social justice 

Type: 

Structured activities suitable for workshop, retreat, training, 

and regular meetings. 

Focus or Goals of this Guide: 

∞ 

∞ 

Provide participants with a general definition and approach to facilitation 

Introduce a range of concepts and set of roles and responsibilities behind 

facilitating 

Bonner Curriculum: Facilitation 101 page 1 

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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

Participants will have the opportunity to try out facilitation roles and get 

feedback from others 

Materials: 

∞ 

∞ 

∞ 

Flip Charts 

Markers and tape 

Copies of attached handouts 

How to Prepare: 

This guide will help you give information to others about facilitating. Participants will be 

role playing as facilitators in scenarios, so familiarize yourself with the list of what “to 

do” and “not to do” as a facilitator before you present it. As a trainer, make sure you 

have handouts to give to participants about facilitating. A list is available at the end of 

the training. 

How to Do/Brief Outline: 

The outline has the following parts: 

1) Brief warm up suggested time 15 minutes 

2) Introduction suggested time 10 minutes 

3) Action! Facilitation Scenarios suggested time 40 minutes 

4) Review of Effective Roles suggested time 10 minutes 

5) Wrap Up suggested time 10 minutes 

Part 1) Brief Warm Up 

Suggestion time: 15 minutes 

As a facilitator, introduce yourself, setting a tone for the session. You may want to 

include your role/position, goals and hopes for the session and anything else relevant to 

the session about you. 

You may also want to do a round of introductions and/or a name game. 

Check the Games, Games, Games handout for activities, keeping in mind you want an 

upbeat, warm tone. 

Part 2) Introduction 

Suggestion time: 10 minutes 

After a warm up, you should have everyone sit in a circle or other way that allows them 

to see and hear one another. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Stand in the circle with a marker and a flip chart ready to write on. At this moment, you 

should re-welcome everyone. It is good to reintroduce yourself, so that people are sure 

to remember your name and are comfortable asking you questions. Here’s an example 

conversation starter: 

“Now that we know some people and something about each other, let’s move on with 

the workshop. Again, I welcome you all to this “How to Be a Facilitator” workshop. My 

name is Kelly Carter, and I’ll be your facilitator for the day. Please feel free to ask 

questions or stop me during the workshop if you have any concerns.” 

Now, begin a conversation and dialogue with the participants. As you ask questions, 

write the participants’ answers and pertinent comments on the flip chart. 

Use the question below, having familiarized yourself with the roles of 

a facilitator. 

Ask: 

What is a facilitator? 

∞ 

∞ 

∞ 

∞ 

Take responses from participants, using a volunteer to help you note them on flip 

chart paper. 

Try to model effective note taking techniques, such as writing with large and 

alternative marker colors. As ideas are recorded, repeat them back to the audience 

to make sure everyone has heard. 

Use attentive body language (such as nodding, smiling) to be supportive of the 

participants. Nod your head and encourage their brainstorming with positive 

comments. 

After approximately half the group has offered an answer to the question, 

incorporate the definition of a facilitator. Present the definition slowly and clearly. 

Now, introduce this definition of “facilitator”: 

A “Facilitator” is: 

· One who helps participants learn from an activity. The literal 

meaning of facilitator is “one who makes things easy.” Explain that 

a facilitator may also be called a trainer. 

Go deeper into the definition, using the following points: 

∞ 

∞ 

The facilitator serves as a coordinator and organizer of small groups, and 

ensures everyone is participating and staying on task. 

It is critical for the facilitator to have the capacity to develop mutual respect 

among the group in order to maximize learning. You must be willing to take risks 

and work hard. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

The facilitator guides the participants. People will tend to view facilitators as 

experts in the topic they are facilitating. Make sure you are knowledgeable about 

the topic and feel comfortable with people questioning your resources of 

information. 

A Suggestion: Walk around the room, perhaps between the participants. Make eye contact with 

the audience. As the facilitator, lead by example: Be energetic and get involved in each point. 

An effective facilitator gets the audience involved in their subjects. Observe your participants for 

clues that they are listening and responding to what you are saying. Watch to see if they 

maintain eye contact with you and respond with their body language, nodding their heads, etc. 

Respond to those people who are listening well, while also engaging people who do not appear 

to be listening or interested. 

Part 3) Behavior of a Facilitator 

Suggested time: 40 minutes 

After you present the definition of “facilitator,” transition to the next part of the 

workshop. At this point, start acting out some scenarios. Skits are a great way of getting 

people involved with the subject material. The more activity you incorporate into the 

workshop, the more engaged your participants will be, and they will learn more as a 

result. 

You should get ready for the skits by following the steps below: 

1. Have a partner facilitator (one or more) ready to help act out the skits. 

2. Facilitators should take turns taking major roles in the skits. For example, one 

facilitator may act, and the other discusses the skit with the audience. 

3. The first skit should exemplify things that a facilitator should not do. 

4. From the list “the facilitator should not do” choose five scenarios that both of the 

facilitators feel comfortable with and it is easy to act out. 

Begin the skits: 

∞ Explain to participants that they are about to watch some skits. (This is the 

transition that you are making from the definition [Part 2] to behaviors [Part 3].) 

∞ Keep your audience engaged in the skit by telling them that you are going to act out 

something, and afterward you will ask them to guess what you were doing. 

∞ Tell your audience that the skit’s title is “Things A Facilitator Should Never Do.” 

∞ One facilitator will act, and after he or she demonstrates that behavior, the other 

facilitator should call out “Freeze!” 

∞ Ask them what the facilitator was doing wrong. This part should be a little 

humorous and can involve the audience. Ask your participants, “how should the 

facilitator have behaved?” Ask them to be creative with their suggestions. 

Suggested Skit Topics: 

∞ Reading from a manuscript 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ Telling inappropriate or offensive stories by actually going off with a story that is not 

related to the workshop 

∞ Saying umm, aahh repeatedly (saying umm and aahh and act really nervous.) 

∞ Talking too much (effective facilitators try to follow the 80/20 rule of talking only 20 

percent) 

∞ Dominating the process with your opinions 

∞ Telling to much about your personal experience and life (Tell an irrelevant story.) 

∞ Downplaying people’s ideas (Don’t be too harsh!) 

Write each scenario on the flip chart after participants respond as to 

what they observed. In the end you should have 5-8 different issues 

listed on the flip chart. 

After you are done with the skits, ask what other things a facilitator should not do. 

Write these on the flip chart as well. 

At this point, you want to have participants thinking deeper about and visually picturing 

what a facilitator should not be doing. 

If you don’t see the things listed below you can add them to the list. 

Key things Facilitators should not do: 

∞ Downplay people’s ideas. 

∞ Push personal agendas and opinions as the “right” answer. 

∞ Dominate the group. 

∞ Say “umm,” or “aahh” 

∞ Read from a manuscript 

∞ Tell inappropriate or offensive stories 

∞ Make up an answer to questions they don’t know (lie). 

∞ Allow people to bully others in the group 

∞ Take a stance with one section of the group 

∞ Tell too much about your personal experience and life 

∞ Assume the demographics of your group (based on appearance) 

Engage and reaffirm participants’ contributions, telling them things such as: 

“You all have done a good job in guessing what the facilitator should not do. Now let’s 

talk about some tips that a facilitator should follow to be effective.” 

Again, use role plays to act out behaviors (this time, effective ones). Use scenarios that 

incorporate what a facilitator should do. Try not to talk a lot during this section. Try to 

be creative. 

∞ 

Exude confidence-be clear, enthusiastic, breathe! Show confidence and show that 

you are breathing. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

∞ 

∞ 

∞ 

Have lots of visually appealing handouts and flip charts - they help add the practical 

material the participants leave your workshop with. Show that you have a flip chart 

and handouts. 

Be aware of individuals that may be experiencing discomfort or are not participating. 

Try to engage the participants who are not participating or ask them what they 

are thinking. 

Determine needed supplies, room requirements, chair set-up. Act out what you need 

and show that you are making sure chairs are set-up and you have all the 

supplies. 

Know the material before doing the workshop. Show that you are preparing for the 

training before the training. 

After you are done with the skits, ask what other things a facilitator should do. Write 

these on the flip chart as well. 

If you don’t see the things listed below you can add them to the list. 

Effective Facilitation Behaviors include: 

∞ Knowing the material before doing the workshop. 

∞ Exuding confidence: Be clear, enthusiastic, breath! 

∞ Using humor, stories, and examples that directly relate to their work. 

∞ Selecting an appropriate activity that will meet the needs of your group and 

having lots of fun energizers/icebreakers on hand. 

∞ Having lots of visually appealing handouts and flip charts: they help add the 

practical material the participants leave your workshop with. 

∞ Determining needed supplies, room requirements, seating arrangement. 

∞ Thinking through the exercise and visualize potential problems and pitfalls: one 

of the biggest is not allotting enough time for activities. 

∞ Clearly explaining activity directions and being prepared for questions. 

∞ Observing individual participation and involvement during exercises. 

∞ Being aware of individuals that may be experiencing discomfort or are not 

participating. 

∞ Following up the exercise with discussion. 

∞ Processing with participants, allowing them to reveal thoughts and feelings as 

appropriate. 

∞ Being available to talk/debrief with participants during break times and 

before/after the training. 

∞ Evaluating needs of the group, especially at the end of the day to see what you 

can change for the next day. 

∞ Evaluating the experience and write down notes for future trainings. 

Thank everyone for participating in the exercise. 

Part 4) Review Responsibilities of a Facilitator 



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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Transition from the role play and discussion of effective behaviors to discussion of 

responsibilities. Know the list contained in the attachment. 

You can use a question like: 

Now that we have reviewed effective behaviors of facilitators, let’s consider 

responsibilities. What do you all think are the responsibilities — big ideas — of 

facilitators? 

As people suggest responsibilities on the list, write them on the flip chart. 

Then, draw connections between these ideas and the list below. You can make direct 

connections or ask additional questions to pull out ideas. 

Then, present this list as a summary. 

Responsibilities of facilitator: 

∞ Facilitators are the standard-setters for the discussion. 

Facilitators must stay focused and alert, interested in the discussion and the 

learning that is taking place. They set and maintain the tone of discussion, by 

example and by setting ground rules. Facilitators should make eye contact with 

all participants, listen closely, and encourage everyone to contribute to the 

group. 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

Facilitators make the workshop environment a priority. 

Everything from how the chairs are set up, candy, quotes on the wall, location of 

restrooms, and many other logistical items. The facilitator is responsible for 

gauging the physical environment of the training and how the environment 

relates to the feeling of the workshop. 

Facilitators are mindful of timing issues. 

It is easy to over-schedule activities and not incorporate enough downtime for 

the participants. Avoid planning intensive activities directly before or after a 

meal. Always plan on activities taking longer than you think. Facilitators need to 

constantly check-in with the group to gauge their energy level. 

Facilitators are responsible for articulating the purpose of the 

discussion and its significance to the group. 

It is important to clearly state the goal and purpose of each activity and section 

of the training. Also, let the group know the expected time that will be spent on 

each activity. 

Facilitators make use of various techniques/tools to keep the 

discussion moving. 

When tension arises or discussion comes to a halt. The facilitator must be 

prepared with tools to keep the learning happening. 

Facilitators are responsible for paying attention to group 

behaviors. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

Be observant of verbal and non-verbal queues from the group. You can 

encourage people to explain their behaviors during check-in periods. 

Facilitators should be relaxed and have a sense of humor that 

makes sure discussions are enjoyable as well as educational. 

Group discussions can often take a very serious turn and become intense. It is 

important to remember we do not have to be fired-up or uptight in order to 

have effective discussions. Laughter and a relaxed environment can be the 

greatest methods for a good discussion. 

Part 4) Wrap Up 


Wrap up with a summary and reflection, involving participants in sharing what they have 

learned. 

Conduct a workshop evaluation such as a plus/delta. 

Also note any next steps or follow up (such as additional training). 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

“NOT To Do” List For Facilitators 

A facilitator should not: 

 

Impose a solution on the group. They clarify issues, focus 

discussions, bring out viewpoints, synthesize differences, and look 

for underlying agreements. However, this does not mean they 

impose a solution on the group. 

 

Downplay people’s ideas. 

 

Push personal agendas and opinions as the “right” answer. 

 

Dominate the group. 

 

Say umm, aahh repeatedly. 

 

Read from a manuscript. 

 

Tell inappropriate or offensive stories. 

 

Make up an answer-you never know who is in the room. 

 

Allow people to bully others in the group. 

 

Talk a stance with one section of the group. 

 

Tell too much about your personal experience and life. 

 

Assume the demographics of your group (based on appearance). 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

“To Do” List For Facilitators 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

Know the material before doing the workshop. 

Exude confidence-be clear, enthusiastic, breath! 

Use humor, stories, and examples that directly relate to their 

work. 

Select an appropriate activity that will meet the needs of your 

group and have lots of fun energizers/icebreakers on hand. 

Have lots of visually appealing handouts and flip charts 

Determine needed supplies, room requirements, and chair setup. 

Think through the exercise and visualize potential problems and 

pitfalls- one of the biggest is not allotting enough time for 

activities. 

Clearly explain activity directions and be prepared for questions. 

Observe individual participation and involvement during 

exercises. 

Be aware of individuals that may be experiencing discomfort or 

who are not participating. 

Follow up the exercise with discussion. 

Processing will reveal the thoughts and feelings never expressed 

previously. 

Be available to talk/debrief with participants during break times 

and before/after the training. 

Evaluate needs of the group, especially at the end of the day to 

see what you can change for the next day. 

Evaluate the experience and write down notes for future 

trainings. 


10

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Responsibilities of the Facilitator 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

Facilitators are the standard-setters for the discussion. 

Facilitators must stay focused and alert, interested in the discussion and the 

learning that is taking place. They create the standards of communications by 

listening closely, and encouraging all participants to contribute to the group. 

Facilitators make the workshop environment a priority. 

Everything from how the chairs are set up, candy, quotes on the wall, location of 

restrooms, and many other logistical items. The facilitator is responsible for 

gauging the physical environment of the training and how the environment 

relates to the feeling of the workshop. 

Facilitators are mindful of timing issues. 

It is easy to over schedule activities and not incorporate enough down time for 

the participants. Avoid planning intensive activities directly before or after a 

meal. Always plan for activities taking longer than you think you will last. 

Facilitators need to constantly check-in with the group to gauge their energy 

level. 

Facilitators are responsible for articulating the purpose of the discussion 

and its significance to the group. It is important to clearly state the goal and 

purpose of each activity and section of the training. Also, let the group know the 

expected time that will be spent on each activity. 

Facilitators make use of various techniques/tools to keep the 

discussion moving when tension arises or discussion comes to a 

halt. 

The facilitator must be prepared with tools to keep the learning happening. 

Facilitators are responsible for paying attention to group 

behaviors. 

Be observant of verbal and non-verbal queues from the group. You can 

encourage people to explain their behaviors during check-in periods. 

Facilitators should be relaxed and have a sense of humor that 

makes sure discussions are enjoyable as well as educational. 

Group discussions can often take a very serious turn and become intense. It is 

important to remember we do not have to be fired-up or uptight in order to 

have effective discussions. Laughter and a relaxed environment can be the 

greatest methods for a good discussion. 


11

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


Overview: 

Fishbowl Discussion: 

Defining Your 

Communities 

A fishbowl discussion is a group communication technique that can help 

students talk about issues. In this case, it can be used to allow students 

to explore the communities to which they belong in safe environment. 

It is designed to help students learn to listen to each other, enhancing 

relationships necessary for the growth of your Bonner Program. 

A continued exploration of community building can be achieved 

through future reflections on Bonners’ experiences. 

Category: 

Level: 

Community building, interpersonal development, relationship building, 

communication, reflection 

Intermediate 

Recommended 

Bonner Sequence: This training is recommended for Bonner students during the second 

year. This activity is also suitable for a retreat. 


! ! ! 

VALUES: community building, diversity 

Type: 

Structured activity suitable for any size group. 

Goals of this Guide: 

• To engage participants in a meaningful activity that will help them learn more about each 

other. 

• To help establish individual identities for a Bonners in a class or program 

Materials: 

• Index Cards 

• Pens 


As the facilitator, it will be your job to ensure the wellbeing and openness of all participants. If 

possible, go through the workshop prior to facilitating it to be prepared throughout the activity. 

Bonner Curriculum: Fishbowl Discussion on Community Page 1 

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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


Setup the room with a small circle of four to five chairs in the middle of the room surrounded 

by a larger circle of one chair per participant. (If you would prefer, participants may also sit on 

the ground.) 

Following is a very loose outline. Adjust the time allotted to each part as you find most 

effective. 

This one hour and forty minute workshop has the following parts: 

A. The Guidelines suggested time 5 minutes 

B. Defining Community suggested time 10 minutes 

C. Determining Your Communities suggested time 10 minutes 

D. Break suggested time 10 minutes 

E. Discussing Your Communities suggested time 50 minutes 

F. Closing Reflection suggested time 15 minutes 

Part A. The Guidelines 


Begin the workshop by introducing yourself, role, and hopes for the discussion. Set a tone for 

the day’s activities to ensure that will feel comfortable sharing with the group. 

Part B. Defining Community 


Depending on the time you have for this workshop, you may have participants brainstorm what 

a community is and begin them with the following prompts. If you have less time, you may omit 

the brainstorm and only give them the following prompts. 

A community can be any group of individuals or families working toward a common 

goal. A community may include, but is not limited to, a town, a city, a neighborhood, an 

office, an industry, a profession, a school, a religion, a corporation, a geographic or a 

political entity. 

"People live in communities. But the real importance of ‘living in community’ is that 

people–and groups of people–develop the ways and means to care for each other, to 

nurture the talents and leadership that enhance the quality of community life, and to 

tackle the problems that threaten the community and the opportunities which can help 

it.” -Measuring Community Capacity Building (Aspen Institute, 1996) 

Part C. Determining Your Communities 



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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Pass out index cards and pens to all participants. Instruct them to reflect on which communities 

they are members and then have them list three to five of their communities. Some example 

communities include: African-American community, Baptist community, gay and lesbian 

community, Young Republicans and Jewish community. 

Part D. Break 


During the break the facilitator will read the index cards and determine five communities to 

discuss among the group. Because you will want to have at least three people actively discussing 

the community and you do not want to single out someone who does not feel comfortable 

sharing, at least five people should have written down a community for it to be used as a 

fishbowl discussion. 

Part E. Discussing Your Communities 

Suggested time: 50 minutes (10 minutes per community) 

Announce to participants that you will now be discussing communities that are present within 

your Bonner program, but may not be understood by all members. The purpose of this 

exercise is to understand more about the Bonners in your program and their backgrounds. It 

will help to dissolve stereotypes and enable Bonners to be able to understand how other 

Bonners may be misunderstood because of the communities to which they belong. 

Start with one community and ask Bonners to raise their hands if they are members of that 

community. Then ask who would be willing to come to the fishbowl (the smaller center circle) 

to share more about their community. Invite three to five Bonners to come forward. 

Prompt each discussion by asking the fishbowl how the community is often misunderstood and 

what it is sometimes difficult to be a part of that community. To do this, encourage participants 

to discuss issues such as belonging, stereotypes, membership, inclusion and exclusion. Allow 

them to have a free flowing discussion and encourage the larger circle to be active listeners. 

Transition the discussion at 10 minutes, or earlier depending on your time constraints. 

An example fishbowl: 

Community: Bonner Scholars and/or Leaders 

Prompt: 

• What is often misunderstood about Bonners? 

• What do other students on your campus think about Bonners? 

• What do you wish others would know about Bonner? 

• What is the hardest part about being a Bonner? 

Example responses from students: 

• People think Bonners are only goody two-shoes. 

• Bonners only do community service because they are nerds or want to add 

something to their résumés. 

• Bonners only do service for the recognition or money. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

• We are striving to change the campus culture to one more devoted to the 

community, but we are frustrated because the Bonner Program is 

misunderstood. 

Continue the fishbowl discussions until the remaining communities have been given a chance to 

talk. 

Part F. Closing Reflection 


Ask participants what they have learned from listening and participating in the discussions. 

Encourage them to discuss anything they will do differently and how they will now be able to 

better understand their fellow Bonners. 

Sample reflection questions include: 

• Which group did you misunderstand the most? 

• Based on your misperception, have you overlooked potential 

friendships/relationships? 

• Which community can you relate to because of similar experience? 

• What will you change about yourself because of this activity? 

• Do you ever wish you did not belong to a community of which you are a member? 

• What did you learn by listening to those who were discussing their communities? 

• For those who discussed their communities, what was the hardest part about 

sharing your experience? 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


Overview: 

Category: 

Level: 

Leadership Compass: 

Appreciating Diverse 

Work Styles 

This workshop allows participants to explore four primary work 

styles, as a tool for self-reflection and leadership growth. It 

encourages participants to delve more deeply into their strengths 

and weaknesses in all four styles, in the context of leadership and a 

working team. The purpose of this exploration is to enable 

participants to articulate at a higher level why they work the way 

they do, as well as identify skills and strengths they would like to 

enhance. It also is a tool for bolstering team accountability, by 

pushing people to consider the way in which their style(s) plays out 

on a team and how each person might become better at changing 

work styles to balance a team or fit a given work situation. 

Diversity; leadership development; problem-solving; team and 

personal management 

Suitable for all levels (introductory to advanced) 

Recommended 

Bonner Sequence: This workshop could be used at any time during the Bonner 

experience, but may be most suitable for during sophomore or 

junior years as students are expanding their leadership repertoires 

and can think about work styles. It can be used in conjunction with 

building students’ skills in diversity awareness (sophomore 

developmental baseline), because it helps students explore 

leadership and personal style dimensions of diversity. It could be a 

valuable supplement to project coordination or student leadership 

role training. 


♥ ♥ ♥ 

VALUES: ALL - community engagement, community building, diversity 

(modifications may be made to apply framework to other levels or areas) 

Type: 

Structured set of activities for workshop (e.g. retreat or training) 

Bonner Curriculum: Leadership Compass page 1 

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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


In sum, Leadership Compass is about: 

∞ Developing a deeper sense of self-awareness about one’s leadership style and approach 

∞ Developing a more balanced approach to work style; seeking out areas of growth or 

change 

∞ Developing an understanding of how one's work style affects team functioning 

∞ Deliberately building skills in all four directions to enhance personal and team 

performance 

Materials: 

• Ensure all participants come with pen and paper 

• Handouts on the four directions and Leadership Compass 

• Flip charts must include: 

√ 1-2 posters for each of the four directions listing “approach,” “overuse,” for each 

direction (essentially, copy the handouts onto large poster paper, preferably 2 for 

each direction – one with approach and one with overuse) 

In addition, other helpful charts are: 

√ goals 

√ three questions to ask yourself when determining primary direction 

√ each set of questions asked to the small groups 

√ large visual compass with directions 

√ blank flip chart sheets and 2 markers for each direction 


Walk through workshop and revise to fit participants, if necessary. Prepare all materials, 

including directional flip charts. Prepare any case studies or scenarios to fit the group and 

its work. Prepare your own relevant introduction, including history, applications, context. 

Set up space. 


1) Introduction and Framing suggested time 5 minutes 

2) Goals and Expectations suggested time 5 minutes 

3) Review Four Directions suggested time 10 minutes 

4) Primary Direction Discussion suggested time 10 minutes 

5) Report Backs suggested time 10 minutes 

6) Going To Extremes Discussion suggested time 10 minutes 

7) Rotate Through 3 Directions suggested time 5 minutes 

8) BREAK (5 MIN- BRINGS TOTAL TO 60 MIN) 

9) Case Scenario & Processing suggested time 25 minutes 

10) Personal Maps suggested time 5 minutes 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

11) Team Sharing Personal Maps suggested time 10 minutes 

12) Pairs - Commitments To Change suggested time 10 minutes 

13) Wrap suggested time 5 minutes 

Step 1) Introduction and framing of the exercise 


You may want to start with a simple, physical warm up to get everyone’s attention. See the 

Games Galore handout for ideas. 

Introduce the basic concept and its history. Perhaps show the book The Four Fold Way 

(you can find this online). 

History 

The Leadership Compass draws from a Native American Indian -based practice 

called the Medicine Wheel or the Four-Fold Way. In the Four-Fold Way, the four 

directions are described as warrior (north), healer (south), teacher (west), and 

visionary (east). All directions have profound strengths and potential weaknesses, 

and every person is seen as capable of growing in each direction. Each direction has 

a primary "human resource," including power (north), love (south), wisdom (west), 

and vision (east), as well as primary struggles, associated with loss or difficulty. 

Each person can access the gifts associated with each direction- through work, 

ritual, a variety of practices- in order to become more whole. 

This workshop builds on the Leadership Compass framework to allow individual 

participants to dig deeper in their perceptions of self and team. Non-profit 

organizations modified the original framework and language to be more suited to 

the professionally-oriented cultures of organizations. This workshop pushes the 

notion of the "learnable" qualities of each direction, when a person adopts a 

willingness to learn and change. 

Ask participants to make a "leap" and allow themselves to go with the categorizations of 

the exercise. Some important introductory comments are: 

∞ This is a diversity exercise that introduces a framework of four "directions" ~ 

representing qualities of work styles. When appropriately incorporated, the diversity 

of our work styles can be a great source of productivity and creativity; when 

inappropriately understood or incorporated, this diversity can bring about a lot of 

misunderstanding, tension, and confusion. 

∞ For our purposes today we will be concentrating on the directions in which we 

personally use at work, particularly at work in community service efforts. Please 

answer and evaluate your responses in terms of how you currently approach your 

work. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

∞ 

∞ 

One style isn’t better than any other. In fact, this workshop will allow us to look more 

deeply at the primary and other styles we use at work. All of the styles offer different 

strengths and challenges. 

You may find yourself critical of the categorizations or of having to reveal things about 

your own work styles. We request that you hold from making judgments about the 

usefulness of the exercise as you go through it. "Try on” this exercise. Go with it for 

awhile. We are confident you will find it useful. 

You may also want to introduce some of the history of this activity (see above). 

Step 2) Lay out goals and expectations 


The goals of this are: 

∞ 

∞ 

∞ 

To develop a more balanced approach to personal work style development 

To build an understanding how one's work style may affect team functioning 

To deliberately build skills in all four directions to enhance personal and team/group 

performance 

Make sure to introduce some Ground Rules for the activity: 

∞ 

∞ 

∞ 

∞ 

Introduce “hands up" as a tool to keep the activity moving and participants focused. 

Ask people if they want to suggest any Ground Rules for the group or session. 

Again, ask people to go with the exercise. Acknowledge that a person may be tempted 

to tell all of us that he/she isn't always "south.” It’s normal for people to feel that they 

have qualities of all of the sides, so it's not necessary for people to explain themselves 

at every step. Stick with the exercise which allows people to later explore and discuss 

their many sides. 

Observe basic group facilitation/setting guidelines. 

Step 3) Start introducing the four directions 


You should have the boards with each of the directions "approaches to work/work style" 

listed (do not have the "overuses" or other elements visible at this point) 

Explain that you're going to read off some of the approaches of each direction. Before you 

begin, present the following questions: 

1. What’s your first inclination when you get a new project? 

2. What’s your tendency when you’re under pressure? 

3. What feedback have you been given about yourself 

4. What seems most comfortable? 

Ask people to listen carefully and consider what is their PRIMARY DIRECTION, that is the 

direction they most identify as their own style, WHEN ACTING AS A PROJECT 


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Jose Ramirez 


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DIRECTOR OR STUDENT LEADER, keeping in mind that many of us work in some of all 

of the directions at different times. 

Have participants write down the direction that best fits them. Again, remind people that 

later in the workshop, people will explore skills from all of their directions. 

Step 4) Have people go to primary direction 


After everyone is finished writing, (re)introduce hands up, and have people move physically 

to one of four areas that represents that primary direction. Explain that in those 

directions, people will have the opportunity to discuss their styles in more detail. 

Give people designated time (suggest 8 minutes) to discuss the following: 

• What’s really great about being your direction? 

• What’s really hard about being your direction? 

• What’s difficult about working with the other directions? 

In those discussions, people can recognize that although they are at the same "primary" 

direction, they have different responses to these questions. Make sure to inform groups 

that someone should keep notes and be prepared to summarize what the group discusses. 

Step 5) Have each group give a report back and exchange 


Ask each group to offer one report of their responses to the above three questions. You 

may want to ask that no group speaks twice until every group speaks once (NOSTUESO). 

After all groups has given their complete report allow for some direct questions and 

conversation between the groups. You can ask, "Does anybody want to ask anything of 

anyone from one of the other directions?" You can also ask the group for their 

observations or note some of your own. You probably want to keep a tone and pace that 

doesn't encourage the group to degenerate into "name calling" or criticizing of other 

directions. Try to bring out interesting questions and points of agreement and difference. 

You can also provide an opportunity for anyone who thinks that they're in the wrong place 

to move to a new direction now. 

Step 6) Discussion of Going to Extremes 


The purpose for this portion is to have people focus on how their style might be 

misunderstood, conflict with others, or be taken too far in a group dynamic. This should 

raise awareness of people for the "balancing" possibility of different styles. 


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Jose Ramirez 


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Give the groups five minutes to focus on the following question: 

∞ 

When you take your direction to an extreme, or an inflexible with 

your style, what do you think the other directions are saying about 

working with you? 

Ask groups to brainstorm their responses. Have each group report out (10 minutes of 

report backs and discussion) what they say. 

Then, go around the room and flip the carts to reveal the "OVERUSE" portions of the 

charts for each direction. You can introduce them by saying: "Take a look at these charts. 

Some of the items you may recognize came up in your group. Some may be new." 

The discussion of OVERUSE of styles is a good lead in to the next part, which is a focus on 

how one can balance one styles. 

Step 7) Quickly move to secondary, third, and fourth styles 


Now you want to really get the group moving. Ask the group to physically get up and move 

to their SECONDARY direction - the side s/he feels is second most likely to use in the 

Executive Director role. 

Give them 30 seconds to move. Ask everyone to look around. Take a few comments or 

ask a few questions -- e.g. to point out who moved "across" (west - east, north - south) 

and who moved "arouned" (west - south, west - north, north - west, north - east, and so 

on). 

Now ask the group to move to their THIRD style. Give them 30 seconds to move. Ask 

everyone to look around. Take a few comments or ask a few questions. 

FINALLY ask the group to move to their FOURTH style (what they perceive as their 

weakest). Give them 30 seconds to move. Ask everyone to look around. Take a few 

comments or ask a few questions. TELL PEOPLE TO TAKE SEATS IN THIS 

DIRECTION. 

Close this brief round of movement by explaining that this exercise prefaces the next part 

of the workshop, which is to focus on developing strengths in all of the sides. 

55 minutes in - 5 minute break 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Step 8. From their fourth (weakest) directions, introduce a scenario 

or case to “MOCCASINS” 


Choose a scenario that represents some typical work of the team. It's good to have 

elements in the scenario that will allow people to grapple with the relevancy of different 

approaches and styles. Explain that you are going to present a scenario, and you would like 

people to tackle it FROM THE PERSPECTIVE OF THEIR FOURTH (WEAKEST) STYLE (the 

one they are in now). 

POSSIBLE SCENARIO: 

You are a team of Bonners/students that have been asked by the campus leadership and 

staff to help address an issue. There is just not enough campus-wide support and 

student involvement in community service. While there is a small core (like you) who 

are involved regularly, other students don’t seem to understand the value, benefits, or 

great things about being involved, and the community service office/resources are being 

underutilized and could be cut as a result. Campus leadership and staff want this to 

change and they think you, as active students, can do something about it. They have 

given you a budget of $2,000 and a timeline of nine weeks. By the end of this time, your 

group is expected to show that it has helped generate more campus-wide student (and 

other) interest in community service (in a way that will last). 

Read the scenario and have it on paper as well. Give people 1-3 specific questions to 

address in relation to the scenario, like: 

∞ "How do handle this situation? 

∞ "Generate a proposal and proposed work plan, within the timeline and budgetary limits, 

to take on this challenge.” 

Give people a designated time for discussion (5 minutes), flip chart paper, and markers. 

Then, take report backs (10 minutes) from each direction. 

Step 9) Lead the group in processing the scenario/case study 


As facilitator, lead another round of report backs to draw out the following information: 

1. How did your group approach this? 

2. What did you identify as the issues? 

3. What did you decide/recommend? 

4. What did you notice about how your group handled this situation? 

5. How was it to work in your "weakest" direction? 

6. Was anything a surprise about this? 


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Jose Ramirez 


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Allow for some direct conversation after each group has given their complete report: 

"Does anybody have any comments or observations to share? Did the various styles seem 

to influence how the group approached the situation?" 

This is where you can start to bring in questions about the team's ordinary work together: 

∞ Was it challenging to have to play out your weakest direction? What did you learn? 

∞ Does this resemble or counter dynamics of our team? How? When? 

∞ Does this make you think that you may have more of that direction than you thought? 

This leads in to the opportunity for each person to explain more about their work styles. 

Step 10) Map out personal wholeness as individuals 


Pass out the packets with the separate grids (if you haven't already done so) and the 

compass personal charts. Explain that the next exercise is an opportunity for individuals 

and the team to go deeper in looking at personal and team strengths. 

REVIEW THE FOUR DIRECTIONS: 

Ask people to take 5 minutes and look over the four directions again. As they do so, ask 

them to CHECK OFF characteristics they feel that they have in EACH direction (both 

regular and overuse). 

MAP THEIR SKILLS: 

Then, map where they believe they fall on in each of the four directions on a Cartesian 

grid. Explain that the farther from the center (5) represents the strength in that direction. 

Use an example, blown up on a flip chart, to show the group. Tell people not to be 

sidetracked by the "numbers" but to use their own sense of judgment. Have people 

"connect the dots" in the form of an inner circle. 

SKILL IDENTIFICATION: 

Ask people to jot down 3 TRAITS/SKILLS they have in each direction AND 3 

TRAITS/SKILLS they would like to further develop. 

Step 11) Have people present their personal maps to the team and 

map a TEAM MAP 


Go around the group and have each person present their personal map to answer the 

following questions (put this on flipchart): 

∞ 

∞ 

(main question) WHY DO YOU LEAD THE WAY YOU DO? Tell us more about WHY YOU 

IDENTIFIED THE PRIMARY STYLE YOU DID. When you did the whole map, did it change your 

sense of yourself at all? 

Then also: 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

∞ 

∞ 

What are 1-2 THINGS you think you do well in each direction? (note: these can be 

improvements or reducing overuse tendencies) 

What are 1-2 you would like to get better at in each direction? 

Of all of those, what direction and what 2 qualities would you most like to develop 

this coming year? 

∞ 

∞ 

DRAW THE TEAM MAP AND NOTE DOWN PEOPLE's SKILLS AND 

GOALS: As people present, 2 facilitators should MAP the whole team (using different 

color markers, draw what each person drew on a BIG FLIP CHART CIRCLE - then 

label each circle) AND note (on separate paper) each person's name, skills, and goals in 

a grid like this: 

example 

#3 

#2 

#1 

GRID sample: 

Student’s 

Name 

Maria 

Joe 

Jones 

1-2 Strong 

Traits/Skills in 

Each Direction 

north- motivator 

south- good 

listener 

west- pays 

attention to 

budget 

east- integrates big 

ideas with what 

students like 

1-2 Traits/Skills to 

Learn 

in Each Direction 

north- improve 

tendency to act 

too fast without 

info 

south- improve 

ability to say no 

west- improve 

overall attention 

to details 

east- get more 

visionary 

Overall BIGGEST 

GOALS 

Get more West and 

more East 

overall- reduce 

tendency to 

bounce between 

counseling and 

acting; more 

orientation 

towards longterm 

big picture 

∞ 

After all have presented, DRAW A WIDER LINE around all of the map - representing 

the furthest point for the whole TEAM. Note: if some people were more modest, you 

may want to "equalize" the basic circles - or raise it as debrief points). 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

Then, engage the team in a discussion. You might lead it with the following: 

∞ Does this circle give an accurate representation of our team? 

∞ Does it surprise anyone? 

∞ Does anyone have questions for someone else in the group about their style or 

the skills they have or want to develop? 

∞ What does this make you think about the way we usually operate as a team? 

Are we operating as effectively as we could? How could the information we 

learned in these exercises help us grow and get better? 

Step 12) Committing to building skills and strengths personal 

and as a team 


Ask people to look again at the big team map and the GRID. You can also introduce a point 

of CHECK IN among the group by introducing the following questions: 

• In what ways can each of you personally SUPPORT your colleagues to develop in the way s/he 

described wanting to? Go around the group, and have each person describe ONE THING s/he 

could do to support a colleague to grow in one skill. 

AND/OR introduce specific scenarios and have the team as a whole RESPOND to them: 

1. Given this situation, what would be your first impulse response? Would it be the most 

productive for you personally? For the team as a whole? For your group as a whole? 

2. Given what we have learned and talked about, how might you personally or we as a 

team respond best (or better) to this situation? 

If the discussion from this is rich, you might lead straight into the closing (skip simple 

debrief Step 13). 

Step 13) Group Debrief and Closing 


You can lead the group in a simple debrief by asking: 

∞ What have you learned? 

∞ 

∞ 

∞ 

∞ 

What struck or surprised you? 

How are you going to use this information? How might you use it with your own staffs and corps? 

At the beginning we said that this is a diversity exercise, now that we have completed the exercise 

how is this a diversity exercise? 

What concrete things might you do to develop more balance as a person or team? How has this 

been a step in skill building for you? 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Step 14) Closing 


You want to close the workshop with your own summary comments, take feedback, do 

evaluations, and lay out next steps. (You will probably want to figure out some specific, 

concrete next steps for using this information as a group and give specific individuals follow 

up roles in doing so). 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


NORTH 


Approaches to Work/ Work Style: 

∞ Assertive, active, decisive 

∞ Likes to determine course of events and be in control of professional 

relationship 

∞ Enjoys challenges presented by difficult situations and people 

∞ Thinks in terms of “bottom line” 

∞ Quick to act or decide; expresses urgency for others to take action 

∞ Perseveres, not stopped by hearing “No,” probes and presses to get at 

hidden resistances 

∞ Likes variety, novelty, new projects 

∞ Comfortable being in front 

∞ Values action-oriented phrases, “Do it now!”, “I’ll do it”, “What’s the 

bottom line?” 

Overuse: Style Taken to Excess: 

∞ Can easily overlook process and comprehensive strategic planning when 

driven by need to act and decide 

∞ Can get defensive, argue, try to “out expert” others 

∞ Can lose patience, pushes for decision before its time, avoids discussion 

∞ Can be autocratic, want things their way, has difficulty being a team 

member 

∞ Sees things in terms of black and white, not much tolerance for ambiguity 

∞ May go beyond limits, get impulsive, disregard practical issues 

∞ Not heedful of others’ feelings, may be perceived as cold 

∞ Has trouble relinquishing control - find it hard to delegate, “If you want 

something done right, do it yourself!” 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


SOUTH 



∞ Understands how people need to receive information in order to act on it 

∞ Integrates others input in determining direction of what’s happening 

∞ Value-driven regarding aspects of professional life 

∞ Uses professional relationships to accomplish tasks, interaction is a primary 

way of getting things done 

∞ Supportive to colleagues and peers 

∞ Willingness to trust others’ statements at face value 

∞ Feeling-based, trusts own emotions and intuition, intuition regarded as 

“truth” 

∞ Receptive to other’s ideas, builds on ideas, team player, noncompetitive 

∞ Able to focus on the present 

∞ Values words like “right” and “fair” 


∞ Can lose focus on goals when believes relationships or people’s needs are 

being compromised 

∞ Has trouble saying “No” to requests 

∞ Internalizes difficulty and assumes blame 

∞ Prone to disappointment when relationship is seen as secondary to task 

∞ Difficulty confronting or handling anger (own or others’); may be 

manipulated by emotions 

∞ Can over-compromise in order to avoid conflict 

∞ Immersed in the present or now; loses track of time; may not take action 

∞ 

or see long-range view 

Can become too focused on the process, at the expense of accomplishing 

goals 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


EAST 



∞ Visionary who sees the big picture 

∞ Generative and creative thinker, able to think outside the box 

∞ Very idea-oriented; focuses on future thought 

∞ Makes decisions by standing in the future (insight/imagination) 

∞ Insight into mission and purpose 

∞ Looks for overarching themes, ideas 

∞ Adept at and enjoys problem solving 

∞ Likes to experiment, explore 

∞ Appreciates a lot of information 

∞ Values words like “option,” “possibility,” “imagine” 


∞ Can put too much emphasis on vision at the expense of action or details 

∞ Can lose focus on tasks 

∞ Poor follow through on projects, can develop a reputation for lack of 

dependability and attention to detail 

∞ Not time-bound, may lose track of time 

∞ Tends to be highly enthusiastic early on, then burn out over the long haul 

∞ May lose interest in projects that do not have a comprehensive vision 

∞ May find self frustrated and overwhelmed when outcomes are not in ling 

with vision 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


WEST 



∞ Understands what information is needed to assist in decision making 

∞ Seen as practical, dependable and thorough in task situations 

∞ Provides planning and resources, is helpful to others in these ways and 

comes through for the team 

∞ Moves carefully and follows procedures and guidelines 

∞ Uses data analysis and logic to make decisions 

∞ Weighs all sides of an issue, balanced 

∞ Introspective, self-analytical, critical thinker 

∞ Skilled at finding fatal flaws in an idea or project 

∞ Maximizes existing resources - gets the most out of what has been done in 

the past 

∞ Values word like “objective” “analysis” 


∞ Can be bogged down by information, doing analysis at the expense of 

moving forward 

∞ Can become stubborn and entrenched in position 

∞ Can be indecisive, collect unnecessary data, mired in details, “analysis 

paralysis” 

∞ May appear cold, withdrawn, with respect to others’ working styles 

∞ Tendency toward remaining on the sidelines, watchfulness, observation 

∞ Can become distanced 

∞ May be seen as insensitive to others’ emotions or resistant to change 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 


Overview: 

Category: 

Level: 

Type: 

Planning a 

Leadership 

Transition 

This training is designed to guide participants in organizing their 

transition out of a leadership position in a program. It aims to assist 

a student leader in determining the important information that 

should be passed on to the next leader. It also provides suggested 

methods to convey that information including the guidelines for 

developing a concrete transition binder that can serve as a reference 

for incoming leaders. 

Transitional leadership; project management; reflection skills 

Student Leaders who are either graduating or moving on to a 

different program; this can also be used within community 

organization by transitioning staff, with modifications. 

Structured activity suitable for workshop (e.g. retreat or training) 


∞ 

∞ 

∞ 

∞ 

To assist student leaders or outgoing staff in the often-daunting task of transitions, 

making it easier for them to prepare a good transition package for the incoming 

leader/staff member. 

To allow for student leaders or staff to reflect on their experience as a leader and 

manager, and provide that experience with meaningful closure. 

To provide an opportunity for student leaders or staff to share their reflections with 

other outgoing and incoming members in a productive and useful manner, strengthening 

outcomes of leadership transitions for all involved. 

To provide structure to create the basics of the transition binder that will serve as a 

concise, readable, and well-organized reference for incoming leaders and beyond. 

Bonner Curriculum: Planning Leadership Transition page 1 

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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Materials: 

∞ 

∞ 

∞ 

∞ 

Pens 

Large flip chart pre-labeled with brainstorm headers and markers 

Copies of the warm-up sheet, the brainstorm worksheet and the binder checklist for all 

participants 

Binder materials for distribution to all participants; dividers and 2” binders. 


This training will guide you through a brainstorming and sharing session that allows outgoing 

leaders to self-reflect on their previous leadership experiences to better prepare their 

replacements for the upcoming transition. It will close with the preliminary creation of a 

transition binder for the students to flesh out afterwards, and review and provide to their 

incoming replacement. 


In this guide, you will find steps for taking a group of participants through brainstorming and 

sharing activity that allows them to self-reflect and discuss the leadership transition and 

what type of material they should share with their replacements. 

The outline has the following parts: 

1) Warm-up suggested time 5-10 minutes 

2) Introduction suggested time 10-15 minutes 

3) Brainstorm Challenge: Top Threes suggested time 30 minutes 

4) Debrief of Top Threes suggested time 10 minutes 

5) Creation of Binder suggested time 45-50 minutes 

6) Closing suggested time 15 minutes 

Part 1) Warm-up 

Suggested time: 5-10 minutes 

This warm-up is designed to get student leaders’ creative, insightful and reflective juices 

flowing. It is a brief exercise that should provide participants with an understanding of the 

ultimate goal of the workshop, the keys to a productive and smooth leadership transition 

and well-informed incoming leaders. Distribute the warm-up sheets and make sure all 

participants have something to write with. You could distribute these sheets as participants 

arrive, or all at once. Ask the participants to take a moment to reflect on their transition 

into their current leadership position at either the start of the last term/year/etc. Explain 

that the warm-up consists of a series of statements to which they will respond yes or no. 

This should only take a few minutes. 

The statements are: 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

∞ 

∞ 

∞ 

∞ 

∞ 

I met with my predecessor and was able to ask questions of them prior to taking over their 

leadership position. 

I was provided with all the contact information organization members and other affiliates prior 

to my transition into my current leadership position. 

I was introduced to key members of the faculty, administration and community prior to my 

transition into my current leadership position. 

I was adequately informed of the key duties in my position prior to my transition into my 

current leadership position. 

I feel I was well prepared for my transition into my current leadership position. 

Part 2) Debriefing of Warm-up and Introduction to Transitional 

Leadership and Leadership Transitions 


It is good to engage the leaders in your training as much as possible to ensure that they 

don’t get bored or distracted. There are simple ways to include them without distracting 

from your focus. For instance: ask all those who were able to answer yes to all of the 

statements to raise their hands, then ask those who had answered no to even just one 

statement to raise there hands. Then move on to the explanations and introduction. 

Explain to the leaders that the warm-up was designed to remind them what it was like to be 

an incoming leader. They should think of this warm-up as a ruler by which to measure their 

own efforts in the upcoming months/weeks and tool to help design their own transition 

goals. Every “no˝ they answered should become a yes for their future successors, insuring 

that the upcoming transition is a well-informed and positive one for all involved. Even if they 

were able to respond affirmatively to all statements, there is always room for improvement, 

because these statements are generalized, and leadership transitions are not. 

Lead into presenting the key topic. For example: use a flip chart with this key question and 

definition: 

NOW, what exactly is a leadership transition? 

A leadership transition refers to the process by which one leader in an organization is 

replaced by another, along with the breadth of knowledge and information necessary to be 

successful in that position. 

Leadership transitions take place whether or not a student leader is ready for it, either as 

their term comes to an end or as graduation draws near. Outgoing leaders may have the 

tendency to simply pack up and go, leaving a box of files and a confused new leader in their 

wake. These outgoing leaders fail to realize that their actions continue to reflect on their 

integrity and reputation, and that their personal impact on the organization stays long after 

they move on. 


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Jose Ramirez 


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There are basically four major steps in a leadership transition: 

1) Selection of the incoming leader. 

2) The identification and organization of all the information a new leader may 

need about the organization and their position. 

3) The transmission of that necessary information to the incoming leader in a 

concise and readable form. 

4) The replacement of the outgoing leader with the incoming leader. 

The process of selecting a leader could be the subject of an entire other training, and for 

some organizations be instilled in the organization procedure or for the coordinators to 

decide. Identifying and transmitting information to incoming leaders is the task of the 

outgoing leaders. This training is focused on those two middle steps. 

It is important for students to remember that a smooth transition can serve as a way of 

passing on their own personal vision for the organization, in a sense leaving a legacy for 

those incoming leaders to continue to fulfill. A leadership transition is not simply the 

replacement of one able body with another, but more importantly, the transfer of the 

organizational mission and vision from leader to leader, and the assurance that the tools 

necessary for that mission and vision are transferred as well. The key to a smooth 

leadership transition is transitional leadership, which calls upon current leaders to focus on 

the preparation of their replacements by reflecting on their own tenure as organizational 

leaders. Second, they need to organize and explain their key information in a concise 

method, ideally through the development of an “Organization Binder” (can rename as 

needed). 

Part 3) Brainstorm Challenge: Top Threes 


Prior to the beginning of the training, place labeled flip-chart papers around the room. The 

labels on these flip-charts should be: 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

∞ 

My Top Three Toughest Challenges as a Leader were: 

My Three Best Practices as a leader in this organization are: 

The Three Most Important Documents relating to my work in this organization are: 

The names and positions of Three Key People on Campus and what they get done are: 

The Three Best Ways to Recruit Volunteers are: 

The Three Key Yearly Activities in my organization (and my role in making each happen) 

are: 

The Three Key Press contacts for my organization are: 

Three Community Contacts that we have are: 

If I were to do this year over again, I would Do These Three Things Differently 

Depending on the total number of participants, divide them up into nine even groups—one 

for every chart. Assign each group to a chart and explain to the participants that they will 

be rapidly brainstorming on these charts moving in a clockwise circle around the room until 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

all participants have brainstormed on all nine charts. Instruct the participants that this is a 

reflective exercise, but in the spirit of timeliness, they will have only about three minutes 

per chart. This training is designed to get the ball rolling in leadership transitions. This 

brainstorming process is not the limit of all thought-process involved. It is designed to be a 

forum for thought and discussion without dragging on. If all participants manage to go 

through the chart in less time then have them move on to the next, and remind those 

individuals who finish their chart early should begin to think about the next chart. Challenge 

students to avoid writing the same idea as their peers, and to be as specific as possible. 

Simply writing “fliers˝ under the recruitment topic is too generic. Students should indicate 

what types of fliers with what type of material included. 

Part 4) Debrief of Top Threes Brainstorming 


Following completion of the brainstorm, gather the participants into a circle. Explain that 

the purpose of this exercise was to generate input on these subjects, which may be useful in 

planning and preparing their material for transition. Hopefully the brainstorm jogged their 

memory as they read what other students had noted before them. Allow students to take a 

couple of minutes to look the charts over again just to refresh their knowledge of what 

both they and their peers indicated in response. 

Part 5) Initial binder formation using in-depth reflections 


Inform students that the heart of the transition lies in their thoughtful contribution of 

information to their replacement. Now you will have them look at a couple of the above 

brainstorm topic in a more in-depth manner. Binder materials should be distributed by this 

time. 

Binders should contain the transition binder-indexing guide, four dividers, and triple-holepunched 

copies of the “Toughest Challenges˝ worksheet, the “Key Personnel˝ worksheet, 

and the “Recruitment˝ worksheet. The key sections of the binder index are: 

- People 

- Documentation and Methodology 

- Key Initiatives and Activities 

- Personal Notes and Observations 

Your primary objective for this final part of this workshop is to guide students through 

more thorough personal reflection and to help these students classify these reflections into 

the binder. This head start on production of the binder allows students to leave the training 

more willing to complete the somewhat daunting task of creating a transition binder by 

giving them the tools of knowledge and structure for its completion. 

A) Toughest Challenges 


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Jose Ramirez 


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Have the students pull out the “Toughest Challenges˝ worksheet. Introduce the next five to 

ten minutes as an opportunity for them to more completely reflect on this subject and to 

break it down into smaller ideas by having them classify the challenges as personal, 

group/organization based and campus based. 

After students spend five minutes or so completing these sheets, point out the “What’s 

Next?˝ category. Ask for a volunteer who might explain why they feel that their toughest 

personal challenge could be related to their own personal leadership style, and why having a 

conversation about leadership style might be important. Point out that the knowledge 

simply of the challenges past leaders have met will not necessarily help the incoming leaders 

to avoid these same challenges in the future. In addition to the information about these 

challenges, discussions about leadership style, group/organization expectations and campus 

infrastructure are also important so the incoming leader can understand fully all of the 

elements that relate to their position and their success in that position. Have the students 

file this sheet in the Personal Notes and Observations section of their binder and move on 

to the next sheet. 

B) Key Campus Personnel 

Have the students pull out the “Key Campus Personnel˝ worksheet. Have them spend 

another five or so minutes filling out the sheet. Charge them to complete the sheet as much 

as possible. Also, remind them that these persons needn’t be administrators or faculty, but 

could also include staff, or even other students with titled positions. 

Again after completion of the worksheet, have students note the “What’s Next?˝ category. 

Point out the idea of both introducing the student and taking a walking tour of key campus 

offices as a good way of insuring that the student not only has a list of who to contact, but 

where to find that person. 

C) Recruitment Tools and Techniques 

Fliers are often the non-specific contribution to the incoming leader’s knowledge of 

recruitment for the organization from the outgoing leader. Fliers are easily manufactured 

but don’t often guarantee successful recruitment. In this worksheet, students will better 

detail their recruitment campaigns, which may have incorporated not just fliers on campus 

billboards, but also door-to-door flier distribution, tabling in cafeterias or student unions, 

newspaper ads, theatre demos, phone-calls, letters, etc. 

Give the students about 10 minutes to fill out the methodology and documentation columns 

of the recruitment worksheet. Tell them to attempt to list completely the methods of 

recruitment used by the organization in the past year, or at least all those they headed. 

There is an “included?˝ category in the documentation category. Explain to students that 

they should check this column only after they have added that document to the binder. 

After the ten minutes, challenge students to take a look at the “What next?˝ column. Unlike 

the previous pages there is nothing listed in this column. It is up to them to include the next 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

steps. The “What Next?˝ steps should be different from previous ideas, and should not 

include providing the copies of fliers, ads, etc, as that is part of the documentation. One idea 

of the type of information that could be included is a personal note on the effectiveness of 

the recruitment method, and what may have improved it. Another idea of the type of 

information students should list here is the key personnel linked to this particular 

recruitment method. 

For example: 

If tabling in the opportunities fair for new students in the first month of school is 

the recruitment method, and the documentation might include the materials like a 

general information flier for 100 persons, or notebook for student contact info, etc., 

the “What’s Next?˝ column should include the person (administrative or staff 

probably, like the Dean of Freshmen’s assistant) who is responsible for the overall 

opportunities fair. 

Give students another five minutes or so to complete this “What’s NEXT?˝ column. When 

all have completed the worksheet, have them file this under the Documentation Column. 

Part 6) Closing 


Before closing, have the students look over the binder index and the transition checklist. 

Both the index and checklist can serve as guides for the type of information the students 

should continue to add to the binder and a check system for each time a document is 

added. Charge students to continue to work on the binder after they leave, perhaps to add 

even the contact lists and fliers as soon as they return to their organization’s office. It is also 

recommended that you provide students with a deadline for the binder’s completion 

whereby you can look it over and students can discuss any difficulties or questions they 

might have (this is more applicable to trainers who are also supervisors of the students). 

In closing, reiterate the importance of a smooth leadership transition and the outgoing 

leader’s critical roll in the process. Remind the students that the outcome of the transition 

is entirely up to them, but that this training was designed to give them the tools and ideas 

to generate all the necessary information and how to organize it in the most concise and 

effective manner. Ask students if they feel this training was helpful and what they suggest 

should be added in the future. Evaluation is critical, as trainings are more effective if they are 

catered to their participants. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Warm Up 

I met with my predecessor and was able to ask questions of them prior to taking 

over their leadership position. 

__Yes __No 

I was provided with all the contact information organization members and other 

affiliates prior to my transition into my current leadership position. 

__Yes __No 

I was introduced to key members of the faculty, administration and community prior 

to my transition into my current leadership position. 

__Yes __No 

I was adequately informed of the key duties in my position prior to my transition 

into my current leadership position. 

__Yes __No 

I feel I was well prepared for my transition into my current leadership position. 

__Yes __No 

NOTES: 


38

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Transition Binder 

Sample Contents 

People 

- Organization Membership List (with contact info) 

- Campus Contacts 

- Other organizations 

- Administrative 

- Community Liaisons 

- Funders 

- Press 

Documentation and Methodology 

- Organization constitution 

- Recruitment fliers and methods 

- Training materials 

- Advertisements and previous press 

- Grants and other funding 

- Miscellaneous forms 

Key Activities and Initiatives 

Personal Notes and Observations 

- What worked 

- What didn’t work 

- Challenges 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

TOUGHEST CHALLENGES 

My Top Three Toughest Challenges as a Leader were: 

CATEGORY DESCRIPTION What’s NEXT? 

PERSONAL ∞ Make sure you have a 

conversation with your 

incoming leader about 

leadership style 

GROUP/ 

ORGANIZATION 

∞ 

Make sure you have a 



organizational 

expectations 

CAMPUS-BASED ∞ Make sure you have a 



campus infrastructure 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

KEY CAMPUS PERSONNEL 

The names and positions of Five Key People on Campus and 

what they get done are: 

NAME, POSITION CONTACT INFO WHAT THEY DO WHAT’S NEXT? 

∞ 

∞ 

∞ 

Make sure you 

introduce this person to 

your replacement. 

take a walk with your 

replacement around 

campus be sure to 

identify the locations of 

key administrative and 

staff offices. 

fill in contact 

information for these 

persons later if you 

don’t know it already. 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

RECRUITMENT TOOLS AND 

TECHNIQUES 

METHODOLOGY DOCUMENTATION What’s NEXT? 

Recruitment method Description Paperwork/ 

fliers 

Included? Key contacts for 

success 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Checklist for Transitioning Leaders 

Utilize this checklist as a guideline for developing the transition binder. Mark off information 

only after it is gathered and organized. Keep the checklist following the index at the opening 

of the binder. 

Names and contact information for community contacts/partners/agency 

representatives 

Name and contact information of service participants 

(For example, students’ names and mailboxes/emails and volunteer status. If you use a 

listserve, in addition to the suggest contact information, be sure to provide an explanation 

of how to use the list serve) 

Names and contact information of key campus personnel including deans, 

provosts, administrative assistants, housing and rooming authority, etc. with personal notes 

of interest. Example: “The Dean of Students Assistant, Jane Do-gooder is responsible for all 

space requests so be sure to introduce yourself and be especially nice to her!” 

Original copies of any forms, schedule sheets or training materials/handouts 

you may use with your volunteers (list below) 

______________________________________________________ 

______________________________________________________ 

______________________________________________________ 

__________________________________________ 

Original copies of any flyers, advertisements, handbills, or other recruitment 

tools (list below) 

______________________________________________________ 

______________________________________________________ 

______________________________________________________ 

__________________________________________ 

Notes on past history of your program—including any press you may have 

received from campus or local newspapers 

Personal notes and observations from the past year indicating what worked 

well and what was problematic throughout the course of the year 


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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Building Shared 

Vision 


Overview: 

This shared visioning exercise provides a useful framework for a 

team to consider and develop a coherent, shared set of 

conceptualizations, goals, and values for a given project or work. By 

providing an opportunity for each team member to articulate and 

shape hopes and expectations for a project, a shared vision helps 

create a culture that values the full and effective participation of all of 

its members, regardless of personal identity, experience, or 

background. 

This workshop, drawn from The Fifth Discipline Fieldbook (Jossey Bass 

1994) fits well with a personal visioning session of some kind. This 

workshop alone is NOT enough to develop shared vision amongst a 

group, but it can be provide a great starting point. The ideas 

articulated during this exercise can ideally be used to form the basis 

of a group’s mission statement, set of goals, guideposts and team 

values. 

Category: 

Level: 

Reflection, interpersonal skills, diversity, visioning, project planning 

Advanced; required experienced facilitator who is knowledgeable 

about facilitating group processes; suitable for students who are in a 

leadership or management role, or for a student 

leader/administrator to do with a team of newer students to begin 

to get them to think from this approach 

Recommended 

Bonner Sequence: This activity is appropriate for many different levels and may be 

repeated. It is a good activity to use in conjunction with project 

planning (e.g., sophomore year) or project coordination (e.g., junior 

year) as a strategy and technique for building a team-based vision for 

a project. It is also an excellent activity to do in relation to planning 

a larger endeavor, such as a senior class project or alumni effort. 


♥ ♥ ♥ 

VALUES: civic engagement, others as pertaining to career paths in the nonprofit sector 

Bonner Curriculum: Creating Shared Vision page 1 

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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Type: 

Structured activity suitable for a lengthy workshop (e.g. retreat or 

training lasting at least 3 hours) 


∞ 

∞ 

Provide a team with an opportunity to formally consider and integrate their own ideas 

and visions for a given project, organization, or work. 

Give each person the opportunity to articulate ideas, images, or feelings for what they 

consider the “success” of their work. 

Materials: 

∞ 

∞ 

Questions for shared vision on handout or flip chart 

Something to write with and on 


Read the activity. Become familiar with how to present the exercise. Determine a process 

that you will use for facilitating the proposed activities. If you need to, consult other guides 

or resources for facilitation techniques. Set aside the proper time and space. Prepare any 

materials that you will need. 


This outline has been created with the following parts (modify to cover number): 

1. Vision for the Future: Shared Brainstorming suggested time 2-4 hours 

2. Getting There From Here suggested time 1-3 hours 

3. What Will We Do Next suggested time .5-1 hour 

Part 1) A Vision for the Future: Shared Brainstorming 

Suggested time: 2-4 hours 

Formulating an imagine statement and an accompanying set of surrounding questions is the 

primary purpose of this exercise. Modify the statement and the questions according to your 

project and timeline, but keep the breadth of questions. 

When facilitating the exercise, try to remain focused on the primary objective of 

formulating an imagine statement and spend time only with the questions that are 

meaningful for your team. Alter the questions as you like. This process should have ample 

time set aside for it, and your role should be that of an objective facilitator whose goal is to 

help the group get out their best thinking and work with those ideas. If you need assistance 


45

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

in understanding how to facilitate, see the other trainings (such as Roles of Facilitators or 

Facilitation Guidelines and Techniques). 

You should set aside ample time for this first part, either in one setting such as a retreat or 

long session (half to full day) or over multiple sessions. 

Sample imagine statements: 

1. General: It is —— (you choose the time frame) from today’s date and you have, 

outrageously enough, created the project and program you most wanted to create 

and achieved the things you most desired. Now it is your job, as a team, to describe 

this work as if you are able to see it, realistically, around you at this present 

moment. 

2. Service/Project Team: It is graduation and you have, marvelously enough, created the 

service project and team experience you most wanted to create and achieved the things 

you most desired. Now it is your job, as a team, to describe this work as if you are able 

to see it, realistically, around you at this present moment. 

3. Staff/Sustainability Related: It is five years from today’s date and you have, marvelously 

enough, created the program/organization you most wanted to create and achieved 

the things you most desired. Now it is your job, as a team, to describe this work as 

if you are able to see it, realistically, around you at this present moment. 

Note to Facilitators: Ask people at this point to begin to jot down ideas. Then introduce 

the following questions. Consider using a flip chart that everyone can see and visualize. 

1. Who is affected by our work and who affects the direction of our work? Who are 

our leaders and collaborators? How do we work with the people we affect and are 

affected by? 

2. What is our image in our own minds? Backyards? In our city? In our country? In our 

world? 

3. What is our organization’s role in our communities? Who are our communities? 

4. What is our unique contribution to the world around us? In the short-term? In the 

long-term? 

5. How do we handle good times? How do we handle stress or hard times? 

6. In what ways is our workplace (campus or organization) a great place to work? 

7. What are our values? How do people treat each other? How are people recognized? 

8. What have we done to ensure or make better each members’ (of our group or 

community) future? How about the future of our children or grandchildren? 


46

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

9. What goals and objectives can we set to move us toward fulfilling this vision? 

You can consider these questions one by one or determine some other process and order. 

You may want to allow people to work alone and quietly first, on each question or a set of 

questions, then take ideas from the group’s members for a later process of discussion and 

synthesis. 

You should make sure everyone has an opportunity to comment on each of the questions 

or simply focus on a few. Your main purpose is to create a safe, participatory atmosphere 

where each team member has the opportunity to contribute to shaping a common vision. 

Part 2) Getting There from Here: Assessing Where We Are 

Suggested time: 1-3 hours 

The second part of the activity requires engaging people in honestly discussion of where the 

group/project/team/etc. is right now, in relation to the shared vision that they have begun to 

articulate. Below are a number of suggested questions to spark discussion. Again, as 

facilitator you need to ensure that all participants involve themselves and that a comfortable 

environment is established in which everyone feels safe sharing their thoughts and ideas. 

Sample questions: 

1. What is our group’s role in creating this vision? What is our role in the context that 

we work (e.g. our start-up, our organization, our community)? 

2. What forces are currently affecting our work and our team, inside and outside? 

What changes are we going through as a team? As an idea? As an organization? 

3. Who or what influences what we value? 

4. What aspects of our teams functioning empower people? What aspects of our 

team’s (or group’s or system’s or organization’s) functioning dis-empower people? 

5. What do we know (that we need to know)? What don’t we know (that we need to 

know)? What don’t we know, period? 

Note to facilitators: Provide people with the opportunity to tackle questions and share 

responses. Use skillful facilitation to pull out common themes and elements. If you want, 

synthesize elements of the discussion, possibly by turning the group’s attention toward 

agreeing on a simple statement that captures their visions and purposes. 

Part 3) What Will We Do Next 

Suggested time: 30 minutes-1 hour 


47

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Finally, you want to pull all your work so far together and move forward. You may do that 

by having the group work on and agree to a vision or mission statement of some kind that 

represents the points that are most salient to them. 

Then, you can pull the most relevant ideas from the group’s assessment of what it will take 

to get them into a series of practical goals and actions. 

Integrate this process with whatever is the standard process and activities of the group that 

your work with. Utilize program calendars, expectations, meeting plans, etc. 

With the group, agree to a few (1-3) concrete next steps for action and get those written 

down. 


48

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Visioning Questions 

1. Who is affected by our work and who affects the direction of our work? Who are our 

leaders and collaborators? How do we work with the people we affect and are affected 

by? 

2. What is our image in our own minds? Backyards? In our city? In our country? In our 

world? 

3. What is our organization’s role in our communities? Who are our communities? 

4. What is our unique contribution to the world around us? In the short-term? In the longterm? 

5. How do we handle good times? How do we handle stress or hard times? 

6. In what ways is our workplace (campus or organization) a great place to work? 

7. What are our values? How do people treat each other? How are people recognized? 

8. What have we done to ensure or make better each members’ (of our group or 

community) future? How about the future of our children or grandchildren? 

9. What goals and objectives can we set to move us toward fulfilling this vision? 


49

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

Getting to that vision: 

Assessing Where We Are 

Right Now? 

1. What is our groups’ role in creating this vision? What is our role in the context that 

we work (e.g. our start-up, our organization, our community)? 

2. What forces are currently affecting our work and our team, inside and outside? 

What changes are we going through as a team? As an idea? As a 

program/campus/group? 

3. Who or what influences what we value? 

4. What aspects of our teams functioning empower people? What aspects of our 

team’s (or group’s or system’s or organization’s) functioning dis-empower people? 

5. What do we know (that we need to know)? What don’t we know (that we need to 

know)? What don’t we know, period? 


50

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

UTeach Conference  

Planning for an Effective Leadership Transition Within Your Student Organization  

Wednesday, May 25, 2011  

10:30‐11:45am  

  

NOTES:  

  

3 BEST PRACTICES AS A LEADER IN THE ORGANIZATION ARE:  

• Consistent communications  

• Delegate to increase involvement  

• Delegating   

• Creating clear goals  

• Be a walking promotion  

• Know when to lead and when to follow  

• Being transparent: keep everyone “in the know”  

• Accountability & consistency with everything  

• Achievable goals  

• Keeping an open mind: welcoming others ideas  

• Ask for help  

• Being a role model at all times  

• Being knowledgeable & referring to people who know if you don’t  

• Being on the same page  

  

  

  

  

3 BEST WAYS TO RECRUIT VOLUNTEERS/MEMBERS:  

• Go to all incoming classes  

• Go to freshmen orientation  

• Fliers  

• Facebook group  

• Master Teacher announcements (encouragement)  

• Advisors – use them as a resource & ask them to make announcements  

• Bring/refer a friend  

• Offer incentives  

• Participate in events/volunteer  

• High school recruitment  

• Food  

• Information tables  

• Emails  

o Offer relatable/practical/applicable things  

Resources, workshops, advice, etc.  

  

  

  

  

  

TOP 3 TOUGHEST CHALLENGES AS A LEADER WERE:  

• Consistent membership  

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Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

• Distribution of tasks  

• Committed leaders  

• Participation  

• Making institutional decisions  

o Dues, no dues, professional vs. social  

• Keeping records  

• Obtaining funding  

• Transition  

• Establish equity between members  

• Volunteers from members  

• Keeping harmony amongst leaders – keeping everyone on the same page  

  

  

  

  

3 MOST IMPORTANT DOCUMENTS RELATING TO MY WORK IN THE ORGANIZATION ARE:  

• Organization’s constitution  

• List of members/email listserv   

o Including ALL alumni members as well  

• Risk management  

• Transition binders  

•  Records of activities  

• University & community contacts  

• Duties/responsibilities  

• Outline of requirements of organization for each semester/quarter  

• Workshop document  

• Kick ball rules!  

o Activity related documents reminding members that we have fun  

• Maps of all related areas  

• Contacts of all Education related people on and off campus   

  

  

NAMES & POSITIONS OF 3 KEY PEOPLE ON CAMPUS & WHAT THEY GET DONE ARE:  

• Advisor, staff, UTeach Directors  

• Dean of Students  

• Program Coordinator  

• Go Vols: Facilitator through the University  

• Master Teachers (content teachers)  

• Professors  

• Tech person  

• Presidents of other student organizations  

• Graduate students  

• Development officers  

• Alumni members  

• President of the University  

  

3 YEARLY ACTIVITIES IN MY ORGANIZATION (AND MY ROLE IN MAKING THEM HAPPEN)  

ARE:  

• Ice cream social  

52

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

• Eoycelebration – put on by our master teachers & directors  

• End of year social/dinner  

o Homecoming dance night  

• Professional guest speakers  

• Why Teach? (Mentor teacher panel)  

• Camping Trip  

o On‐campus trail  

• Relay for Life  

• Ooze ball  

• Science Olympiad  

• Pillow Fight  

• Picnic  

• Game Night  

• Casino Night  

  

3 COMMUNITY CONTACTS WE HAVE:  

• Local schools  

o Mentor teachers  

o District workers/school board  

o Administrators  

• Food bank  

• Academic community organizations  

• Local government, religious and benevolent organizations  

• Local museums  

• STEM organizations  

• Other replication schools  

• Local newspaper  

• Sponsors  

• Parents of incoming students  

• TI  

  

3 KEY PRESS CONTACTS FOR MY ORGANIZATION ARE:  

• School newspaper/radio  

• Local paper‐ Education section  

• Local radio  

• Social networking sites (Facebook, Twitter)  

• Club/program website  

• Bulletin boards  

• Marketing departments  

• Student advisors for major  

• Student government  

• Dean of Students  

  

IF I WERE TO DO THIS OVER AGAIN, I WOULD DO THESE 3 THINGS DIFFERENTLY:  

• Have a packet/binder  

• Outline for next year – required/optional  

• Leadership structure  

• Early transition – talk throughout the year  

• Know expectations & have expectations  

53

Jose Ramirez 


Austin, TX / May 24 – 26, 2011 

• Consistent communication  

• Demand help from older leaders  

• Have a student organization  

• More activities  

• Early transitions – outgoing around/available/active for incoming  

• More documentation  

• Better/more engaging activities to gain members  

54

Facilitation 101: Roles of Effective Facilitators - The UTeach Institute

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