1 ready, set…volunteer! core competencies unit 3 oklahoma 4-h youth development parent-volunteer...
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Ready, Set…Volunteer!
Core Competencies Unit 3
Oklahoma 4-H Youth Development
Parent-Volunteer Education
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Celebrating Diversity
Core Competencies Unit 3
Oklahoma 4-H Youth Development
Parent-Volunteer Education
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Youth develop positive skills for being a capable and confident influence with their peers and in their communities, they learn to respect individuality and the contributions of various groups, they learn the importance of sharing their experiences which affirms their identity with regard to their own diversity, they build positive self-esteems, they learn to value just and fair treatment for all and they are better prepared for citizenship.
Benefits ofDiversity Education
We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.
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Emerged from the idea that customs and traditions of people of different races and ethnicities would blend and lose their one distinctions after close contact over time, just like ingredients mixed in a pot.
Melting Pot Metaphor…
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Salad Metaphor…
Used to describe this blending of ethnic characteristics much like salad ingredients tossed in a bowl. Salad ingredients do not change even when they are mixed together.
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Kaleidoscope Metaphor…
When a kaleidoscope is in motions, new possibilities emerge at every turn, just like the interaction between cultural groups. This metaphor acknowledges that cultures keep changing through their interaction and yet maintain their basic characteristics.
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GenderAgeRace or EthnicityReligionPhysical/mental limitationSexual orientationMembership in Organizations
Many Faces, One People
Building on Differences
What are ways differences are defined?
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More ways differences can be defined…EducationJob/professionIncome/financial statusHobbyGeographicMarital/family status
Many Faces, One People
Building on Differences
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Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational service.
Oklahoma State University
Affirmative Action
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Culture: A total way of life of a people, involving customs, beliefs, values, attitudes, communication patterns and interpretations of life.
Many Faces, One People
Definitions
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Generalization: an oversimplification, conclusion or observation based on limited experience.Stereotype: belief that all people of a certain group will be the same and behave the same.
Bias: failure to be objective and impartial about people or an issue.Prejudice: to judge without really knowing them, on the basis of the group they belong.
Many Faces, One People
Definitions
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Discrimination: Unequal or unfair treatment of an individual or group because of race, religion, age, physical ability, gender, etc.
Many Faces, One People
Definitions
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Prejudice is an attitude while discrimination is the action that results from it.
When peoples act on the basis of their prejudice and stereotypes they are guilty of discrimination.
Many Faces, One People
Clarification
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We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.
Celebrate OurDiversity
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Character Education
Core Competencies Unit 3
Oklahoma 4-H Youth Development
Parent-Volunteer Education
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What is right is right even if no one is doing
it.
Character Education
Building Character
What is wrong is wrong even if
everyoneis doing it.
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Character EducationStrengthens the parenting roleImproves the quality of life, and Develops a civil American society.
By building character, we impact an individual’s development as well as families, schools, sports, and
entire communities.
Character Education
Building Character
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1998 Josephson Institute survey of young people found:Almost ½ are thieves70% cheat on exams92% lie to their parents, and91% are not satisfied with their own ethics
Character Education
Research Study
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Character Education
6 Pillars of Character
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Ask yourself the following questions:1. Have I thought about the way my choices are
likely to help or hurt others, the stakeholder?2. Am I living up to the ethical principles of the
“Six Pillars of Character” even if I have to give up things I want?
3. If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be best for society in the long run?
Character Education
Making Ethical Choices
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Be honestDon’t deceive, cheat, or steal.Be reliable – do what you say you’ll do.Have the courage to do the right thing.Build a good reputation.Be loyal – stand by your family, friends, and country.
Character Education
Trustworthiness
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Treat others the way you want to be treated.Be tolerant of differences.Use good manners, not bad language.Be considerate of the feelings of others.Don’t threaten, hit, or hurt anyone.Deal peacefully with anger, insults, and disagreements.
Character Education
Respect
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Do what you are supposed to do.Persevere; keep on trying!Always do your best.Be self-disciplined.Think before you act – consider the consequences.Be accountable for your choices.
Character Education
Responsibility
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Play by the rules.Take turns and share.Be open-minded; listen to others.Don’t take advantage of others.Don’t blame others carelessly.
Character Education
Fairness
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Be kind.Be compassionate and show you care.Express gratitude.Forgive others.Help people in need.
Character Education
Caring
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Make your school and community better.Cooperate.Stay informed; vote.Be a good neighbor.Obey laws and rules and respect authority.
Protect the environment.
Character Education
Citizenship
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Ask yourself these questions when in the position to make an ethical choice:
Have I thought about the way my choices are likely to help or hurt others?
Am I living up to the ethical principles of the “Six Pillars of Character”, even if it means I have to give up things I want?
If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be the best for society in the long run?
Character Education
Making Ethical Choices
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Experiential Learning
Core Competencies Unit 3
Oklahoma 4-H Youth Development
Parent-Volunteer Education
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4-H is… Experiential Learning
“Learn by
Doing”
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The Experiential Learning Model
Five Step Process
A learning/teaching process is composed of 5 separate but interrelated steps. The process begins with an individual or group learning exercise and ends with discussion of how what was learned can be applied to other settings in the “real world.”
1. The Activity
2. Sharing observances,
feelings, experiences
from the activity
3. Patterns Noticed
4. Ways these facts, skills,
patterns, reactions or
principles relate to real life situations
5. Plan of Action for
using the new information or
skill
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Do
ReflectApply
Sharing
ProcessingGeneralizing
Applying
Doing, Reflecting and Applying
Experiencing
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Key concept is planning for discovery. Selecting a single learning activity
provides a common experience. Objective – to explore and examine.
Key concept is responding. Plan time for discovery of learning objectives.
Opportunity to respond. Share individual learning to stimulate group growth
Key concept is analyzing patterns. Examine the shared experience. Ask questions that encourage them to
think about the experience from thelowest to the highest level of thought.
Key Question, “So what?” Guide from the reality of the activity to a meaning in
a broader world. Apply to personal life experiences.
Key question, “Now what?” Think about what can be done with the
new information. Apply to specific situations. Have in mind ways an individual/group can
use experience in future activities.
Step 5 Applying(Planning moreeffective behavior)
Step 4 Generalizing(Inferring principlesabout the “real world”)
Step 3 Processing(Discussing patterndynamics)
Step 2 Sharing(Sharing reactions andobservations)
Step 1 Experiencing(Activity, doing)
Teaching as a Volunteer Experiential Learning
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“Learning takes place in an active way and is accomplished through the individual’s own activity.” - Randal
Doing, Reflectingand Applying
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Isn’t mere information-giving
Isn’t mere entertaining
Is creating a learning environmentIs structuring learning experiencesIs helping the learning interact with information
TIP It is not
possible to teach anyone, anything. It is only possible to arrange for someone to
learn.
The Trainers Role
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Hearing • Seeing • Doing
Hearing • Seeing
Hearing20%
50%
80-90%
TIP People generally
remember:
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
80-90% of what they do
Keys to Successful Teaching
Learning Retention
Edgar Dale, 1969
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What You Hear
20% amount retaine
d
Amount forgotten
What You Hear and See
50% amoun
t retaine
dAmount forgotte
n
What You Hear, See and
Do
Amount forgotte
n
80-90% amount retained
Keys to Successful Teaching
Learning Retention
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4-H Project Work
Working with models
Judging or Skit
Discussion
Demonstration
Field trip – Tour
Exhibits – Displays
TV, Video tape, Internet
Radio, tapes, pictures
Illustrated Talks, Posters, Graphs,
Charts,Maps
Talks, Printed material
Prepare a meal
Prepare menu with food models
Food Judging Event
World Hunger Discussion
Demo.-Vegetable Lasagna
Tour Test Kitchen
Tour exhibits at Nutrition Conference
Watch video tape “You Are What You Eat”
Cassette tape “Eating Fruits and Vegetables”
Poster of Food Pyramid
Read Southern Living
Magazine
20 %
80-90 %
50 %
Applying the cone to Food Science.
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4-H Project Work
Working with models
Judging or Skit
Discussion
Demonstration
Field trip – Tour
Exhibits – Displays
TV, Video tape, Internet
Radio, tapes/CD, pictures
Illustrated Talks, Posters
Talks, Printed material
Plant, harvest and prepare produce
Computer generated garden plan
Horticulture Judging Event
World Hunger Discussion
Demo. – Window Herb Garden
Tour Home and Garden Show
Tree Leaf Exhibit
Oklahoma Gardening -“Planting Spring
Vegetables”
CD - “Eating Fruits and Vegetables”
Ill. Talk – “Eat Your 5 a-day”
Read Southern Living
Magazine
20 %
80-90 %
50 %
Applying the cone to Horticulture.
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A skill is a learned ability to do something well.Life Skills are the way one applies learned skills to real life situations.
Oklahoma 4-H
Skills vs. Life Skills
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Life Skills Taught
through Food Science
and Horticulture
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Skill Life Skill Application to Real Life
Reading a recipe or mixing chemicals
Learning to Learn
Following directions – from a “put-together” to employer instructions on the job
Schedule for planting and harvest or meal preparation
Planning and Organization
Coordinating school, work & 4-H activities; job manager/supervisor; parenting
Growing, preparing, and eating fruits and vegetables
Healthy Lifestyle Choices and Self-responsibility
Good nutrition, improved health, source of exercise, caring for others or things which are reliant on you
Food preservation or use of power equipment
Responsible Citizen and Teamwork
Safe food source, decrease injury due to negligence or carelessness
Working side-by-side with a mentor, listening, watching and learning - Sharing what you learn
Cooperation, Nurturing Relationships, Communication
Respect for experience and gaining knowledge; active listening as a spouse or employee; speaking/communicating instructions or information
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Life skills are to be integrated into subject matter content; not “added-on.”Life skills are best learned when practiced at the developmental level of the learner.One or more skills should be included in any one educational experience.“Aim youth toward life skills development using the four H’s on the
Target Model.”
Oklahoma 4-H
Effective use of Life Skills
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Experiential Learning Model
Service Learning
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Service-Learning is a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility.
Experiential Learning Model
Service Learning
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Service-Learning provides opportunity to use new skills and knowledge in real life situations.
Experiential Learning Model
Service Learning
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Service-Learning
emphasizes both
volunteering and learning.
Community Service Vs. Service Learning
Community Service is the act of volunteering in your community.
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Preparation
Action
Reflection
Celebration
Service LearningFramework
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Identifying and analyzing a problemSelecting and planning the project Training and orientation for participants
Service Learning Framework
Preparation
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Is meaningfulHas academic integrityHas adequate supervisionProvides for student ownershipIs developmentally appropriate
Service Learning Framework
Action
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Discussion Reading Writing Projects The Arts
Service Learning Framework
Reflection
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Banquet/party/picnicEnd of the year celebrationCertificatesJoint celebration with service recipients
Service Learning Framework
Celebration
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Preparation
Action
Reflection
Celebration
Service Learning in Action
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High Academic PerformanceLeadership DevelopmentHeightened Sense of PurposeIntellectual GrowthSocial and Personal GrowthDevelopment of Sense of CitizenshipIncreased Interest in Learning & 4-HAcceptance and Awareness of Others from Diverse and Cultural Backgrounds
Benefits of Service Learning
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Personal GrowthSocial GrowthIntellectual GrowthCivic ResponsibilityCareer Exploration
Experiential Learning and Service Learning Models
Benefits to 4-H’er
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Experiential Learning Model
Service Learning
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Youth-Adult Partnerships
Core Competencies Unit 3
Oklahoma 4-H Youth Development
Parent-Volunteer Education
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Brainstorm youth perception of adultsBrainstorm adult perception of youthBrainstorm benefits of working with adultsBrainstorm challenges of working with adultsHow do you communicate effectively with adults?
Youth-Adult Partnerships
Small Group Project
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Adults are strict.Adults talk down to youth.Adults can’t remember what it is like to be a young person. Adults don’t respect youth’s ideas.Adults can’t confide in youth.Adults don’t listen.Adults have no time for youth.From the Washington Youth Voice Project.
Youth-Adult Partnerships
StereotypesYouth have of Adults
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Youth are lazy, apathetic – they only want to play.Youth are a burden on society.Youth lie.Youth can’t take responsibility.Youth are rude.Youth can’t make commitments.Youth never do anything.From the Washington Youth Voice Project.
Youth-Adult Partnerships
StereotypesAdults have of Youth
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When youth are angry or disturbed and won’t tell you they are upset.When youth stall, put off doing work, or generally act lazy.Young people getting easily distracted and changing course, not being able to commit to one course of action.
Youth-Adult Partnerships
Things that Bother Adults
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Youth refusing to hear or listen to adult experience.Interrupting or being disruptive in a group by snide comments.
Youth-Adult Partnerships
Things that Bother Adultscontinued
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When adults put on a superior or condescending attitude.When adults convey that they know youth are irresponsible, rude, inconsiderate. When adults forget how they felt when they were young, and are insensitive to teenagers.
Youth-Adult Partnerships
Things that Bother Youth
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When adults try to psychoanalyze youth. When adults order or assign youth to do only small tasks. When adults patronize, like praising youth just for showing up.When adults try to be “cool” or act like youth.
Youth-Adult Partnerships
Things that Bother Youthcontinued
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Criticism (from adults) does not necessarily equate to scorn. Adults may not be aware of how capable you are. Adults will feel responsible for the success or failure of the project, so it is sometimes hard for them to share authority over it. Adults are just as uncertain as young people, they have just learned to disguise it.
From Loring Leifer and Michael McLarney, Younger Voices, Stronger Choices
Youth-Adult Partnerships
Youth, keep this in mind…
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Check your expectations before starting a project—what do you expect from it?Ask for information about the project: How would you fit into the process? What are your roles and responsibilities?Develop your skills so that you feel comfortable participating.Make an effort to really listen.Respect the views and experience of others. Be truthful!!
Youth-Adult Partnerships
Do’s forWorking with Adults
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Don’t hesitate to ask questions.Don’t hesitate to be creative, energetic, and enthusiastic. Don’t assume all adults will treat you like your parents treat you.Don’t over commit yourself!
Youth-Adult Partnerships
Don’t forWorking with Adults
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Treat us with respect, please don’t humiliate us publicly, please don’t talk down to us.If invited to be a part of an organization, we’d like to be as fully involved as adult members.Know that we are capable and can do most things adults can do. We are willing to be involved and can commit time and energy to the project and/or organization.
Youth-Adult Partnerships
Advice to Adultsfrom Youth
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Welcome us to meetings by doing such things as offering us a seat. Invite questions and answer willingly so that we can feel comfortable to ask about things we do not understand.Please help us if we need help. (but ask first)From the Washington Youth Voice Project.
Youth-Adult Partnerships
Advice to Adultsfrom Youth continued
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Be on time.Come prepared to participate– read any notes, meetings, or other information before meetings, note any questions about your role, and learn more about the organization or project. Focus on the purpose during the meeting and activities.
Youth-Adult Partnerships
Advice to Youthfrom Adults
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Take your role and commitments seriously.Listen a lot at first to get a sense of how the group/organization functions and explore ways that you can best contribute.Don’t expect to understand all that you hear—but make sure to ask questions!
Youth-Adult Partnerships
Advice to Youthfrom Adults continued
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Have understandingPlan togetherCounsel oftenEvaluate progress
Youth-Adult Partnerships
How Teens canhelp Adult Volunteers
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Primary Experience – taking care of your own project(s)Secondary Experience – teaching othersAdvanced Experience – being completely in charge and responsible
Youth-Adult Partnerships
Progression of Leadership
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EnablerAutocrat
Nice GuyLaissez-faire
Low High
Low
High
Relationships
Task
Acco
mplish
ment
Team-
work
Reg
imen
tat
ion
Goo
d tim
esChaos
Effective Leadership
Leadership Stylesof the Team Leader
Red Taxi
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Characteristics: Releasable Authority:
How Used When Most Effective
•After identifying guidelines & boundaries, leader turns situation to a subordinate.
•About 25% with the leader.
•Leader identifies problems, sets guidelines and boundaries.
•With the cooperative individual or group.
•Decisions are made by group or individual.
•Up to 75% with the individual or group.
•Leader must resist getting in subordinate’s way while he does it.
•With group minded individuals.
•Decisions will be accepted by Leader if they fall within the guidelines.
•Up to 100% with the individual or group.
•Leader tries to build cooperation & team spirit.
•With cooperative and group minded individuals and groups.
Effective Leadership
Leadership Styles
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Fear.Lack of time.Wrong ideas about delegation (justification).Lack of acceptance of authority and responsibility by the person delegated to.Expectations of others.Lack of skill (not understanding how).
Effective Leadership
Why a Team LeaderDoesn’t Delegate
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To get results.To give someone else growth opportunities.To develop self-motivation in others.To have opportunity for different or more important responsibilities.To share decision-making authority.Because the leader lacks time.Because the leader lacks skills.
Effective Leadership
Why a Team LeaderDelegates
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The best executive is the one who has sense enough to pick good men/women to do what he/she wants done and self-
restraint enough to keep from meddling with them while they
do it.” Theodore Roosevelt
Effective Leadership
The Art of Delegation