The Power of Leadership Theory and Practice

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PART 1

THE POWER OF LEADERSHIP THEORY AND PRACTICE

Grade Levels 9–12

PURPOSE Introduce students to leadership theory, the value of

leadership skills and how these skills can: Inspire, Influence

and Motivate others.

GETTING READY Create a poster or other display listing selected successful leaders and copies of handouts needed to complete selected activities.

ACTIVITIES Students recognize and define leadership their skills, build an

awareness of their individual leadership strengths and create a

plan to enhance those skills that need improvement.

Define leadership elements: Inspire, Influence and Motivate.

Discuss how these elements are leadership qualities

successful people possess and how these qualities were

used in their leadership roles.

Provide an example of how someone used these leadership

skills to help you.

Determine your own leadership qualities by completing a

self-awareness evaluation.

Improve your leadership skills through selected activities:

o Preparing Your Elevator Pitch

o Reflecting on Personal Leadership Experiences

o Building a Legacy

o What You Want Others To Know About You

o Scenarios–What Would You Do?

Set goals and timelines for building your personal leadership

skills.

The Power of Leadership Theory and Practice

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INSTRUCTOR

ROLE Complete the Getting Ready activity to introduce exceptional

leaders.

Provide list of selected successful leaders for discussion of their

qualities.

Review descriptions for the three leadership elements: Inspire,

Influence, Motivate

Make copies of Leadership: How Do I Rate? self-awareness

evaluation instrument for each student.

Provide guidelines for selected activities:

o Preparing Your Elevator Pitch

o Reflecting on Personal Leadership Experiences

o Building a Legacy

o What You Want Others To Know About You

o Scenarios–What Would You Do?

Form three teams for Scenarios–What Would You Do?

response. Provide a copy of one of three scenarios and

instruction form for each team.

Guide goal setting leadership skill building activity using

Personal Goal Setting handout.

RESOURCES 1. HOSA Competitive Events Guidelines

http://www.hosa.org/node/117

Consider using rating sheets as authentic assessments or to

encourage students with identified strengths and skills to

compete in these related competitive events, such as:

- Extemporaneous Speaking

- Prepared Speaking

- Researched Persuasive Speaking

- Creative Problem Solving

2. Disney Institute Approach to Leadership Excellence, 2012

3. Linworth Publishing, Inc. 2009, The Critical Skills Students

Need

4. Buzzle.com 2000-2012, High School Team Building Games

http://www.buzzle.com/articles/high-school-team-building-games.html

5. Buzzle.com 2000-2012, Leadership Activities for High School

Students http://www.buzzle.com/articles/leadership-activities-for-high-school-

students.html

6. Optimal Thinking.com, Leadership Skills Assessment

Questionnaire http://www.optimalthinking.com/leader-assessment.php

7. Free Leadership Activities and exercises

http://www.workshopexercises.com/Leadership.htm

8. Introduction to Leadership, Texas Health Science Education http://www.texashste.com/documents/curriculum/principles/intro_to_leadership.pdf

Leadership Behaviors, Texas Health Science Education http://www.texashste.com/documents/curriculum/principles/leadership_behaviors.pdf

The Power of Leadership Theory and Practice

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9. 10 Minute Leadership Lessons, MN 4-H, Univ of MN Extension

Service National Conference, Milwaukee, WI, Oct 23, 2006 http://4h.missouri.edu/projects/curriculum/10minuteleadershiplessons.pdf

STANDARDS Health Science and Medical Technology Anchor Standards

Communications (C2.3)

Interpret verbal and nonverbal communications and respond

appropriately

Problem Solving and Critical Thinking (PSCT5.1)

Identify and ask significant questions that clarify various points of view

to solve problems

Leadership and Teamwork (LT9.1)

Define leadership and identify the responsibilities, competencies, and

behaviors of successful leaders

Leadership and Teamwork (LT9.2)

Identify the characteristics and benefits of teamwork, leadership, and

citizenship in the school, community, and workplace setting

Common Core English Language Arts

Reading Standards for Informational Text (RSIT 11-2.7)

Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in

words in order to address a question or solve a problem

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Preparing Your Elevator Pitch

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Preparing Your Elevator Pitch

An elevator pitch is a short (30-60 seconds) sound bite that

briefly and memorably introduces you and/or HOSA–Future Health Professionals

and is delivered effortlessly. It spotlights uniqueness and

focuses on the benefits you provide.

Elevator pitches prepare you for brief, chance encounters

you might have in an elevator. But elevator pitches are not just for elevators! Use it

whenever you want to introduce yourself to a new

contact such as when you may be shopping, waiting in line in the school cafeteria or at a sporting event or the movie.

Who better than you to describe with passion, precision and persuasiveness what you do? If you want to network successfully, you need an elevator speech!

An elevator pitch is a brief, persuasive speech that you to spark interest. You can also use it to create interest in a project, idea, or product – or in yourself. Remember interesting, memorable, and brief enough to explain what makes you –

or your organization, product, or idea – unique.

What is A Elevator Pitch?

A 30-60 second description of yourself and/or HOSA–Future Health Professionals

Why Is Having an Elevator Pitch So Important?

You have 30-60 seconds to make a powerful first impression. The average attention span is just 30 seconds before their mind starts wandering. People have less time today. Grab them quickly or lose them forever.

Essential Elements of a Powerful Elevator Pitch

Concise. Take no longer than 30-60 seconds.

Clear. Use language everyone understands. Powerful. Use words that are powerful and strong. Visual. Use words that create a visual image in your listeners’ mind

and to make your message memorable. Goal Oriented. A homerun elevator pitch is designed with a specific outcome.

What is your desired outcome? Have different pitches depending on different objectives: recruit HOSA members, promote a school project or a community service idea, earn a vote for a

leadership position, or be considered for a HOSA scholarship. Has a Hook. This is the element that literally snags your listener's interest

and makes them want to know more.

Preparing Your Elevator Pitch

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How to Create Your Killer Elevator Pitch

Write down what you do several different ways. Don't edit yourself at all. You will edit later. First step is for generating ideas. Don't hold back. Ideas can be

goofy, serious, wild, funny, or conservative. The goal is to get at many ideas as possible down on paper.

Write a very short story that illustrates what you can do. The story can be long.

You will boil it down later. Paint a picture with words.

Write down your objective or goal. Do you want to recruit a member, gain a vote, enlist support for an idea, earn a referral, or something else?

Write 10-20 action statements. This statement or question designed to spur the

action associated with your goal.

Record yourself and Let it sit. Come back to what you've written with fresh eyes and ears the next day or later on in the same day.

Highlight the good stuff. Listen and read through what you've recorded and

written. Highlight or circle phrases that hook you with clear, powerful, and visual words. Not all the words will fall into these categories. You still need connector words, but you want them to be as few as possible.

Put the best pieces together. Write down several versions of this much tighter

pitch. Include elements from your story if you can fit it in.

Record those that are new.

Do a final edit cutting as many unnecessary words as possible. Rearrange words and phrases until it sounds just right. The goal is 30-60 seconds maximum.

Dress Rehearsal. Run it by as many people as you can get to listen to you. Get feedback from friends and family.

Done for now. Take your final elevator pitch and write it down. Memorize and practice it until it just slides off your tongue naturally.

Continue to improve. Always listen for phrases that could make your elevator

pitch clear and impactful. Test it out. On occasion you may benefit by starting from scratch because things always change: you, HOSA, your goals, and your chapter or

community needs.

Resources 1. Preparing Your Elevator Speech

http://dalekurow.com/kurow/preparing-your-elevator-speech

2. Elevator Pitch Examples http://www.youtube.com/watch?v=4ytYZUN_ArE&feature=em-share_video_user

3. Dumb Little Man: Tips for Life http://www.dumblittleman.com/2007/08/how-to-craft-killer-elevator-pitch-that.html

4. The Elevator Pitch

http://www.youtube.com/watch?v=Tq0tan49rmc

5. Elevator Speech Examples – 5 Most Common Elevator Speech Mistakes

http://www.youtube.com/watch?v=HPS_qNC1kTo

6. HOSA Competitive Events Guidelines: http://www.hosa.org/node/117

- Extemporaneous Speaking

- Prepared Speaking

- Researched Persuasive Speaking

GETTING READY Create bulletin board, collage, electronic photo album, poster, timeline, or Wordle (www.wordle.net)

to highlight a list of successful leaders.

Introduction

Leaders inspire, influence and motivate us to change. Great leaders can create or save a community, country, or company. Ineffective ones can shatter them,

destroying billions of dollars or millions of lives. We can all think of leaders who, because they were incompetent or simply evil, would have been a disaster under

any circumstances. Many leaders find both their greatest successes and greatest failures usually come from being challenged and willing to do what many people, in the same situation, would not do. When such decisions work out, we idolize and

admire the people who made them.

We tend to remember the successes and forget the failures in leadership. A great leader is one who makes unique individual decisions–and is right. When historians

rank Presidents of the United States, they usually put Abraham Lincoln at or near the top. Lincoln, uniquely, combined the highest levels of two seemingly opposite

traits. Lincoln was both supremely confident and supremely humble.

Confidence allows a leader to chart his or her own course, whatever others say.

Resources

1. Time magazine publishes lists annually of “The World’s 100 Most Influential People” in several categories with leaders being one. Visit: http://goo.gl/q9p6C

2. Modern Healthcare's annual ranking of “The100 Most Influential People in

Healthcare” honors individuals in healthcare who are deemed by their peers and an expert panel to be the most influential individuals in the industry, in terms of

leadership and impact. To review the lists for these honorees since 2002, visit: http://goo.gl/D6d0m

What You Want Others to Know About You

Directions

How many times have you heard or said “I didn’t know that about you”? Often there is just not the opportunity to share things about

ourselves that we would really like others to know. Maybe you have

a really great singing voice or you are a talented musician and would like to play in a band. Perhaps you love to write stories and hope

someday to be a published author. Maybe you want to join the golf team but your family does not have money for you to buy clubs.

Maybe you have a great idea for a science project but need a partner that is also interested. Or you might be unable to participate

in after school activities because you have to care for younger brothers or sisters. Maybe someone in your family is ill and needs

your help. Or maybe you could just use a friend now and then.

By sharing things about yourself, you will find others that may have the same experiences or can offer assistance. You may be asked to

join a band or someone may have a set of used golf clubs you could use. Someone may have a relative in the media or publishing

business.

1. Think about what you would like others to know.

Write down a couple of thoughts. Only share what you are comfortable discussing.

2. Participate in a round table sharing conversation lead

by your teacher. You may be surprised to learn what others wish to share and you may find that you have

things in common.

Building a Legacy Directions

Think about friends, classmates, family, or others you spend time

with:

When they are talked about…what do people say?

How does it make you feel?

Begin now to “Build a Legacy.” Help influence what others say. If you move to a new school or go on to college, join a new social club or

professional organization, enter the military, or make some other change in your living environment, how do you want to be

remembered?

“She really cared about her friends.” “He could be counted on if you needed help.”

“She always included you when making an important decision.” “He didn’t belittle you if your skills weren’t as good or he didn’t

agree with your opinion.”

How others remember you...this will be your LEGACY.

Write down your desired legacy. Make a plan to meet your own

expectations, keep it handy and check it now and then to see if you are staying on track. If not, make corrections. You may want to

change your legacy if your life circumstances change.

It is your legacy to choose and your decision to make.

Scenarios–What Would You Do?

Directions

Select one of the three scenarios below and prepare a step-by-step response

demonstrating your leadership and organization skills as well as your team building skills.

1. Students in your health science class have been invited to participate in a health fair at a local healthcare facility. Your teacher is extremely busy.

Although she thinks it will be a good opportunity to showcase the health science program and HOSA chapter, she does not have the time to make all

of the arrangements. These will include; parent permission slips, transportation, confidentiality orientation and signed confidentiality

agreements, team assignments (students will be visiting different presentations in four small groups), and four chaperones to accompany the

students. You really want your class to participate. What will you do to help make the trip possible?

2. Your HOSA chapter has doubled in size this year and all of the members

want to participate in the state leadership conference (SLC). They have worked hard in all of their classes so their grades are excellent. Absences

will be excused for the days needed to attend. They have worked hard and

are confident in their leadership and competitive event skills. HOSA members believe their commitment and time spent practicing may earn

them medals in several categories. The SLC is 400 miles away and money needs to be raised to cover transportation, registration, hotel and food costs.

All members are willing to do their part but the efforts need to be organized and assignments determined. How will you lead the effort to ensure all

interested members are able to participate?

3. You are interested in completing an application to seek national office at the upcoming HOSA National Leadership Conference. One of the criteria is to

demonstrate your leadership ability. Also, the university you would like to attend gives high points for leadership skills and activities in the admissions

process. It is a very competitive university and you want to do your best to position yourself with high probability to be accepted. What will you do to

build your leadership skills during this next school year and to help you

achieve both goals?

Leadership: How Do I Rate?

Students should review their original assessment and reevaluate their ratings on this form once the community service activity is completed. Compare results. Once comparison is complete, they may review and adjust their goals previously listed on Part 1 Personal Goal Setting form.

ATTRIBUTES

I definitely

have this

quality

I am pretty good at this but would like to get better

I need to work on

this

I need help in how to

do this I

feel lost

1. Enthusiastic: I find joy in my life,

have a positive attitude, look forward to

new experiences, share a positive

expectation with others.

2. Communicate: I am a good listener,

I speak clearly in conversations, work

with all kinds of people, effective

speaker, speak with optimism and

expression.

3. Share success: I recognize

contributions of all team members,

include their views and opinions, make

collective decisions that effect myself

and others, build team spirit.

4. Caring: I am sensitive to others,

believe everyone has value, accept

others for who they are, compassionate,

recognize what others care about.

5. Creative: I have new ideas and can

express them clearly, can come up with

helpful suggestions, think of different

ways to accomplish tasks.

6. Character: I behave in an ethical

manner, honest, show integrity in

actions, inspire others, and try to be the

best I can be.

7. Organization: I can focus on an

issue, determine a methodical approach

for resolution, accurately assess a

situation, understand individual roles,

follow through.

8. Dependable: I am reliable, can be

trusted, honor commitments, keep on

task, show up on time, do my part.

9. Influence: I set a good example,

encourage other to participate,

celebrate everyone’s achievements,

provide a vision, and make work

meaningful and interesting.

10. Solve problems: I accept that

problems are something to be dealt

with, am resourceful, think through

difficulties, come up with good

solutions, don’t ask others to do more

than I am willing to do.

Personal notes:

____________________________________________________________________

Personal Goal Setting

Directions: Think back on successful leaders you identified and their leadership

skills that made them outstanding to you. Review your own personal leadership experiences and the results of your actions. Consider your legacy and what you

would want others to know about you. Finally review self-awareness results. Once you complete this reflection, using the form below, set your own personal goals

along with a calendar that gives you a timeline for measuring your progress and meeting your goals. Focus on those areas where you believe you need

improvement by building on your areas of strength.

Begin with four goals. Include activities to complete each goal. Select specific dates (ex. July 10 and July 25) for each activity for the first six months. When you reach

the date listed, review your success. Revise goals and activities as needed for the second six months based on your success rating. Some goals may take longer than expected. Several may be completed and new goals that need to be added may

become apparent. New activities may need to be added to help reach your goals.

Goals July August September October November December

1.

2.

3.

4.

Inspire, Influence, Motivate

As a leader, present the best version of yourself. Build your personal

leadership skills by using the three attributes to provide leadership that will make a positive impact on others.

Inspire team members and classmates by setting an example, sharing

success, rewarding others accomplishments, appealing to a common

purpose, recognizing what others care about and what difference they hope to make. Demonstrate meaning and value in the work that is to be

completed.

“Catch them doing something right!”

Influence team members and classmates to change a thought or action

to produce the desired result that will have a positive impact on others.

Create a clear vision of the expected outcomes in the classroom, for the entire school, and within the community.

“If you don’t know where you are going, you won’t know when you get there!”

Motivate team members and classmates by realizing the satisfaction

that comes from meaningful, interesting, enjoyable or challenging work.

Belonging to a group, gaining a sense of achievement, or making a difference in some way meets individual needs and interests. “WIIFM—What’s In It For Me?”

Reflecting on Personal Leadership Experiences

Directions

Reflect on a personal experience where you were called upon to

provide leadership. It might be selecting a movie, a restaurant, or another social activity with your family or friends. It could be leading a

sports team, an officer of a club or organization, creating a science project, participating on student council, or leading a religious

ceremony. Or perhaps you were involved in an emergency where

others were injured and you were called upon to take charge and triage the situation.

Reflection

Briefly describe the incident to include what leadership you provided and how you felt about the results. Consider:

1. Did you perform to your satisfaction?

2. Did you motivate others to participate and do their best?

3. Were you the best version of yourself when providing leadership?

4. Was there a good result from your efforts?

5. What might you have done differently?

6. What do you wish you would have known before the

experience?