The Seminar Quality Task Force, initiated in October 2007 and composed of volunteers and staff, was charged with strengthening the leadership and service-learning aspects of the U.S. State HOBY Leadership Seminars. Following a model for creating social change, the team revised the seminar curriculum requirements to focus on the leadership development outcomes HOBY hopes to achieve. The intention is to create a more consistent message about leadership throughout the seminar experience. While the individual activities and speakers will still be unique, the enhanced curriculum is intended to strengthen the curriculum and its impact on youth. The following methodology was used in developing the proposed seminar curriculum.
I. About the Social Change Model of Leadership The Social Change Model of Leadership has two primary goals:
1. To enhance student learning and development. More specifically, to develop in each student greater
- Self-knowledge: understanding of one’s talents, values, interests, especially as these relate to the student’s capacity to provide effective leadership; and
- Leadership Competence: the capacity to mobilize oneself and others to serve and work collaboratively.
2. To facilitate positive social change at the institution (high school/college) or in the community. That is, to undertake actions that will help the institution/community to function more effectively and humanely.
The model is inclusive in that it is designed to enhance the development of leadership qualities in all participants—
- That leadership is a process rather than a position. owledge, personal empowerment, collaboration, powerful vehicle for developing student leadership capabilities in a cts on their a working framework that is subject to regular revision and refinement based on the experience is social change model will allow HOBY Ambassadors to describe HOBY and what they learned in a very ince this approach to leadership development is embedded in collaboration and concerned with fostering positive 1. The Individual: To foster and develop personal leadership qualities in those who participate; to . The Group: To design a collaborative leadership development process not only to facilitate the . those who hold formal leadership positions as well as those who do not—and to promote a process that actively engages all who wish to contribute. The basic premises are: To promote the values of equity, social justice, self-kn citizenship and service. That service provides a collaborative environment; learning happens by “making meaning” of life experiences. To be useful to students who are interested in undertaking leadership development proje own. To be of those who use it. Th tangible way, and provide tools they can use in future leadership situations. S social change, the model examines leadership development from three different perspectives or phases: consider the personal qualities that are most supportive of group functioning and positive social change. 2 development of the desired, individual qualities (above), but also to affect positive social change 2 of 5 3. The Community/Society: To direct the leadership development activity towards a social end; to ders to . In Alignment with HOBY’s Vision and Core Values consider kinds of service activities that are the most effective in energizing the group and in developing desired personal qualities in the individual; to emphasize the responsibility of lea contribute to positive change. II e Social Change Model of Leadership emphasizes “change” as the ultimate goal of the creative process of wth Th leadership—to make a better world and a better society for ourselves and others. The focus on individual gro in order to create positive societal change, clearly realizes HOBY’s vision: To motivate and empower individuals to make a positive difference within our global society The five core values that guide HOBY as an organization can also be incorporated in the phases of leadership Phase: Individual through understanding and action based on effective and compassionate leadership. described above: Excellence – We strive to continually raise our programs and business to new levels of excellence. We Phase: Group encourage entrepreneurship and innovation in business, education, and social responsibility. We develop creative solutions to address challenges and to utilize opportunities. We believe that leadership skills can and should be continually improved and refined. tegrity – Integrity forms the foundation of our organization. We demand the highest level of ethics. We g iversity – We value and embrace diversity. We seek out views that reflect all walks of life, and reflect . Phase: Community/Society In grow our organization based on interactions that promote mutual trust and respect with our stakeholders and partners. We strive to ensure the highest level of organizational effectiveness by continually reviewin our programs and processes to improve quality and efficiency. D those views in our programs. We are sensitive to the special needs and diverse backgrounds of individuals We give all individuals an opportunity to be heard and to benefit from our programs. Volunteerism – Volunteerism is the heart and soul of our organization. We appreciate the myriad to re Community Partnership – We value community partnerships. We recognize the importance of working f Finally, the Social Change Model of Leadership is ultimately intended for a group that will work and be together contributions of our volunteers, and recognize the power of thank you and of giving back. We seek promote and encourage service among our stakeholders. We recognize and value the positive accomplishments that volunteers can achieve by working together. We believe that volunteers a positively impacted by our programs as much as the youth and communities we serve. with community organizations to strengthen our supportive network. We value the input we receive from our community partners, and strive to work together cooperatively and constructively for the betterment o all. for an extended period of time, allowing for relationships and reflection to resonate with the participants. If this model is successfully incorporated into the Leadership Seminars, it can also be used to enhance the curriculum of 3 of 5 I. Core Leadership Curriculum: Educating within 3 Phases of Leadership HOBY’s other programs, including alumni activities, and further advance the organization’s mission to inspire and develop our global community of youth and volunteers to a life dedicated to leadership, service and innovation. II e Core Curriculum of the Leadership Seminar will consist of activities that foster leadership development in each Phase 1: Personal Leadership – activities to develop personal leadership qualities. hase 2: Group Leadership – activities to foster collaborative leadership skills; focus on group functioning hase 3: Leadership for Society – activities focused on identifying the responsibility of and opportunities To put the focus on creating an effective leadership experience, rather than on the specific methods used, there is r owever, to also bring unity to the leadership messages expressed by HOBY Leadership Seminars countrywide, all . Leadership for Service: Developing Active Citizens Th of the three phases, Individual, Group and Community/Society, as applied to leadership: P towards a common goal. P for a leader to contribute to positive change in society. flexibility given in the activities chosen to achieve learning in each phase. An “activity” may include any of the following: a panel, simulation, case study, speaker, debate, discussion, workshop, role playing, demonstration, o other similar project. H seminars will also do a Phase Introductory Education. This activity and discussion will introduce the intention of each phase, and will be a pre-packaged, all-inclusive educational module provided by HOBY International. IV e purpose of HOBY’s Leadership for Service (L4S) program is to help Ambassadors identify their role in the ve s Ambassadors begin their experience with HOBY, most identify themselves as members of the community, and ere service-learning, there is a mutual benefit to the person serving and those individuals he/she is serving. The ing d and e L4S activities at the seminar are divided into three steps in order to provide service-learning: Th community and discover ways they can implement change. The L4S program has been enhanced in order to mo Ambassadors past the volunteerism experience and into a service-learning experience, ultimately crafting Ambassadors into civically engaged members of their community. A possibly have been involved in volunteer service. Our goal with HOBY is to push them into becoming conscientious citizens during the seminar, encouraging them to think critically about society’s issues. The skills they learn at the seminar will further push them beyond simply thinking about the issues, and into the status of an active citizen wh they are continuing to be involved in the education and action process. In community organization serves as an educational vessel for the person serving by educating about issues, fund sources, reasons the organization exists, etc. However, the person serving is also providing a service to the organization by working on a significant project with the organization, but also taking the knowledge gaine continuing to be involved in learning about the issue and doing something about it. (This could be reflected in their voting practices later on, their continued volunteerism, or other means of social advocacy for the issues.) Th Step 1: Pre-Project Transformation Prepare Ambassadors for service-learning experience and provide basic education about project-specific societal issues. • Define the issue 4 of 5 (s) of the issue ssue(s) tep 2: Project/On-Site Transformation Encourage Ambassadors to look critically at the root causes of rganization tep 3: Post-Project Transformation Help Ambassadors find avenues for continued community involvement oject n the community and on the Ambassadors hey encountered 00 hours of service, preferably Implementing this kind of methodology within HOBY’s current L4S requirements does not require significant s about ject, e project commences with facilitators and/or community organization representatives encouraging the re also llowing the project, there is a debriefing session where the Ambassadors talk about the experience, what they ould s. s described above, each step consists of reflection, which is a vital characteristic of service-learning. The people hat uestions to consider when identifying an L4S project: ts and the organization? (Did the organization come up • Identify the cause • Discuss organizations tied to the i • List expectations of project/involvement S social issues and challenge them to evaluate the role they play in community. • Orientation to the specific activities and further orientation with the o • Challenge deep thinking about the social issues present with the project • Interact/conduct service project S and support participants’ efforts to take the next “action steps.” • Reflect on project and the Ambassadors’ role with the pr • Further education on issue(s) • Determine impact of project o • Identify future potential projects, including projects related to the issues t • Discuss solutions to problems and identify the effects on the stakeholders • 100-hour challenge to ambassadors (include how to log their hours) • SMART Goals session focusing on how they are going to complete 1 towards a single cause changes, but does require additional thought to process the activity. The first step is to educate Ambassador the issue, perhaps by bringing in a guest speaker, watching a video, reading an article, or talking about the issue. If the group is working with a specific organization, they learn about the organization, why it exists, how it is funded, and what the challenges are as well as the successes. Then the Ambassadors are oriented to their pro receiving training if necessary, and are left with questions to consider during the project. Th Ambassadors to be involved and immersed in the project—to talk with people, and not just watch—and a challenged with questions to consider throughout the project. Fo thought and what they learned. Clients from the organization could speak to the group about the impact the organization, not necessarily the activity, has on them. The participants are then challenged to examine what w need to be done to “cure” the problem rather than putting a “band-aid” on the problem for a short time as they just did through their brief project. Efforts should be made to push Ambassadors to think about the deeper issues causing this issue to exist, and they should be challenged to take action when they return to their home communitie A serving are educated about the issues they will be working with, supported and encouraged to examine their impact during the service, and then reflect afterwards on what they have done, what they have learned and w it means. The participants should be probed to think about the reasons social problems exist and how they could be changed by their personal involvement. Q • Is this pertinent to the interest area of our youth? • Is the project mutually beneficial to the participan with a project just to have you do something, or is it something they really need done? Is the project something in which the participants will be able to see value?) 5 of 5 • Is there a possibility for participants in all areas of our state to be involved in this project after HOBY? (Sometimes you need to think on a broader level—a lot of advocacy work can be done without having an actual organization in the community.) V. Other Curriculum Enhancements Two additional enhancements have been made to the proposed leadership seminar curriculum: • Group Time • Energizers Group Time consists of a specific periods during the seminar devoted to discussion among the 8-12 Ambassadors in each group, led by their adult facilitators. This “debriefing” discussion time gives Ambassadors the opportunity to synthesize and verbalize the educational experience in order to gain as much as possible from the seminar. This may be accomplished by asking questions of the Ambassadors, allowing them to express their reflections, and voicing observations made by the facilitator. This is an important time for Ambassadors to process the information and messages they received, and to apply the lessons to their own lives. In order for Group Time to be successful, it is critical to educate the adult facilitators during their pre-seminar training on how to create a space for honest and thoughtful discussion, how to engage youth in the discussion, and how to manage the group during the process. Energizers may consist of icebreakers, cheers, short team-building games, etc., and are typically conducted throughout the length of the seminar. Using energizers should create an atmosphere of familiarity among the Ambassadors and will encourage more active participation in the program. They are also educational, often serving as an immediate way to begin testing the Ambassadors’ leadership and communications skills. Energizers may be used in several situations: upon arrival or while participants are waiting for the day’s activities to begin; for group members to get to know one another and to create a safe, “say anything” environment for discussion; or during times when you need to re-invigorate participants or give them a break from a long string of activities. Both group time and energizers have already been conducted in most HOBY Leadership Seminars throughout the country. The addition of these elements to the curriculum requirements emphasizes their value, particularly for new volunteers selected to carry out HOBY’s mission through the seminars.