- Annex 1 Leadership qualities ranking exercise (Word document download)
- Annex 2 Leadership traits role play (Word document download)
- Annex 3 Good leadership attributes (Word document download)
Unite Ambassadors Training Session 5 Plan – Leadership
By the end of this session participants will:
- Reflect on their characteristics
- Learn about leadership attributes
- Consider the skills that they will need as Unite Ambassadors
|10||Who’s the leader game?||Participants stand in a circle. |
One person is asked to leave the room. It will be their task to figure out who the leader is upon re-entering the room.
1 person volunteers to be the leader. The leader will initiate an action (such as clapping their hands, tapping their head, patting their knees, etc.) and the rest of the group mimics the action. The leader will change actions- and when he/she does, the rest of the group mimics the new action. The challenge for the group is to try to observe the leader and change actions in a subtle way, so that the “outsider” cannot figure out who the leader is.
Continue the action until the “outsider” guesses who the leader is (they can have 3 guesses!), or tell them who it is if they cannot guess correctly.
Repeat with a new “outsider” and a new leader. Continue for several “rounds.”
What was easy or hard about this game? Ask the “outsiders”:
What made it hard or easy to figure out who the leader was?
Did you have any strategies for figuring out who the leader was?
What did you notice about the leader(s)?
Did they have different styles or methods of leading?
What skills did the leaders need to be successful?
What was it like to be a follower?
What skills did the followers need?
What aspects of this game can you take and apply to real life experiences of being a leader or a follower?
Ask the group about a time when you had to follow someone. What made it a positive or negative experience?
|10||How I Rank Myself In Qualities Of Being A Leader||Individually give the participants the qualities sheet and ask them to fill in honestly|
Talk about strengths and weaknesses within the group
|Annex 1 printed per young person
|30||What makes a Good leader (Role Play)||Get three volunteers from the group |
Have three of the volunteers leave the room temporarily
Speak with the rest of the group and ask for one more volunteer
This Volunteer will all be given a task card and this is how they need to act when the Three first volunteers enter the room in turn.
The rest of the group are now observers.
Leave the room give one of each of the trait card to the volunteers this is how they must act when they enter the room when called.
Call each one into the room and ask the task volunteer to start the situation
After each situation has been acted (2 mins) follow the questions to the group in Annex 2
|Annex 2 printed cards|
|20||Definitions – A Good Leader||Give copies of the definitions to groups of 2 or 3 young people|
What order would they put them in ?
Discuss what each group has first and last – what other variances are there? Make sure you cover all attributes.
|Annex 3 Attributes cut up into each
|20||Colour Symphony of Leadership||1. Pour the milk. The milk represents your school/group.|
2. Use 2 or 3 drops of 3 or 4 colours of the food colouring. Talk about how the drops of colour represent all the different people in your school/group/community/ teachers, staff/volunteers, etc. Many different cultures, personalities,
3. Notice what happens to the colour—it may spread out a bit but it really stays to itself. There really isn’t any movement or action within your school/group.
4. The Q-tip represents you as a student leader in your school/group. The dish soap represents leadership qualities-- and all the leadership skills you are learning.
5. What happens when a student leader starts working in your school/group? Touch the Q-tip to the milk and observe the action that begins!
6. Allow time for the swirling and churning and observation and ooo-aahhs to happen.
7. Ask what they are observing and talk about the science of why this is happening
8. After talking about what they are observing, ask them to relate this to “real life”
…what role leaders in a group/school can play:
• breaks down boundaries between groups and gets them interacting,
• helps create excitement, helps create action,
• creates new lovely colours of friendships and teamwork by getting people to
mix and become involved in their school/group etc…
• Like the soap breaking the surface tension, unite ambassadors can help break apart cliques…
• Sometimes the change in your school/group is very evident, sometimes it is more subtle. (the swirling is often very active at first but as it slows you
have to watch more carefully to see the small bits of movement).
Sometimes leaders create BIG impact or change, and many times leaders create small or subtle changes or actions.
9. You can ask them what life they’d rather be in—the plain milk with a few dots of colour or the active, swirling colours milk…
|Liquid dish soap
Q-tip–type cotton swabs
Food coloring (red, yellow, green, blue)-small bottles with droppers
Whole milk, room temperature
|20||Reflection Discussion||Why do we need to be good leaders as an Unite Ambassador?|
Recap on the attributes.
What will they find hard? How can they overcome this?
|Annex 3 print out|