2. REFLECT
•THINK OF A TIME WHEN A LEADER BELIEVED
IN YOU WHEN YOU DIDN’T BELIEVE IN
YOURSELF
•WHAT IMPACT DID IT HAVE ON YOU?
•HOW DID IT MAKE YOU FEEL ABOUT
THAT LEADER?
3. REFLECT
•THINK OF A TIME SOMEONE GAVE YOU A
TASK AND THEN STEPPED IN AND DID IT
THEMSELVES
•WHAT IMPACT DID THAT HAVE OM
YOU?
•HOW DID IT MAKE YOU FEEL ABOUT
THE LEADER?
4. •LEADERS BELIEVE IN THE
POTENTIAL OF OTHERS AND LET
THEM KNOW THEY DO!
•LEADERS DO WHAT IT TAKES TO
HELP PEOPLE ACHIEVE THEIR
POTENTIAL, CREATING AN
ATMOSPHERE OF SUPPORT AND
TRUST
7. BEHAVIOR
STATEMENTS
“I treat others with dignity and respect”
“I actively listen to diverse points of view”
“I provide opportunities for others to take on leadership
responsibilities”
“I give others a great deal of freedom and choice in deciding
how to do their work”
“I foster collaborative rather than competitive relationships
among people I work with”
“I support the decisions that other people make on their own”
8. REFLECT
• WHAT RESPONSIBILITY DOES A LEADER HAVE FOR
RESPECTING AND VALUING EVERYONE IN THE
GROUP?
• HOW IS THAT DIFFERENT FROM LIKING EVERYONE
IN THE GROUP?
• DESCRIBE YOUR GENERAL RELATIONSHIP WITH
MEMBERS IN THE GROUP. THINK ABOUT THE
PEOPLE THAT YOU DON’T FIND YOURSELF
CONNECTING WITH AS EASILY.
• WHY IS THAT?
• WHAT COULD YOU DO TO STRENGTHEN THAT
CONNECTION?
9.
10. LEARNING OUTCOMES
Students will think critically
about their plan for the
semester, the academic year,
and their four-year goals.
1
Effective preparation and
planning can reduce stress and
increase confidence.
2
11. LESSON PLAN
Due to the heavy
content and level of
discussion, it is critical
to establish a
welcoming environment
The RM will share how
they overcame a
significant challenge in
the past to create a safe
and open environment
12. PERSONAL
SETBACK
STORY
What setback will you comfortably share
with your residents?
Take a moment to reflect on the challenge
you faced.
Include the problem, when you realized it
was a challenge, how it impacted you, what
support you needed, and how you created
a plan to get through it.
13. DEBRIEF
•WHAT WILL IT BE LIKE TO SHARE
YOUR PERSONAL SETBACK STORY
WITH YOUR RESIDENTS?
14. LESSON PLAN ACTIVITY
•RESIDENTS WILL MAP OUT THEIR ASSIGNMENTS FOR THE SEMESTER, THEIR COURSES
FOR THE ACADEMIC YEAR, AND THEIR PATH TO GRADUATION.
•AFTER THIS STEP HAS BEEN COMPLETED, CHALLENGE THEM TO CONSIDER
ALTERNATIVES AND CONSEQUENCES (E.G. HOW THEIR CURRICULUM MIGHT BE
AFFECTED BY A MAJOR CHANGE OR MINOR CHANGE, AND HOW THEIR PROGRAM WILL
PREPARE THEM FOR EMPLOYMENT POST-GRADUATION).
15. FOR NEXT WEEK…
For Next Week:
Chapters 10 & 11
(pages 211-257).
1
Submit Goal Reflection
by 10/18
2
Editor's Notes
Enable Others to Act builds on a basic assumption that achieving great things happens not as the result of one person’s efforts, but from the combined efforts of many.
This assumption can be difficult for young leaders who are driven to achieve, feel responsible for the outcome, and decide to act alone. We often hear them say, “I’m not sure I can trust some people in the group to do what they’re responsible for, or I know I can do it better than they can; it’s easier to just do it myself.”
We’ve probably all experienced that feeling from time to time, particularly under pressure.
Enable Others to Act assumes that leaders truly believe that working together brings greater achievements than working alone. The leader stays focused on the success of the group, not personal achievement or gain.
How have you established relationships built on trust in the RM role? How have you facilitated relationships?
Leaders demonstrate their trust in others before asking to be trusted
Listening to what others have to say and appreciating their points of view (demonstrate respect for people and their ideas)
Asking for the perspectives of others; involving them in decision-making where appropriate
Creating a climate in which people are engaged and feel in control of their lives is at the heart of strengthening others.
ASK: How do you build confidence in your residents? How do you build their competence?
Leaders build confidence by listening to others’ ideas and acting on them, involving them in important decisions, and giving credit where it is due
Leaders build commitment by giving followers autonomy to make decisions
Ask students to choose 1-2 questions to reflect upon. Give them time to write down their answers. Debrief in pair & share or in large group.
Facilitator Notes: Divide class into groups (no more than 3 people per group). Assign each group a number.
Learning outcomes for Overcoming Roadblocks in College Lesson Plan
If you have time, try this activity with your class so they know how to facilitate it for their residents!
