Engaging the Introverted Student Leader | NASPA SLPKC Webinar

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This webinar on engaging introverted student leaders was presented on February 12, 2014 as part of the NASPA SLPKC Webinar series

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  • Tina: wanted to join programming board, but was concerned about having to travel for a conference. Was overwhelmed at the idea, and didn’t apply for a year.Analogy from the book about pasta and Introversion: by definition, internal focus, toward ideas and theories and less so with outer worldWorld can be too big, too crowded, too loud, too fullWith people, most common form of introvert pressure. SocialTime: neurologically necessary for introverts to process information and stimuli as they come forwardSpace: both scheduling and physical space
  • Praise- give freely for all, but especially for introverts who will internalize feedback more strongly
  • Notice for evaluation allows time to consider performance; notice for recognition prevents blindsiding
  • Engaging the Introverted Student Leader | NASPA SLPKC Webinar

    1. 1. + Engaging the Introverted Student Leader Amma Marfo Emmanuel College February 13, 2014
    2. 2. + Learning Objectives By the end of this webinar, participants will:  Have a more comprehensive understanding of introverts  Understand the challenges that traditional leadership expectations place on introverts  Learn strategies to engage introverts through the following stages of student involvement:  Recruitment and selection  Training  Advising and supervision  Evaluation and recognition
    3. 3. + But First…The Mythbuster People | Time | Space How do we help foster the development of introverted leaders? HELP THEM MANAGE STIMULATION LEVELS
    4. 4. + Recruitment and Selection Emphasize Human Connection  When advertising the role, highlight the parts that involve human connection  Consider extending personal invitations to apply  Weigh ALL elements of the application process (application, individual interview, group interviews)  Remind those conducting interviews about introverted mannerisms and tendencies  Rethink desirable qualities in group interviews
    5. 5. + Training Create Room to Breathe  Set schedules as early as possible, and inform the group  Vary methods of engagement (spoken/written/kinetic)  Include extended breaks and meditation for everyone!  Ensure that activities are meaningful   Conversations with team members   Icebreakers that tell stories Dedicated time for “silly questions” Teach full group about temperament
    6. 6. + Advising and Supervision Take the Time  Allow time in 1:1s to “warm up”  Watch nonverbal communication in quiet moments  Where praise is needed, give freely   …but be specific Be attentive to how criticism is presented
    7. 7. + Evaluation and Recognition No Surprises!  Provide notice, as much as you can  For evaluation, provide talking points and questions in advance  Find ways to make the process less intimidating  Make both praise, and points of improvement, specific  Check in later, see if additional thoughts surfaced  Provide this opportunity in both follow-up meetings, AND writing
    8. 8. + In Review  Emphasize human connection.  Create room to breathe.  Take the time.  No surprises.
    9. 9. + THANK YOU! Questions? Comments? Concerns? Additions? amma.marfo@gmail.com @ammamarfo

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