Athlete Builder Assistant Coach Reference Guide -Section 9
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Athlete builder Head Coach Reference Guide - Section 10
This document provides advice for new teachers and coaches dealing with being a new hire at a school. It recommends being proactive in getting to know other new hires for support, not skipping new teacher training without approval, and getting to know the department head to overcome potential power struggles. It also advises being overly prepared with outstanding lessons to be under less scrutiny, being careful about dating colleagues or associating with complainers, and working to gain trust over time.
Athlete Builder Assistant Coach Reference Guide - Section 6
Create a plan with your family for dealing with your busy coaching schedule. Spend time with your family when not in season to maintain balance. Do not miss important family events like the birth of a child for games or practices. Address stress in healthy ways rather than through alcohol or venting work problems at home, which can cause resentment. Involve family in your coaching role as they feel comfortable while avoiding unnecessary drama or stress.
Athlete Builder Assistant Coach Reference Guide - Section 13
This section provides guidance for coaches on how to conduct themselves in public, including being careful about wearing athletic gear, setting up meetings if parents want to discuss complaints, being friendly to all, avoiding domestic altercations or drinking in public, being courteous to others, avoiding altercations, not running from the law, and ensuring one's children are well-behaved in public to maintain a positive reputation.
Athlete Builder Assistant Coach Reference Guide -Section 7
The document provides guidance for coaching responsibilities, including:
- Developing awareness by viewing feedback as opportunities to learn rather than prove what you know, focusing on building a sustainable team culture, and prioritizing athlete development over athletics.
- Organizing practices effectively with limited talking on game days and keeping post-practice meetings brief.
- Tailoring strength and conditioning programs specifically for your sport and athletes based on their age, ability, and growth needs.
- Emphasizing functional movement training over isolated strength to improve sport-specific performance.
- Tracking athlete goals and monitoring improvement using technology for efficiency.
- Guiding athletes in areas like nutrition, social media, the NCAA process, and more through expert knowledge
Basketball Skills Challenge - Spot Up 3's
The shooter will start from each of the 5 shooting locations on the floor. They will shoot a total of 5 shots from each location on the floor. The shooter should log their shooting data from each of the 5 locations on the floor to track and measure improvement by consistently challenging themselves at least 3 times per week.
Basketball Skills Challenge - 3 min baseline to baseline
Each player will start behind the line. They will run from baseline to baseline as many times as they can for 3 minutes. When the clock stops, the athlete will add up their total number of baseline touches making sure to measure the last court distance to the nearest ¼ (.25) court.
Example: 14.25 touches
Red Bull Skills Challenge - Shooting
The shooting challenge involves setting up 10 balls equally spaced on a shooting line. Players shoot the balls one at a time with their preferred foot, moving through a central marker between shots. The target area is divided into three scoring zones, with shots in the corner zones worth 3 points and the central zone worth 1 point. Players have 30 seconds to shoot as many balls as possible, with their total score recorded.
Red Bull Skills Challenge - Passing
The passing challenge involves setting up three lines of cones spaced four yards apart, with the distance between the first line and target gate determined by the player's age. Four balls are placed on the first two lines and two on the last. The player uses their preferred foot to strike balls through the target gate, scoring 1, 2, or 3 points depending on the line. They have 30 seconds to complete as many passes as possible before their overall score is recorded. The challenge requires tape measures, balls, cones of two colors, a stopwatch, clipboard, and score sheet.
Recommended
Athlete builder Head Coach Reference Guide - Section 10
This document provides advice for new teachers and coaches dealing with being a new hire at a school. It recommends being proactive in getting to know other new hires for support, not skipping new teacher training without approval, and getting to know the department head to overcome potential power struggles. It also advises being overly prepared with outstanding lessons to be under less scrutiny, being careful about dating colleagues or associating with complainers, and working to gain trust over time.
Athlete Builder Assistant Coach Reference Guide - Section 6
Create a plan with your family for dealing with your busy coaching schedule. Spend time with your family when not in season to maintain balance. Do not miss important family events like the birth of a child for games or practices. Address stress in healthy ways rather than through alcohol or venting work problems at home, which can cause resentment. Involve family in your coaching role as they feel comfortable while avoiding unnecessary drama or stress.
Athlete Builder Assistant Coach Reference Guide - Section 13
This section provides guidance for coaches on how to conduct themselves in public, including being careful about wearing athletic gear, setting up meetings if parents want to discuss complaints, being friendly to all, avoiding domestic altercations or drinking in public, being courteous to others, avoiding altercations, not running from the law, and ensuring one's children are well-behaved in public to maintain a positive reputation.
Athlete Builder Assistant Coach Reference Guide -Section 7
The document provides guidance for coaching responsibilities, including:
- Developing awareness by viewing feedback as opportunities to learn rather than prove what you know, focusing on building a sustainable team culture, and prioritizing athlete development over athletics.
- Organizing practices effectively with limited talking on game days and keeping post-practice meetings brief.
- Tailoring strength and conditioning programs specifically for your sport and athletes based on their age, ability, and growth needs.
- Emphasizing functional movement training over isolated strength to improve sport-specific performance.
- Tracking athlete goals and monitoring improvement using technology for efficiency.
- Guiding athletes in areas like nutrition, social media, the NCAA process, and more through expert knowledge
Basketball Skills Challenge - Spot Up 3's
The shooter will start from each of the 5 shooting locations on the floor. They will shoot a total of 5 shots from each location on the floor. The shooter should log their shooting data from each of the 5 locations on the floor to track and measure improvement by consistently challenging themselves at least 3 times per week.
Basketball Skills Challenge - 3 min baseline to baseline
Each player will start behind the line. They will run from baseline to baseline as many times as they can for 3 minutes. When the clock stops, the athlete will add up their total number of baseline touches making sure to measure the last court distance to the nearest ¼ (.25) court.
Example: 14.25 touches
Red Bull Skills Challenge - Shooting
The shooting challenge involves setting up 10 balls equally spaced on a shooting line. Players shoot the balls one at a time with their preferred foot, moving through a central marker between shots. The target area is divided into three scoring zones, with shots in the corner zones worth 3 points and the central zone worth 1 point. Players have 30 seconds to shoot as many balls as possible, with their total score recorded.
Red Bull Skills Challenge - Passing
The passing challenge involves setting up three lines of cones spaced four yards apart, with the distance between the first line and target gate determined by the player's age. Four balls are placed on the first two lines and two on the last. The player uses their preferred foot to strike balls through the target gate, scoring 1, 2, or 3 points depending on the line. They have 30 seconds to complete as many passes as possible before their overall score is recorded. The challenge requires tape measures, balls, cones of two colors, a stopwatch, clipboard, and score sheet.
Red Bull Skills Challenge - Receiving
The receiving challenge involves a player controlling passes from a coach within a 2x2 yard square, then passing or dribbling through one of four target gates positioned around the square to score points. The player has 30 seconds to work clockwise through as many gates as possible, while other players help circulate balls back to the coach. Equipment needed includes measuring tapes, balls, cones, a stopwatch, clipboard, and score sheet to record the total points scored.
Red Bull Skills Challenge - Turning
The Turning Challenge involves a player attempting to complete as many turns as possible within a 30 second period in a 5x5 yard square, with the entire ball needing to cross the line for each turn to count. The player can use any turning technique and a coach will time and record the total number of turns while 4 cones mark out the square boundaries and equipment like a tape measure, ball, stopwatch and score sheet are also needed.
Red Bull Skills Challenge - Dribbling
The Dribbling Challenge instructs players to dribble a ball around three cones spaced three yards apart within 30 seconds, earning a point for each cone passed without touching the ball. Players' scores are recorded on a score sheet as they complete the challenge individually while a coach times them and keeps track using a stopwatch, tape measure, ball, three disc cones, and clipboard.
Athlete Builder Striking Chart - Defensive Line
Defensive line play techniques are summarized in a striking chart with 10 stimuli and corresponding responses. The chart provides instruction on the proper techniques, including base, reach, double, and scoop stances as well as down, cut, pull, and pass moves. Each move is paired with the correct response, such as squeeze, push, hip, or claw technique, to effectively defend against offenses.
Athlete Builder Assistant Coach Reference Guide -Section 10
This document provides advice for new assistant coaches on dealing with being a new hire at a school. It recommends being proactive in getting to know other new hires for support, not skipping new teacher training without approval, and getting to know the department head to overcome potential power struggles. It also advises being overly prepared with outstanding classroom lessons to impress evaluators and gain their trust over time. Coaches are warned to be careful of dating teachers at the school and complainers trying to latch on for support.
Social Media Responsibility and Awareness for Athletes
1. Social media plays an important role in how college coaches evaluate and recruit athletes. Coaches can easily find inappropriate or concerning online behavior that may cause them to pass on an athlete, regardless of athletic talent.
2. The document provides examples of recruit evaluations where red flags in a player's social media or character led coaches to be skeptical or recommend other options over them. Having a clean social profile and good character recommendations increases recruitability.
3. Maintaining a high GPA, test scores, and avoiding misconduct is also important for recruits, as coaches want reliable students as well as athletes they can trust on and off the field.
Probability of a Scholarship NCAA (Section 11 of 11)
Only about 2% of high school athletes receive athletics scholarships to compete in college sports. NCAA Division I and II schools provide over $2.7 billion in scholarships each year to around 150,000 student-athletes, while Division III schools do not offer athletics scholarships. While a small few may become professional athletes, the real benefit of playing sports in college is earning a college degree, which sets student-athletes up for greater success after college than if they had only pursued professional sports.
Amateurism NCAA Recruiting (Section 10 of 11)
The NCAA determines student-athlete amateur status when they register with the Eligibility Center. Most student-athletes are automatically certified as amateurs after answering questions about their sports participation. In some cases, additional information is needed to evaluate amateur status. Activities like signing a pro contract, playing with pros, participating in pro tryouts/practices, accepting payments or benefits for playing, taking prize money above expenses, accepting benefits from or being represented by an agent, or delaying college for organized sports can impact a student-athlete's amateur status.
Athlete Recruiting Home School Students (Section 8 of 11)
To register as a homeschooled student to play NCAA sports at Division I or II schools, there are 8 easy steps: 1) Create an account at the NCAA Eligibility Center website; 2) Submit home school transcripts and other required documents outlined in the Home School Checklist; 3) Submit proof that home schooling followed state laws. The process also involves submitting a signed statement of who managed the home school program, a Core-Course Worksheet, proof of high school graduation, standardized test scores sent directly to the NCAA, and paying a fee.
Athlete Recruiting SAT & ACT TESTS (Section 7 of 11)
The SAT and ACT are standardized tests that are often required for college admissions. The SAT focuses more on reasoning and vocabulary skills, while the ACT emphasizes subject-area achievement and concepts learned in high school classes. Both tests can be taken multiple times, and the best subscores from different test dates are used by the NCAA. The documents provide testing dates and instructions for students to send their scores to the NCAA Eligibility Center.
Athlete Recruiting Division III Requirements (Section 6 of 11)
Division III has its own eligibility standards set by individual schools rather than the NCAA. It focuses on regional competition and minimizing conflicts between academics and athletics. While Division III schools do not offer athletic scholarships, 75% of student-athletes receive need-based or merit-based financial aid. There are over 183,000 Division III student-athletes across 450 colleges and universities that provide integrated environments with competitive athletics and opportunities alongside academic success.
Athlete Recruiting Division II Requirements (Section 5 of 11)
Division II academic standards require student-athletes to complete 16 NCAA core courses, earn a minimum core course GPA, and meet a corresponding test score threshold based on their GPA. For students enrolling before August 2018, they need a 2.0 core GPA and SAT score of 820 or ACT of 68. For those after, they need a 2.2 core GPA and SAT/ACT scores that match their GPA based on a sliding scale. Division II athletics provides opportunities for over 100,000 student-athletes across 300 schools each year, with over half receiving athletic scholarships and a 71% graduation rate.
Athlete Recruiting Division I Requirements (Section 4 of 11)
The document discusses the academic eligibility requirements for Division I athletes. For students enrolling before August 2016, they need to complete 16 NCAA core courses with a minimum 2.0 GPA, and meet the sliding scale standard for SAT or ACT scores. For those enrolling after August 2016, the requirements are similar but with a minimum 2.3 GPA and more core courses completed before the 7th semester. Division I schools have the largest budgets and enrollments of the NCAA divisions, offer many academic programs, and over half of athletes receive athletic scholarships. Eligibility is determined using a sliding scale that balances core GPA and test scores.
Athlete NCAA Recruiting Registration (Section 3 of 11)
To play NCAA sports at Division I or II schools, students must register with the NCAA Eligibility Center in 6 steps: create an online account using a valid email; provide personal details; enter high school and course information; select intended sports; and pay the registration fee.
Athlete Recruiting General Checklist (Section 2 of 11)
This document outlines a 4-year general recruiting checklist for high school athletes interested in NCAA eligibility. It recommends that in grade 9, athletes plan their courses to meet NCAA requirements. In grade 10, athletes should register with the NCAA Eligibility Center. Grade 11 involves studying hard and ensuring all academic requirements are on track. Finally, in grade 12 athletes graduate high school and complete the NCAA eligibility process.
NCAA College Eligibility (Section 1 of 11)
The document discusses NCAA college eligibility requirements. It explains that the NCAA Clearinghouse determines eligibility for Division I and II athletes and potential student-athletes must register with them. To be eligible, students must meet core course requirements, grade point average and test score thresholds that vary for Division I and II, and complete an amateurism certificate. Students should begin focusing on eligibility in 9th grade by taking college prep courses and planning SAT/ACT testing, which is best taken in 11th grade rather than waiting until senior year.
Update1
The top 4 expectations of a team leader are:
1) Never lie - speak the truth to coaches and teammates at all times as honesty and trust are important.
2) Don't take things personally - don't get angry at constructive criticism from coaches as they are trying to help improve skills and performance.
3) Don't make assumptions - trust what coaches say without reading into hidden meanings, expect the best from teammates, and prevent "groups" or "cliques" from forming on the team.
4) Always show up and do your best - leaders are motivated and give full effort every day, even when conditions are difficult, and they never slack off or make excuses.
Outliers and anti citizenship behavior
This document discusses expectations of team leaders in managing outlier and anti-citizenship behavior. It identifies four conditions that can create such behavior: inconsistent leadership, lack of team commitment, lack of organizational support, and large team size. It also describes three types of outlier behavior: defiance, complaining, and avoidance. The document instructs leaders to maintain consistency, focus on positivity, ensure commitment and support, and keep team sizes small to reduce anti-citizenship behavior among team members.
Achieving out of failure
This document discusses expectations for team leaders in dealing with failure. It provides 7 tips: 1) reject placing blame and take responsibility for failures, 2) see failure as temporary rather than permanent, 3) view individual failures as isolated incidents rather than trends, 4) keep expectations realistic and goals achievable, 5) focus on strengths rather than weaknesses, 6) vary approaches if initial attempts don't work, and 7) bounce back from failures by keeping a positive direction. The purpose is to help leaders understand how to deal with setbacks and continue achieving goals despite failures.
Attractors and detractors of leadership
This document discusses attractors and detractors of leadership. It provides instructions for reflecting on and answering questions in small groups about attractors and detractors. The questions include making lists of things that attract and push people away, identifying leaders admired and listing their attractive characteristics, identifying unadmired leaders and traits that detract from their leadership, and identifying one's own attractive and detracting traits as a leader. The final question involves getting feedback from teammates on attractive and detracting qualities and committing to strengthen attractors and reduce detractors.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
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Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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Red Bull Skills Challenge - Receiving
The receiving challenge involves a player controlling passes from a coach within a 2x2 yard square, then passing or dribbling through one of four target gates positioned around the square to score points. The player has 30 seconds to work clockwise through as many gates as possible, while other players help circulate balls back to the coach. Equipment needed includes measuring tapes, balls, cones, a stopwatch, clipboard, and score sheet to record the total points scored.
Red Bull Skills Challenge - Turning
The Turning Challenge involves a player attempting to complete as many turns as possible within a 30 second period in a 5x5 yard square, with the entire ball needing to cross the line for each turn to count. The player can use any turning technique and a coach will time and record the total number of turns while 4 cones mark out the square boundaries and equipment like a tape measure, ball, stopwatch and score sheet are also needed.
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The Dribbling Challenge instructs players to dribble a ball around three cones spaced three yards apart within 30 seconds, earning a point for each cone passed without touching the ball. Players' scores are recorded on a score sheet as they complete the challenge individually while a coach times them and keeps track using a stopwatch, tape measure, ball, three disc cones, and clipboard.
Athlete Builder Striking Chart - Defensive Line
Defensive line play techniques are summarized in a striking chart with 10 stimuli and corresponding responses. The chart provides instruction on the proper techniques, including base, reach, double, and scoop stances as well as down, cut, pull, and pass moves. Each move is paired with the correct response, such as squeeze, push, hip, or claw technique, to effectively defend against offenses.
Athlete Builder Assistant Coach Reference Guide -Section 10
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Social Media Responsibility and Awareness for Athletes
1. Social media plays an important role in how college coaches evaluate and recruit athletes. Coaches can easily find inappropriate or concerning online behavior that may cause them to pass on an athlete, regardless of athletic talent.
2. The document provides examples of recruit evaluations where red flags in a player's social media or character led coaches to be skeptical or recommend other options over them. Having a clean social profile and good character recommendations increases recruitability.
3. Maintaining a high GPA, test scores, and avoiding misconduct is also important for recruits, as coaches want reliable students as well as athletes they can trust on and off the field.
Probability of a Scholarship NCAA (Section 11 of 11)
Only about 2% of high school athletes receive athletics scholarships to compete in college sports. NCAA Division I and II schools provide over $2.7 billion in scholarships each year to around 150,000 student-athletes, while Division III schools do not offer athletics scholarships. While a small few may become professional athletes, the real benefit of playing sports in college is earning a college degree, which sets student-athletes up for greater success after college than if they had only pursued professional sports.
Amateurism NCAA Recruiting (Section 10 of 11)
The NCAA determines student-athlete amateur status when they register with the Eligibility Center. Most student-athletes are automatically certified as amateurs after answering questions about their sports participation. In some cases, additional information is needed to evaluate amateur status. Activities like signing a pro contract, playing with pros, participating in pro tryouts/practices, accepting payments or benefits for playing, taking prize money above expenses, accepting benefits from or being represented by an agent, or delaying college for organized sports can impact a student-athlete's amateur status.
Athlete Recruiting Home School Students (Section 8 of 11)
To register as a homeschooled student to play NCAA sports at Division I or II schools, there are 8 easy steps: 1) Create an account at the NCAA Eligibility Center website; 2) Submit home school transcripts and other required documents outlined in the Home School Checklist; 3) Submit proof that home schooling followed state laws. The process also involves submitting a signed statement of who managed the home school program, a Core-Course Worksheet, proof of high school graduation, standardized test scores sent directly to the NCAA, and paying a fee.
Athlete Recruiting SAT & ACT TESTS (Section 7 of 11)
The SAT and ACT are standardized tests that are often required for college admissions. The SAT focuses more on reasoning and vocabulary skills, while the ACT emphasizes subject-area achievement and concepts learned in high school classes. Both tests can be taken multiple times, and the best subscores from different test dates are used by the NCAA. The documents provide testing dates and instructions for students to send their scores to the NCAA Eligibility Center.
Athlete Recruiting Division III Requirements (Section 6 of 11)
Division III has its own eligibility standards set by individual schools rather than the NCAA. It focuses on regional competition and minimizing conflicts between academics and athletics. While Division III schools do not offer athletic scholarships, 75% of student-athletes receive need-based or merit-based financial aid. There are over 183,000 Division III student-athletes across 450 colleges and universities that provide integrated environments with competitive athletics and opportunities alongside academic success.
Athlete Recruiting Division II Requirements (Section 5 of 11)
Division II academic standards require student-athletes to complete 16 NCAA core courses, earn a minimum core course GPA, and meet a corresponding test score threshold based on their GPA. For students enrolling before August 2018, they need a 2.0 core GPA and SAT score of 820 or ACT of 68. For those after, they need a 2.2 core GPA and SAT/ACT scores that match their GPA based on a sliding scale. Division II athletics provides opportunities for over 100,000 student-athletes across 300 schools each year, with over half receiving athletic scholarships and a 71% graduation rate.
Athlete Recruiting Division I Requirements (Section 4 of 11)
The document discusses the academic eligibility requirements for Division I athletes. For students enrolling before August 2016, they need to complete 16 NCAA core courses with a minimum 2.0 GPA, and meet the sliding scale standard for SAT or ACT scores. For those enrolling after August 2016, the requirements are similar but with a minimum 2.3 GPA and more core courses completed before the 7th semester. Division I schools have the largest budgets and enrollments of the NCAA divisions, offer many academic programs, and over half of athletes receive athletic scholarships. Eligibility is determined using a sliding scale that balances core GPA and test scores.
Athlete NCAA Recruiting Registration (Section 3 of 11)
To play NCAA sports at Division I or II schools, students must register with the NCAA Eligibility Center in 6 steps: create an online account using a valid email; provide personal details; enter high school and course information; select intended sports; and pay the registration fee.
Athlete Recruiting General Checklist (Section 2 of 11)
This document outlines a 4-year general recruiting checklist for high school athletes interested in NCAA eligibility. It recommends that in grade 9, athletes plan their courses to meet NCAA requirements. In grade 10, athletes should register with the NCAA Eligibility Center. Grade 11 involves studying hard and ensuring all academic requirements are on track. Finally, in grade 12 athletes graduate high school and complete the NCAA eligibility process.
NCAA College Eligibility (Section 1 of 11)
The document discusses NCAA college eligibility requirements. It explains that the NCAA Clearinghouse determines eligibility for Division I and II athletes and potential student-athletes must register with them. To be eligible, students must meet core course requirements, grade point average and test score thresholds that vary for Division I and II, and complete an amateurism certificate. Students should begin focusing on eligibility in 9th grade by taking college prep courses and planning SAT/ACT testing, which is best taken in 11th grade rather than waiting until senior year.
Update1
The top 4 expectations of a team leader are:
1) Never lie - speak the truth to coaches and teammates at all times as honesty and trust are important.
2) Don't take things personally - don't get angry at constructive criticism from coaches as they are trying to help improve skills and performance.
3) Don't make assumptions - trust what coaches say without reading into hidden meanings, expect the best from teammates, and prevent "groups" or "cliques" from forming on the team.
4) Always show up and do your best - leaders are motivated and give full effort every day, even when conditions are difficult, and they never slack off or make excuses.
Outliers and anti citizenship behavior
This document discusses expectations of team leaders in managing outlier and anti-citizenship behavior. It identifies four conditions that can create such behavior: inconsistent leadership, lack of team commitment, lack of organizational support, and large team size. It also describes three types of outlier behavior: defiance, complaining, and avoidance. The document instructs leaders to maintain consistency, focus on positivity, ensure commitment and support, and keep team sizes small to reduce anti-citizenship behavior among team members.
Achieving out of failure
This document discusses expectations for team leaders in dealing with failure. It provides 7 tips: 1) reject placing blame and take responsibility for failures, 2) see failure as temporary rather than permanent, 3) view individual failures as isolated incidents rather than trends, 4) keep expectations realistic and goals achievable, 5) focus on strengths rather than weaknesses, 6) vary approaches if initial attempts don't work, and 7) bounce back from failures by keeping a positive direction. The purpose is to help leaders understand how to deal with setbacks and continue achieving goals despite failures.
Attractors and detractors of leadership
This document discusses attractors and detractors of leadership. It provides instructions for reflecting on and answering questions in small groups about attractors and detractors. The questions include making lists of things that attract and push people away, identifying leaders admired and listing their attractive characteristics, identifying unadmired leaders and traits that detract from their leadership, and identifying one's own attractive and detracting traits as a leader. The final question involves getting feedback from teammates on attractive and detracting qualities and committing to strengthen attractors and reduce detractors.
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LinkedIn: https://www.linkedin.com/company/pecb/
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