Leadership presentation
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This document provides guidance for presenting a leadership workshop on leading an ASME Student Section. It outlines the timing of the presentation, notes on specific slides, and instructions for a group exercise. The presentation contains 12 slides and should take approximately 30 minutes to present, plus additional time for a group exercise. Specific slides prompt audience participation and discussion. The group exercise involves dividing attendees into teams to discuss topics and have the option to report back or share results online. The goal is to engage participants and facilitate sharing of best practices for student section leadership.
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![Leading an ASME Student Section - Notes for presenters/facilitators:
Timing:
• Going through the 12 slides of content will take about 30 minutes, allowing time for
asking questions, taking note of audience responses on a flip chart of white board, and
taking about 1 minute for each of the two Mental Exercises.
• There are ideas for a group exercise at the end. If you choose to do this
(RECOMMENDED), then plan for an additional 30-60 minutes, depending on whether
you have the individual teams report out to the entire group.
Notes on Slides:
1. Speaking notes are included with this presentation, so you may want to print the slides out
with the Notes Pages. Make this presentation your own! Add your own notes as you see fit.
2. Some of the slides, as noted below, have animation built in to allow you to ask the group for
responses before displaying what’s on the slide. You will need to click the mouse – it’s a
good idea to run through the presentation to get a sense of where this occurs.
3. Slide 4: Before you display the list of characteristics, ask “What are some characteristics of
successful sections.” Write answers on a flip chart or white board. Then click through the
list on this slide. Add other characteristics to the flip chart or board if they come up.
4. Slide 5: Ask the audience “What would happen if the Executive Committee tried to do
everything?” Hopefully, this will start a discussion of burnout and the need to delegate
5. Slide 7: Before you click to display the list of resources on the slide, ask the audience “What
are the resources available to you? – think in and out of the box!”
6. Slide 8: Before you click to display the list of ways to recruit volunteers, ask the audience
“what have you done to get volunteers that worked really well?”
7. Slide 8: Instructions for Mental Exercise – say out loud: “Close your eyes. Think of one
person you will approach to help this year on a project for your student section.” Open your
eyes. Now, commit to follow through and ask that person.
8. Slide 11: QUESTION TO AUDIENCE: How do you recognize your members and
volunteers? [PAUSE] Through Honors and Awards – blank certificates are available from
ASME – order them online (Unit Leadership Resource Center)
Group Exercise:
• You may want to print out enough copies of slides 14 and 15 for each table to have a couple.
• Divide the entire group into teams - count off or decide in advance how to split people up
(it’s a good idea to get people from different schools onto the teams, i.e. separate people from
the same school). 6-10 people on a team is a good number.
• If there are a large number of teams, you probably won’t have time for each team to report to
the group about their work. Discuss how the group would like to share their results – post on
PeerLink, Facebook page, etc.
• Assign each team one of the topics or let them select. Feel free to come up with other topics.
• Adjust the time to fit your SLS schedule.
• While they are working, give a signal when every 5-10 minutes passes, and a wrap-up signal
when 5 minutes, then 1 minute are remaining.
Have fun! If you have any suggestions for improvements or additions to this workshop, please
send them to Marian Heller, HellerM@asme.org.](https://image.slidesharecdn.com/leadershippresentation-100422094239-phpapp02/85/Leadership-presentation-1-320.jpg)
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Last updated 21/06/12
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A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Creating Teams (Facilitators Guide)
The document summarizes a facilitator's guide for an upcoming meeting focusing on site and issue teams. The 120 minute session will include: opening presentations from sample schools on their models; dividing attendees into groups to discuss developing new or improving existing teams; and a sharing period for groups to present their proposed structures and next steps. The goal is for participants to address challenges of site and issue teams and develop implementation plans to integrate or advance these models at their schools.
Workshop Three
- The document outlines the groups and learning outcomes for a workshop on formative assessment.
- Six groups are listed covering different subject areas and grade levels, with no more than 5 members per group.
- The workshop aims to teach the importance of formative assessment and how to identify learning outcomes and strategies to create ongoing assessment.
- Participants will use various strategies like exit cards, fishbone diagrams and jigsaw reading to demonstrate their understanding of formative assessment.
Advanced Club Leadership Training 2011 Session Plan
This document provides a training session plan for an advanced club leadership training. It includes:
- An introduction noting the training will be 3 hours with 5 topics of 30 minutes each, including 3 core required topics and 2 optional topics.
- Details on the type of training activities to be used such as lectures, discussions, and activities.
- An outline for the first topic "The Past Six Months: My Leadership Experience" which reviews leadership goals and determines further actions needed.
- Instructions and questions for participants to reflect on their achievements, challenges, and lessons learned during a leadership role in the past 6 months.
Lec 07 kicking off_the_project
The kick-off meeting is the team’s first introduction to the project
and It’s the formal beginning of both the planning phase of the project management process and the forming stage of the team-development process.
8. signposting, scripting, group speaking task
This document provides an agenda and instructions for an academic interactions class. It outlines that students will have several presentations throughout the term. It provides tips for preparing presentations and discusses useful phrases. It informs students that they will have a practice listening test the next day and that their assignment is to complete a group discussion and record it, planning a presentation on an extreme sports course, by the deadline.
Youth-Led Tech Curriculum, All days (PDF)
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
This is the PDF Version of the file
Facilitation activity-bank
This document provides a summary of activities that can be used for structuring workshop content and wrap-up discussions. It begins by outlining considerations for workshop design such as local context, learning styles, participant comfort levels, objectives, number of participants, time, space, and available materials. It then provides descriptions of two activities - skits/scenarios and case studies - that can be used for presenting workshop content. Skits involve groups acting out scenarios related to the workshop topic, while case studies involve dividing participants into groups to discuss a relevant case study and questions. The document aims to help facilitators effectively structure workshops to achieve learning objectives.
Youth Led Tech Curriculum (All Days, Word Format)
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
This is the Word Version of the file
Youth ledtechcurriculumday1
The document provides an outline for a one-day youth technology curriculum on WordPress. The day includes icebreakers, team-building exercises, an introduction to WordPress, and goal-setting activities. It outlines the schedule, materials needed, and step-by-step instructions for each activity. The curriculum aims to develop both technical skills in WordPress and leadership skills in students.
Orientation to personal development
This document provides an overview and instructions for an orientation to a personal development course. It includes details about nametag activities to help students get to know each other, the course content which focuses on self development, relationships and career development. The course uses experiential learning approaches with student participation and activities. Students are assigned to groups and are expected to keep journals and portfolios to document their learning. Assessments are based on portfolio outputs and participation.
Similar to Leadership presentation (20)
21. Farmers field school (training of trainers to t and ffs)
21. Farmers field school (training of trainers to t and ffs)
Advanced Club Leadership Training 2011 Session Plan
Advanced Club Leadership Training 2011 Session Plan
Leadership presentation
- 1. Leading an ASME Student Section - Notes for presenters/facilitators: Timing: • Going through the 12 slides of content will take about 30 minutes, allowing time for asking questions, taking note of audience responses on a flip chart of white board, and taking about 1 minute for each of the two Mental Exercises. • There are ideas for a group exercise at the end. If you choose to do this (RECOMMENDED), then plan for an additional 30-60 minutes, depending on whether you have the individual teams report out to the entire group. Notes on Slides: 1. Speaking notes are included with this presentation, so you may want to print the slides out with the Notes Pages. Make this presentation your own! Add your own notes as you see fit. 2. Some of the slides, as noted below, have animation built in to allow you to ask the group for responses before displaying what’s on the slide. You will need to click the mouse – it’s a good idea to run through the presentation to get a sense of where this occurs. 3. Slide 4: Before you display the list of characteristics, ask “What are some characteristics of successful sections.” Write answers on a flip chart or white board. Then click through the list on this slide. Add other characteristics to the flip chart or board if they come up. 4. Slide 5: Ask the audience “What would happen if the Executive Committee tried to do everything?” Hopefully, this will start a discussion of burnout and the need to delegate 5. Slide 7: Before you click to display the list of resources on the slide, ask the audience “What are the resources available to you? – think in and out of the box!” 6. Slide 8: Before you click to display the list of ways to recruit volunteers, ask the audience “what have you done to get volunteers that worked really well?” 7. Slide 8: Instructions for Mental Exercise – say out loud: “Close your eyes. Think of one person you will approach to help this year on a project for your student section.” Open your eyes. Now, commit to follow through and ask that person. 8. Slide 11: QUESTION TO AUDIENCE: How do you recognize your members and volunteers? [PAUSE] Through Honors and Awards – blank certificates are available from ASME – order them online (Unit Leadership Resource Center) Group Exercise: • You may want to print out enough copies of slides 14 and 15 for each table to have a couple. • Divide the entire group into teams - count off or decide in advance how to split people up (it’s a good idea to get people from different schools onto the teams, i.e. separate people from the same school). 6-10 people on a team is a good number. • If there are a large number of teams, you probably won’t have time for each team to report to the group about their work. Discuss how the group would like to share their results – post on PeerLink, Facebook page, etc. • Assign each team one of the topics or let them select. Feel free to come up with other topics. • Adjust the time to fit your SLS schedule. • While they are working, give a signal when every 5-10 minutes passes, and a wrap-up signal when 5 minutes, then 1 minute are remaining. Have fun! If you have any suggestions for improvements or additions to this workshop, please send them to Marian Heller, HellerM@asme.org.