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sumcourseman2004.doc Service Unit Manager Course – Trainers Manual Revised May 2004 Girl Scouts of Western Washington – Updated November 2009

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Girl Scouts of Western Washington

A resource provided by the Volunteer Learning Department

Service Unit Manager FACILITATOR’S MANUAL

The Foundations of Service Unit Team Leadership

Updated 2009

sumcourseman2004.doc Service Unit Manager Course – Facilitators Manual Revised May 2004 Girl Scouts of Western Washington – Update November 2009

Inquiries regarding this manual should be addressed to the Volunteer Learning

Department, Girl Scouts of Western Washington, 601 Valley St, Seattle, WA

98109

Copyright 2004 by Girl Scouts of Western Washington; refreshed 2009

All rights reserved

GIRL SCOUTS OF WESTERN WASHINGTON


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Service Unit Manager TABLE OF CONTENTS

USING THIS MANUAL AND OTHER RESOURCES ..... Page 1

OVERVIEW OF SERVICE UNIT MANAGER COURSE . Page 2

GETTING READY FOR THIS SESSION ......................... Page 4

� Pre-preparation ................................................. Page 4

� Co-leading......................................................... Page 4

� Room Setup ...................................................... Page 4

� Materials and Equipment .................................. Page 6

� After Your Event Is Complete............................ Page 7

TIPS THAT HELP CREATE A SENSE OF SAFETY ...... Page 8

MODULES, STEPS & INSTRUCTIONAL STRATIGIES. Page 11

� Module One: ................................... Opening Page 12

� Module Two: ....................... Target and Goals Page 16

� Module Three: .......................... Being A Leader Page 21

� Module Four: Retaining Leaders through Support 1

� Module Five:.......................................... Closing Page 40

APPENDIX ........................................................................ Back of Manual

sumcourseman2004.doc Page 1 Service Unit Manager Course – Trainers Manual Revised May 2004 Girl Scouts of Western Washington – Updated November 2009

USING THIS MANUAL AND OTHER RESOURCES

THE MANUAL

� Overview – Emphasizes the purpose and goals of the course.

� Getting Ready – This section provides the facilitator with: o Suggestions for site set-up

o Equipment Needs

o Materials Needs

� Modules – Each GSWW Council standardized course is organized by modules which

focus on specific objectives to be accomplished. Each module:

o Begins with a list of objectives.

o Is sub-divided into steps and approximate time required to accomplish each

step.

� Symbols - The icons used throughout the script are signals to the facilitator to be prepared for a special strategy or for something requiring special materials.

These are explained below:

�� Timed activity �� Wall chart or preprinted material

4444 Recommended number of people in

a small group activity

Use the easel to record information

from participants or to demonstrate

something

Handout separate from workbook

? Question to generate discussion - solicit

responses

Post chart or information on easel. � Refers participant to a published book

� 3 x 5 cards used � Game pieces or cards or something

related

Music Used

Workbook page

END USING THIS MANUAL AND OTHER RESOURCES


OVERVIEW OF THE SERVICE UNIT MANAGER

The Service Unit Manager course is the second step in the course of Service Unit Mangers. The first step is an Orientation provided by the Service Unit Team. Orientations vary between service units. The recommended progression of

Service Unit Manager learning opportunities is found in the appendix of this manual

and on page 1 of the participant's workbook. This course is approximately 4 hours

long.

PURPOSE

The purpose of the Service Unit Manager course is to give new Service Unit Managers the opportunity to gain clarity on the fundamentals involved in leading a

Service Unit Team.

GOALS

The Service Unit Manager course strives to insure each new leader:

� Sees their job as part of a bigger picture and vision for Girl Scouting. � Understands and is committed to accomplishing their role as a SUM with

excellence and commitment.

OBJECTIVES

� These are listed at the beginning of each module.

OTHER INFORMATION

What is the group size?

� The instructional strategies outlined for The Service Unit Manager course are designed for a group of up to 20 + or – people. However, it would not be very effective with less than 5. It is possible to do larger groups although some of

the processes would need to be adjusted because of time constraints.

Who should lead this event?

� It is preferable that the primary leadership of this event be provided by facilitators and a member of the neighborhood troop services staff. Both

positions can be filled by one individual. In addition, portions of the course may

be led by non-facilitators if when they are considered experts and successful in

the role of a Service Unit Manager leadership.


Content and Process

� This manual provides the facilitator with all the steps and processes necessary to accomplish the goals and objectives outlined in the session. However,

facilitators are not required to use these processes as long as they design

strategies consistent with the Experiential Learning Cycle.

� Should you choose to use the script you are, of course, not expected do it verbatim. It is important that you know the outcome desired for the content

presented, the questions asked, and the summary points made. Use your own

words.

� In order to preserve the integrity of the progression of content through the entire course, please do not add, delete or change the order of content except as it relates to unique regional situations. This will insure consistency

throughout the Council and consistency between courses.

Who should participate in this session?

� Any new Service Unit Manager should participate. However, experienced Service Unit Managers as well as other members of the service unit team may

participate as well. Doing so would strengthen the team.

END - OVERVIEW SERVICE UNIT MANAGER


GETTING READY FOR THIS SESSION

PRE-PREPARATION

� Be sure you are familiar with the content and objectives of the entire course and understand the progression of these through each module.

� If this is a council advertised and registered class, you should receive a roster of participants at least 5 days prior to the start of the class with phone

numbers included. If you have not, contact the Volunteer Learning registrar at

the Council office.

� The Service Unit Manager Orientation is a pre-requisite for this course. Work with neighborhood troop services staff to be sure those registered have

received this orientation.

� Be sure you have gathered all the materials and equipment needed for the session. Numbers of workbooks, handouts, etc. should be determined by your

roster.

� Be sure you have recruited Council Staff to represent at least the following departments on the second day/session of your course: Neighborhood Troop

Services, Program Services, Volunteer Learning, Executive, PR/Marketing, Fund

Development.

� The module on Effective Meetings suggests you have one or two experienced, successful Service Unit Managers come in to share their ideas and what has

worked for them. You will need to recruit these people in advance.

� Be sure food and beverages are arranged. If it is a two evening session, you may want to provide dinner. If it is an all day session, you may want to provide

lunch.

CO-LEADING

� If you are co-leading this session, be sure you have worked with your co-leader in advance of the course to determine what each will do throughout the session.

Also create agreement in terms of helping each other logistically.


ROOM SET-UP

The atmosphere you set at the course by the way the room is organized and setup

goes a long way towards establishing a sense of comfort for the participants in the

course.

� It is important that tables be set so the participants can easily see what is happening at the front of the room, easel, screen, and charts you place on the

walls.

� Set up your room arrangement, handouts, and equipment well in advance of the arrival of the participants. Have a separate table for handouts that is easily

accessible to you from your position in front of the room. If you have a display

table, keep that separate from the handouts.

� It is useful to prepare your nametags in advance for a couple of reasons: 1) It is a quick way to take attendance; 2) You can make them so you are sure you can

read them from a distance.

A good form for name tags is to make the first name extra large and the last

name in smaller print. You may want to use the color coding recommended in the script.

It is also useful to set name tags out on a

table for participants to pick up as they arrive.

This gives you a quick way of knowing who has not

arrived.

� Have charts available so they can be put up easily as they are needed. If charts are not provided,

prepare preprinted easel pages prior to the start of the program to use as

charts.

� The more attendance and other such details you handle before the program starts, the less time you have to take during the course to handle them.

� Overall, be prepared. As you well know, if you try to handle things at the last minute the participants may feel you are unprepared. They will not feel safe or

comfortable, even if that lack of safety is unconscious on their part.

1st Name Last Name


MATERIALS AND EQUIPMENT

You will need the following materials for The Service Unit Manager course

General Supplies

� 3 x 5 cards

� Felt markers

� Coffee, tea etc. (optional)

� Masking tape or stick pins

Special Cards, etc

� Color coded nametags (You make –

see page 14)

� Table topics

� Description Cards – 5 Elements of

Leadership

� Style cards (Birds and Letters)

� Tips for Building Team Cohesiveness

� Inclusiveness Activity Messages

� Plan A Meeting Topics

Equipment

� Easel

� Easel Pads

� Tape player and music for background

music during work sessions and on breaks

(optional)

Other

� Service Unit Manager course Participant

Workbook – 1 per participant

� Recruitment and Organizing Tools

(Optional)

� Service Unit Team Manual (Participants

should already have their copy)

Charts or Pre-Printed Pages

� Areas of Focus (color coded) – Page 14

� Discussion Questions – Page 17

� Target – Page 18

� Leadership Questions – Page 22

� Elements of an Effective Meeting – Page 32

� Sample Purpose Statement – Page 33

� Plan a Meeting Directions – Page 38

� Charts from the Leadership Essentials:

Mission, Promise, Law, Girl Scout Leadership

Experience “engine” and pieces


AFTER YOUR EVENT IS COMPLETE

� Send to the Educational Opportunities Registrar at the Council office:

o A list of those who attended the session. Us the roster you received from

the council office. Sending a roster insures leaders get credit and are

recorded for completing The Service Unit Manager course.

o Participant evaluations

o Facilitator evaluation(s)

o Reimbursement request (if needed).

� Return equipment to the place where you picked it up.

END - GETTING READY FOR THIS SESSION


TIPS THAT HELP TO CREATE A SENSE OF SAFETY

A standard objective for every course offered by the Volunteer Learning

Department is: The participants will feel safe during the session, and demonstrate this by being involved in discussions, offering suggestions, opinions, asking questions, and actively engaging in small group activity. This does not mean they will never feel tense. Dynamic tension creates learning. It does mean they trust you and trust the process and feel they are in a professional, well planned setting.

Maximum value and learning occurs when participants feel safe (comfortable) to

participate. The more the facilitator can do to create an atmosphere of safety

the better the session will be. Following are some thoughts for you to consider

which help to create that kind of atmosphere.

� As already suggested, prepare the room and your materials ahead of time so when participants arrive you are free to greet them and interact informally.

Doing so helps all of you to relax and feel comfortable. In addition your

credibility is enhanced because you are prepared. If participants feel

confident about you they are more willing to participate in constructive ways.

� Although not essential, having coffee and tea available for participants helps to generate a welcome atmosphere.

� Understand that if you allow individuals who have not registered for a course to participate in the session it creates several problems: 1) Those who have

followed procedure are discounted. 2) Participants lose respect for the

procedures they are asked to follow. 3) The notion is perpetuated that

following procedure is not important. People begin to think we don’t think the

processes and procedures we establish for anything are important. 4) You may

not have enough materials available for all the participants. It is difficult to

say “No,” under any circumstances, but doing so increases credibility and

confidence in the learning system. In addition, participants are likely to take

the course more seriously.

� Start and end the session on time. Punctuality increases your credibility and encourages the participants to arrive on time for other sessions. What you do

at this first session will set expectations for the rest of the series.


� Do not stop and attempt to catch late participants up on what they have missed. If you do, this is not fair to the other people who arrived on time, and tends to

reinforce that it is okay to be late. It will also cause you to be behind in the

course.

� Actively involve participants by using the effective facilitation methods structured into the program. For example:

o Always do a needs assessment designed to help you determine the level of

expertise in the room.

o Always state the course objectives.

o Always let the participants know whether or not the needs they expect to have met will be addressed in this session. If not, let them know where they

will be addressed, or where they can go to get their needs met.

o Use cooperative learning groups. When participants work in small groups

they share ideas and strategies, practice skills, and make connections that

will be sustained in their peer network beyond the program.

o Avoid personally participating in small group discussions.

o Involve everyone in the workshop– especially those who seem shy. Do not let

one person dominate a discussion.

o Encourage everyone to participate in activities. You want them to “get” what

the activity is reinforcing. Tell them: “You don’t learn to ride a bicycle by

talking about it. You learn by practice!”

o Monitor small group discussions and activities to be sure the groups are

staying on track with the assignment. Monitoring also gives you an

opportunity to check understanding of directions; of skills and concepts; to

resolve conflicts; and to answer hard questions. You need to do this as a

facilitator not as a member of the group. Do not get involved other than to

listen and monitor. If you find a problem, help them get re-focused and

then leave.

o Sometimes questions will require elaboration or additional discussion time,

and you will need to adjust the schedule slightly. However it is important not

to let questions get off track, or lead you to covering content that is not

intended for this session.


o The primary purpose of a module is given at the beginning of each module.

Based on the objectives and the stated purpose, identify the desired

outcome for each step in the session, and the minimum amount of time it will take to reach that outcome. This will help you to make time- budgeting-

decisions during the session.

o Provide a warm, friendly and non-judgmental atmosphere.

o Act professionally at all times. Dress appropriately. Do not talk about other

people. Assure confidentiality.

o Facilitate, don’t counsel, tell or give advice.

o Do not bad mouth the council, any department, etc. Present a “team”

approach, acknowledging that nothing is ever perfect, and improvement is

always a priority.

o Encourage participants to be “honest” on their course evaluation sheets.

Read these after you collect them at the end of the session. Use them to

help you before doing your next session.

o Be yourself! Be inclusive! Use humor. Make it fun!

END TIPS THAT HELP CREATE A SENSE OF SAFETY


MODULES, STEPS AND INSTRUCTIONAL STRATEGIES

The following pages outline the instructional strategies designed to accomplish the

objectives of Session One of the Service Unit Manager course.

Module One:...................................Opening Page 12

Step One: .............................................................................Early Bird

Step Two: ...............................................................................Welcome

Module Two: ......................Target and Goals Page 16

Step One: ............................................................Hitting the Target

Step Two: ..............................................The Target of Girl Scouts

Step Three: .................................. Recruiting and Retaining Girls

Module Three: ....................... Being a Leader Page 21

Step One: ......................................................Leadership and Styles

Step Two: .........................................Building and Sustaining Team

Module Four: ...Retaining Leaders through Support Page 31

Step One: ................Running Effective Service Unit Meetings

Step Two: ...........................................................Planning a Meeting

Step Three: ...................................Supporting On-Going Learning

Module Five ....................................Closing Page 40

Step One: .......................................................................... Completion

Step Two: .............................................................................Evaluation

Appendix .............................................. Back of Manual


MODULE ONE: OPENING - 20 Minutes + Early Bird time

OBJECTIVES – participants will:

� Relate their expectations to the objectives of the course.

� Get acquainted with the other participants.

Before the program STEP ONE: EARLY BIRD

�pre-

prepared Table

Topic Cards

� Have a table topic card at each table that is clearly visible. Encourage people at tables that are forming to get to know

each other’s names and where they are from, and then begin

discussing their particular table topic. Allow some time after

the course formally begins to complete their topic. Choices of

"Table Topics" include:

o Outside of work, find five things that people at this table have in common

with one another.

o Come to a consensus on the top three parts of the Girl Scout Law that are

hardest for the majority of this table to live by as adults.

o As a group, generate a list of “The Ten Most Important American Women”.

(This covers the entire period of our nation’s history since European

explorers first came to America)


hardest for girls to live by.

o Find out what “success” was for each person at your table at the ages of 5,

17 and 30.

o As a group find out the answers to the following questions for each person:

“I’m really good at…” “Something new I want to do for Girl Scouting this

year is…..”

Note: You will find a master for these table topics in the

appendix of this manual.


15 Minutes STEP TWO: WELCOME Time depends on number of tables and number of participants

� (1 Min) Welcome the participants to the course. Emphasize and acknowledge that this is a critical group to the success of Girl

Scouts. Introduce your self and the rest of your facilitation

team.

� (1 Min) Do Logistics re bathroom, water, etc. Make sure each person has a workbook.

� (12 Min) Using Table Topics from the Early Bird exercise:

o Explain - We have planned a very interactive course. As we do the first exercise that some of you began before we started, we are hoping that you will start to get to know one another; begin to see that you have some things in common with other people in the group; and generally that you feel comfortable enough to share your ideas, opionions and fully participate in this course.

We want you to ask questions and really engage in the learning process.

o Give the tables a little time to complete their table topic.

Start with the the first table and have them stand up and

introduce themselves and then share their table topic. Go

around the room including a staff table.

� (1 Min) Ideas You Can Use: Explain:

o This workshop is set up with lots of ideas that you can use.

Your name tags have symbols on them that were used to

designate what table you were a part of. This could be

adapted to use Girl Scout age levels to help SU members

identify their leaders or use other symbols to get them to sit

with new people at each SU meeting.

o Encourage them to use, adapt or share ideas that they can

take back to their Service Unit meetings.


5 Minutes STEP THREE: SUM LEARNING PROGRESSION

Preprinted in colors

consistent with

the pre-printed

nametags

� Overview of Learning Opportunities: Refer participants to workbook page 1: Service Unit Manager Development

Opportunities.

Note: You will find a copy of this continuum in the appendix.

Explain that this page provides an overview of what types of

formal opportunities are available to SUM's and their team

members to strengthen their skills in leading a Service Unit.

o Point out that this course is represented in the second

column on the overview. They should already have had their

orientation and have received their SUM Manual.

� Areas of Focus: Refer participants to the preprinted and posted list of course "Areas of Focus" for this course, also

found on workbook page 2.

Areas of Focus

o Target and Goals

o - SU Goals and Objectives

o - GSUSA & Council Purpose and Goals

o - Recruiting and Retaining Girls

o Being A leader

o - Valuing Different Leadership Styles

o - Building and sustaining a Service Unit Team

o Retaining Leaders through Effective Support

o - Running Effective SU Meetings

o - Promoting on-going learning opportunities

o - Other possible support mechanisms


o Quickly review each topic.

o Point out: You will note that your name tags are printed in a

particular color. Your color corresponds with a particular

area of focus for this session. At the end of this session we

will ask you to jot down three things you learned from the

particular area of focus that corresponds with your color,

and then share that learning with the rest of your group.

o Answer questions.

END MODULE ONE – OPENING


MODULE TWO: TARGET AND GOALS - 55 Minutes (including 10 Minute Break)

OBJECTIVES – Participants will:

� State at least one reason why each of the following is important for Service Unit Teams: establishing clear goals and clarifying measurable objectives.

� Relate to the Mission, Promise, Law, Girl Scout Leadership Experience, and GSWW Goals to the target of Girl Scouting.

� Define the role of the Service Unit Team in supporting GSWW membership goals. Relate recruitment and retention activities to the target goals.

15 Minutes STEP ONE: HITTING THE TARGET

� (3 Min) Target Demonstration:

o Ask for a volunteer. Hand the volunteer one of the felt

markers and have her stand about 8 feet from the flip

chart.

o Ask the volunteer to hit the target with the marker and

gesture towards the flip chart.

After the volunteer strikes the flip chart, go to the easel

and draw three circles making a target somewhere away

from the mark made by the pen. Say: Sorry, you didn’t hit the target. Try again.

After the volunteer makes another toss, repeat 3 more

times.

� (5-7 Min) Discussion:

o After selecting a table leader, have the table groups discuss

the following questions which you have preprinted on the

easel.

Continued on next page


preprinted

�

?'s

Discussion Questions

o What was the purpose of this game?

o Did you understand the purpose from the beginning? Why

or why not?

o What would you need to know to have the object of the

game be clear to you?

o What did it take to win? Was winning possible?

o How do you think the volunteer playing felt? How did you

feel as you watched?

Allow 5-7 minutes for discussion.

� (3 Min) Follow-Up: After the small group discussion continue a large group discussion by making the following point and asking

the following questions:

o Most of the time when this game is played, neither the

observers nor the volunteer attempts to clarify the rules,

the objectives or the unfairness of how the game is being

played. Was this true for this group?

� How does this relate to leading a service unit team or conducting a service unit meeting? Coaching leaders? Setting goals with your team? Giving feedback to leaders/parents? What other learning points can be drawn from this activity?


10 Minutes STEP TWO: THE TARGET OF GIRL SCOUTS

�

pre-drawn

?

� (5 Min) Targets: Ask: What are the targets of Girl Scouts?

Solicit a few responses.

o The Mission, Promise and Law and Girl Scout Leadership

Experience “engine” (with pieces attached) charts from the

Leadership Essentials supply kit should already be posted in

the room. Reveal the following diagram which you have pre-

drawn on the easel. (Also on workbook page 3)

o Point out that these are the “targets” of Girl Scouts, and it

is the Service Unit Manager’s responsibility to be the

“coach” who supports the “dart” that is thrown on “target.”

� (5 Min) The Dart: Ask: What is the dart? What does it represent?

o The main point you want to make is that all events,

meetings or any kind of activity a Service Unit chooses to

do are the tasks (the dart). The target a service unit

always wants to strike includes the Mission/Promise/Law/

and Girl Scout Leadership Experience.


20 Minutes STEP THREE: RECRUITING & RETAINING GIRLS

�

?

?

�

� (5 Min) Overview: Refer participants to Section 3 in The Service Unit Team Manual which refers to recruitment and retention. Make the following points:

o In looking at the SUM and Organizer job descriptions we note

that it clearly talks about developing a recruitment/retention

plan with the team. It is important to understand that this is a

TEAM effort, and not just the organizers job.

o We just learned about the importance of having common goals

as targets for where we are going. Recruitment and retention

activities are some of the tasks that support the targets of

Girl Scouts.

Ask: How do recruitment and retention strategies support the targets of Girl Scouting?

Solicit responses, get at least 5 reasons, and list on the easel.

� (10 Min) Roadblocks:

o Ask: What are some of the roadblocks to recruiting?

o Brainstorm and list on the easel. Pick a roadblock from the

easel for each table. Have them brainstorm potential

solutions to this roadblock, and record on easel paper. They

can take notes on Workbook, page 4.

o Allow 5 minutes; then have each group report.

� (5 Min) Resources: If available, hand out a copy of Recruitment and Organizing Tools and stress that Service Units should

have their Organizers oriented at the Service Unit

Conference, or by a Neighborhood Troop Services staff

member. The entire team needs to know the recruitment

resources available at their Regional Office.

� Have your guest facilitator (successful SUM) talk about recruitment resources.

BREAK – 10 Min

END MODULE TWO – TARGET AND GOALS


Note: Before you start the next module, you should have the following signs (found in the appendix of

this manual) posted in the room on the respective walls and in the respective corners. Some facilitators

like to withhold the pictures of the birds until after they have done the first step in the activity; the

birds can be hung in the correct position, but facing the wall.

S

D

M

I


MODULE THREE: BEING A LEADER – 1 Hour 30 Minutes including Break


� Identify the qualities of an effective leader and explain why those elements are important to leadership.

� Express the value of different "Leadership" styles being a part of their Service Unit team.

� Brainstorm different ways to recruit team members. � List five ways to build team cohesiveness.

45 Minutes STEP ONE: LEADERSHIP AND STYLES

� groups

� (20 Min) Defining A Leader: Ask the participants to think of someone they view as a leader (past, present, fictional) and

what it is about that person that they believe makes them a

leader. Have them make a note of their ideas.

o Refer them to workbook page 5: “A Recipe for

Leadership.” Point out:

Most researchers say that these are the five most important qualities of effective leaders. They have “guiding vision”, they approach things with “passion”, they have “integrity”, they are basically “curious” people, and they are “trustworthy”, and tend to “trust” others.

o Break the room up into five groups. Have each group pick

a “facilitator" based on the person who has been a member

of the GS’s the longest period of time. The facilitator's

job is to keep the group on task. Have each group pick a

“recorder” based on the person who has the shortest hair.



�

preprinted

�

�

o Hand each group a description card on one of the Five

basic Ingredients of effective leadership. (Master found in

the appendix) Explain these come from a book titled On Becoming a Leader by Warren Bennis. Give the following table assignment which you have preprinted on the easel:

As a group be prepared to answer the following questions for the rest of the group:

Ingredients of Leadership Description Card

� What is this basic ingredient? Clarify what it means.

� Why is it an important element of Leadership?

� Give at least one example of how that ingredient would be demonstrated by a Service Unit Manager.

They can use easel paper and felt pens for their

presentation. Give them 10 minutes to prepare their

presentation.

o Have each group present. Others can take notes on page 5

of their workbook. Add to examples or details if necessary.

o Complete by asking the participants to share ways they can

use this information in working with their Service Unit

Teams and as the Leader of the Service Unit Team.

� (25 Min) Identifying Your Leadership Style

o Explain to the participants they are going to do an exercise

to help them to identify their behavioral style, which also

can be interpreted as their “leadership” style. Let them

know that they are not going to do this in a very scientific

way, but they will gain some insights from the process to

help them identify their style and learn how to work with

other people who may have a different style than their own.

Tell them you are going to read them some pairs of

statements and you want them to move to the side of the

room that most reflects how they think they are IN MOST

SITUATIONS and WITH MOST PEOPLE. No one is any

one way all of time.



1. Read the paired statements in the shaded boxes that

follow, and ask the participants to move to the end of

the room that they feel they are most like. Each

statement has a letter next to it and those letters

correspond to the letters you have posted on the end

walls. Have them move to one end of the room or the

other after you have read each statement. (No standing

in the middle – they should try to make a choice.) They

may find themselves moving back and forth with each

statement.

Note: It is good to emphasize that it is important to do

their best to tell themselves the truth. The assessment is

not about how they might like to be, but more about how

they are. Be sure that you just read the statements. Do

not try to clarify them, or explain them because then your

personal attitudes about them will come through, and may

influence what people tend to choose. You can re-read the

statements if you want to.



� You are more open to getting to know people better and

establishing new relationships (S) or you exert more

control over who you get involved with, including how

well you know them. (M)

� You focus conversation on tasks, issues, business or the

subject at hand (M) or you allow conversation to take

the direction of interest of the parties involved, even

though this may stray from the business at hand. (S)

� You tend to make decisions based on objectives, facts,

or evidence (M) or you tend to make decisions based on

feelings, experiences, or relationships. (S)

� You are more likely to make statements: “That’s the

way it is!” or “I feel …. “ (M) or you are more likely to

ask questions or speak less assertively: “How does this

fit?” or “As I understand it …” (S)

� You are more likely to expect and respond to conflicts

(M) or you are less likely to expect conflict and less

motivated to deal with conflict. (S)

� You are more likely to accept others’ points of view,

ideas, feelings and concerns (S) or you are less likely to

accept others’ points of view, ideas, feelings and

concerns. (M)

� You tend to focus mostly on the idea, concept, or

outcome (M) or you tend to focus primarily on the

interest level, person involved, and the process. (S)

� You are likely to stick with your own agendas and

concerns while tuning into the power and motives of

others (M) or you are more likely to tune into others’

agendas and concerns while minimizing any conflict or

disagreement. (S)

� You prefer to work independently or dictate the

conditions as they involve others (M) or you prefer to

work with and through others, providing support when


possible. (S)

2. Once you have completed these statements, ask them to

go the end of the room where they spent the most time.

If it was even, then pick one.

3. Once they have completed moving, tell the participants

that you are now going to read them a new set of

statements that will send them to one side of the room

or the other. Stress that when they move they should

stay on the end of the room where they currently are

standing.

4. Read the second set of statements and have them move

to the corresponding letter that most represents their

usual behavior.



� You are a less frequent contributor to group

conversations (I) or you are a more frequent

contributor to group conversations. (D)

� You tend to keep personal thoughts or feelings private,

sharing only when asked or necessary (I) or you tend to

express personal thoughts or feelings, whether asked

or not. (D)

� You frequently use gestures, facial expressions and

voice intonations to emphasize points (D) or you are less

likely to use gestures, facial expressions and voice

intonations to emphasize points (I)

� You are more likely to wait for others to introduce

themselves at social gatherings (I) or you are more

likely to introduce yourself at social gatherings. (D)

� You tend to remain involved with known situations,

conditions and relationships (I) or you tend to seek new

experiences, situations and opportunities. (D)

� You are likely to express your own views more readily

(D) or you are likely to be reserved about expressing

your own views. (I)

� You tend to react more slowly and deliberately (I) or

you tend to react more quickly and spontaneously. (D)

� You are likely to respond to risk and change in a more

cautious or predictable manner (I) or you are likely to

respond to risk and change in a more dynamic or

unpredictable manner. (D)



5. Once you have completed the statements, ask them to

go the side of the room where they spent most time. If

it was even, then pick one.

Explain they should be standing in one of the four

corners of the room. Point out that each corner has a

picture of a “bird” on it, (or if you haven’t revealed the

birds, then show them the picture) as you explain that if

they are standing in the corner between the “I” and the

“S” a “Dove” represents your basic leadership /

behavioral style. If they are in the “S” and “D” corner a

“Peacock” represents their particular style; if they are

in the “D” and “M” corner, an “Eagle” represents their

style; and if they are in the “M” and “I” corner the “Owl”

represents their particular style.

Tell them these particular birds were picked because

they tend to reflect that style at least in some cultures

– i.e. “wise old owl,” “struts like a peacock,” “peaceful as

a dove,” “focused as an eagle.”



�

?’s

6. Give each group five minutes to identify what they

consider to be the strengths and weaknesses of their

particular group. Have each group report. As each

group reports others can write characteristics on

workbook page 6: The Four Primary Styles.

Note: If you have time, sometimes it is fun to have each group develop a

skit that demonstrates their style to the rest of the group. It does

take more time, but can add lightness.

o Debrief this activity by conducting a discussion around the

following questions:

How might knowing this little bit more about yourself help you to be a more effective leader? What is the value of having other styles on your team? How can this information support the effectiveness of your Service Unit Team?

o Point out that workbook pages 7 and 8 have more

information about each of the four styles.

25 Minutes STEP TWO: BUILDING & SUSTAINING TEAM

?

� (5 Min) The Value of Team

o Make the point that as Service Unit Managers, an

important aspect of their job is to build and sustain a

strong team.

o Read the following quote from “20 Ways to Build a Team”:

The most effective group is one in which the members work

together. Teamwork will help encourage members to work

together, enabling them to take advantage of each other’s

strengths and give each other support. Each member must be

valued as an integral part of the group team.

o Conduct a group discussion/brainstorm:

o Ask, What is the value of building a strong team? Why is it important? What would it accomplish?



?

�

? �groups

�

� ( 10 Min) Recruiting and Sustaining Your Team

Refer participants to Workbook page 9: 20 Ways to Build a

Team, and give them a moment to review that information.

Then ask, What are effective ways to recruit team members?

Have the the guest SUM facilitator share ways they have

recruited new team members. Have the rest of the group

share ideas they have.

Refer to workbook page 10: Helping Hands. Discuss how this

tool can be used to survey current leaders to help them assess

their strengths.

One way to use these is to cut the hands out and place them on a

chart at a Service Unit leaders meeting.

Refer to workbook page 11-12: Service Unit Questionnaire

and page 13-14: Sample Leader Profile.

Have participants discuss in their groups how these tools can

help them recruit team members. Have them share other

ideas they have used or have seen others use.

Allow five minutes. Have each table share some of their ideas.

� ( 10 Min) Building Team Cohesiveness o Ask, Once you have a team, how do you build cohesiveness? Solicit a few responses.

o Break the particpants into five different groups. Give each

group one of five tips written on cards. The tips include:

o Challenging the process.

o Inspiring shared vision.

o Enabling others to act.

o Modeling the way.

o Encouraging the heart (recognition).


Note: Master for the tips is found in the appendix of this manual.


�

o Tell the groups to brainstorm how to build team

cohesiveness according to their tip and record the results

on easel paper. Allow 5 minutes for small group work. Have

each group post their brainstormed list. Have each group

report.

o Refer participants to Workbook page 15: Tips for

Effective Teams and 16: Ways to Say Thank You. Display

some sample recognition items.

BREAK – 10 Min

END MOUDLE THREE – BEING A LEADER


MODULE FOUR: RETAINING LEADERS THROUGH SUPPORT – 1 hour 26 Minutes


� Plan an inclusive and supportive Service Unit Team meeting.

� State how attitudes towards formal learning opportunities can support retention of leaders.

� List possible other strategies for supporting on-going learning of new and experienced leaders.

46 Minutes STEP ONE: RUNNING EFFECTIVE SU MEETINGS

?R

?'s

� (1 Min) Overview: o Ask the participants to think about what their answer would

be to this question: How can you support leaders to be as effective as possible with the girls in their troop?

o Pause for a minute, but don't solicit any responses. Tell the

participants you are going to take a look at some of the main

ways Service Unit Teams can best support leaders. The

first is to provide Effective Service Unit Meetings.

� (5 Min) Clarifying Personal Experiences

o Divide the easel page in to two parts and label as (+) and (-).

Have participants bring to mind a meeting they have not

liked and/or have resisted or dreaded going to because of

past experience.

Ask: What is it about that meeting that has made you feel that way?

Solicit responses and write answers on the easel under (-)

Ask: How did you feel as a result of that experience? o Do the same with a positive meeting experience. Post the

lists.



?'s

preprinted

� (5 Min) Drawing Conclusions

o Have the participants look for patterns in the responses and

then come up with at least two conclusions they can draw

about meetings as a result of the information they listed on

the easel.

Summarize and list conclusions on a separate easel paper.

Post on the wall.

Ask: How will these conclusions influence your Service Unit Meetings and your Service Unit Team Meetings?

� (35 Min) Elements of an Effective Meetings

Note: This whole section is a good one for guest "successful Service Unit

Manager" to do.

o Refer to workbook page 18-19: Elements of an Effective

Meeting that you have already pre-printed on easel paper.

Post the pre-printing at this time.

ELEMENTS OF AN EFFECTIVE MEETING

o Has a clear purpose that everyone attending

understands

o Has clear objectives

o Has a planned agenda that meets the needs of a

variety of learning styles

o Has good timing

o Has an opportunity to evaluate and give input for

future meetings

o Uses appropriate resources

o Uses appropriate facilities

o Is structured to be inclusive

o Compare the individual items on this list to the list they

generated in the last step and discuss each step using the

process that follows.



preprinted

Note: Be sure the following is considered: (the experience of those who

should be attending; the ethnicity and cultural background of those who

should be attending; and potential disabilities.

1. Clear Purpose

An effective meeting has a clear purpose that everyone

attending understands and buys into.

Write the word "Purpose" on the easel page. Compare to list

generated in the last step, and see if it is included.

Ask: What is the purpose of a Service Unit Meeting. Give an example of a purpose statement, then have them consider

their answer and write their response on workbook page 18

under Elements of an Effective Meeting.

Write a sample purpose statement on the easel. Discuss

potential changes.

Sample Purpose statement (you can write your own if you want

to): The purpose of a Service Unit Meeting is to provide on-

going support to all leaders so they are as effective as possible

in working with the girls in their troop. In addition it is to keep

members of the service unit updated on what is happening in

the service unit and in the council.

2. Clear Objectives

Although the purpose of a repeating meeting might always

remain the same, the objectives may change. Objectives are

more specific than the overall purpose.

Ask: What are some examples of objectives for a Service Unit Team Meeting. Give an example of an objective.

Sample Objectives: Attendees will discuss the Girl/Adult

Partnership; New and experienced leaders will match up as

buddies; etc.



�

?'s

Have the participants write some objectives for the first

Service Unit Team Meeting of the Girl Scout Year in their

workbook. When they are finsihed they can share their

objectives with the person sitting next to them.

Allow 5 minutes. After 5 minutes Have the participants

share some objectives they have written.

3. Planned Agenda

An agenda is like a map of how “time” will be used in a meeting,

and what will be covered during that time. Each segment of the

agenda should support the accomplishment of the purpose and

objectives.

Explain the difference between an agenda and processes.

An agenda is a list of topics usually with times attached.

Processes are what you do to address those topics.

Ask the following questions and solicit some responses:

How would you decide what would be covered during each topic of the meeting? How would different learning styles be addressed? – or - What kinds of activities/processes would you do to cover these topics? (i.e. lecture, discussion, brainstorming, small group work, handout, videos,

charts, etc.)

4. Good Timing

The meeting starts on time and ends on time.

Ask the participants to look for three reasons why starting

and ending on time is important as you give the following

(mini-lecture):

The importance of starting on time

♦ There is more to starting on time than simply getting

through earlier or on time. Starting on time is the first

test of your "control/competence.”



♦ The same thing is true for ending on time. It sets an

unconscious expectation with respect to your ability to

perform throughout the meeting. If you can’t do the first

thing you said you were going to do, why should your

leadership be taken seriously?

♦ It also establishes a presumption that the meeting as a

whole will be a success. It establishes ground rules for

others who are presenting, reporting, or discussing issues.

♦ It shows great respect for those who have arrived on time.

♦ There will always be a tendency to put off starting a

meeting until a few late comers arrive. DON’T SUCCUMB!

Start on time even if there is only one person there. When

you begin starting on time, you will be surprised at how

quickly people begin to arrive on time in the future.

♦ To allow for possible late comers, and still start on time,

plan some kind of activity that late comers can easily join

when they arrive. (such as a video, or a mingle, or ice

breaker, etc.)

♦ If you see you are going to go overtime, let people know

when it is the established ending time, and invite those who

can stay to do so if they can.

Ask for questions or comments, then continue with the mini-

lecture.

Watch the pacing

♦ Keep an eye on the time and the feelings of the group.

Look for break opportunities if necessary. Be concerned

and show concern for the group’s comfort.

♦ Keep the meeting moving. Don’t allow one person to pull you

off track. Attempt to feel when an issue or topic is ripe

for conclusion and offer your summary. Attempt to give

the meeting a sense of momentum and continuing success.



♦ Try to keep within your pre-determined time frame for

each agenda item. Use your other team members to help

keep you on track.

5. Opportunity to evaluate and give input

Write the word "Evaluation" on the easel. Present the

following information.

♦ Always provide ways for members to evaluate their

experience of the current meeting and give ideas for the

next. Use their evaluations and ideas to help plan the next

meeting. When members see their ideas have value and are

heard, they are more invested in the success of the meeting.

In addition, this models what we want to promote with girls

in the girl/adult partnership.

Ask: What are some ways you can have members evaluate and give input? Brainstorm and write on the easel.

6. Resources

Write "Resources" at the top of an easel page.

Brainstorm possibilities and write on the easel.

♦ Give some examples of council resources (if they are not

already listed on the easel) available to help them

strengthen their meetings. (staff, publications, web,

e-news letters, etc.)

7. Appropriate Facilities

Write the term "facilities" at the top of an easel paper.

Brainstorm and list what makes a facility work or not work

effectively for Service Unit Meetings. List on the easel.

8. Inclusive

An effective meeting is structured to be inclusive.



Write the word "Inclusive" at the top of the easel page.

Ask: Think of a time when you felt uncomfortable coming into an unfamiliar setting? What made you feel that way?

Conduct the following activity:

�

Prepare a series of short messages and make 4 copies of

two or three, and single copies of two or three. Place some

of the multiple and some of the single copies in envelopes. (Messages found in the appendix of this manual.)

Suggested Messages:

o The Purpose of Girl Scouts

o Where girls grow strong!

o The Girl Scout Promise

o The Girl Scout Law

o We’re Green Bloods!

o We are all leaders

Handout a message envelope to each particpant. Make sure

at least three individuals get an envelope which is not

repeated in any other envelope.

Give the following instructions:

Tell the participants to open up their envelopes and read

their message. Tell them to circulate around the room,

introduce themselves and repeat the message softly. When

they find someone with the same message they should stick

together and seek out others with the same message.

When all but the “loners” are in groups conduct a discussion

using the following question:

?'s

How did it feel when you found someone with the same message?

How does it feel to be on the outside of a group?

Did those of you already in a group reach out to the people who were excluded?

Does this ever happen in the Girl Scouts? Is it intentional?

Conitnued on next page


Although unintentional, what might you do at a Service Unit Meeting to exclude others? What can you do to insure everyone feels included?

Ask: What things need to be considered when making plans to insure that meetings feel inclusive? List ideas on the easel.

25 Minutes STEP TWO: PLANNING A MEETING

� to �

�

�

Preprinted

�

� Instructions: Break the participants up into groups of 4 to 5. Give each group a topic around which they will plan a meeting.

Suggested topics are below. (Found in appendix)

o September Kick Off, Get Acquainted

o Investiture/Rededication

o A meeting to include cookies (goal setting, learning

opportunities, etc.)

o Mid-year meeting

o End-of-year celebration

o A meeting focused on learning/development

Have the following directions preprinted on the easel:

o Plan the agenda

o Assign times to each item on the agenda

o Determine the processes to be used for each item

on the agenda

o List the resources (people, materials, equipment) you

will need

o Record your plan on easel paper and be prepared to

present to the rest of the group.

� Group Work: Put them to work. They can use Workbook page

19 to record their plans. Allow 15 minutes

� Have each group report. Allow 10 minutes


15 Minutes STEP THREE: SUPPORTING ON-GOING LEARNING

� Generating Ideas:

o Refer participants to workbook page 21: The DeFuzzing

Wheel. Explain that this "wheel" is a brainstorming wheel.

Tell them to take the next two minutes and write down (on

the spokes of the wheel), as many ideas as they can think of

that could support new and experienced troop leaders to

feel comfortable in their role and continue to learn and

grow.

Allow 2-3 minutes. After that time, have the participants

share at least some of their their ideas.

o Look for catagories of ideas and list them.

For example: Learning opportunities at meetings (snapshots, guest speakers,

problem solving sessions); Formal learning opportunites (Intial courses such

as Getting Started, Leadership Essentials, Outdoor Series; On-going

opportunites such as Working with Teenage Girls; Conferences for both the

intial course work and continuing education); Individual Support (such as

mentors, on-line discussions, etc.)

� An attitude of learning opportunity:

o Make the point that the attitude of the team towards

learning opportunities and on-going learning either

encourages or discourages leaders. Discuss what might

encourage or discourage.

o Refer participants to workbook page 22-23: Ideal Troop

Leader Learning Progression. Have them review the

recommended progression, and answer questions and discuss

concerns. Leaders should not be rushed to complete their

learning options too quickly.

o Refer participants to workbook page 24. Challenge them to

encourage intentional inclusion of the Girl Scout Leadership

Experience in SU meetings and SU-sponsored programs.

END MODULE FOUR – RETAINING LEADERS THROUGH SUPPORT


MODULE FIVE: CLOSING - 15 Minutes


� Evaluate this session. � Identify key learning points.

10 Minutes STEP ONE: COMPLETION

?

� Thank the participants for their participation.

� Share that a nice idea for closing meetings is to do an affirmation. Ask people to acknowledge the group, an

individual, or something special that they gained as a result of

their participation in this session. Does anyone have an affirmation they would like to share?

� Have people with corresponding colored nametags stand and join each other. Anyone with their name written in “blue”

stand…join each other.” Do the same with all colors.

� Take a few minutes for discussion and ask each group to share three things they learned from their module.

� Talk about their next learning option steps, and their next role steps. Refer back to workbook page 1: Service Unit

Manager Development Opportunities and discuss the value

and importance of each step on the continuum. Talk about the

importance of networking with each other, etc.

� Have each person choose at least one next step learning option that they are willing to commit to and turn to a partner and

share that with them.


5 Minutes STEP TWO: EVALUATION

� Thank them again for their participation, have them complete their Course Evaluation for this session, (last page in

workbook) and turn them in as they leave.

END MODULE FIVE – CLOSING


APPENDIX

EARLY BIRD TABLE TOPICS

� Outside of work, find 5 things that people at this table have in

common with one another.

� Come to a consensus on the top three parts of the Girl Scout Law

that are hardest for the majority of this table to live by as

adults.

� As a group, generate a list of “The Ten Most Important American

Women.” (This covers the entire period of our nation’s history

since European explorers first came to America.)


that are hardest for girls to live by.

� Find out what “success” was for each person at your table at the

ages of 5, 17 and 30.

� As a group find out the answers to the following questions for

each person: “I’m really good at…” “Something new I want to do for Girl Scouting this year is…..”

sumcourseman2004.doc Service Unit Manager Course – Trainers Manual Revised May 2004 Girl Scouts of Western Washington – Updated Nov 2009


GUIDING VISION

Has a clear idea of what she wants to do, and

the strength to persist in the face of setbacks,

even failures.

PASSION

She loves what she does and loves doing it. The

leader who communicates passion gives hope and

inspiration to other people.

CURIOSITY

The leader wonders about everything, wants to

learn as much as she can, and encourages that in

others. She is willing to take risks, experiment,

and try new things. She does not worry

excessively about failure, but embraces errors,

knowing she can learn from them.


TRUST

Trust is not as much an ingredient of leadership

as it is a product. It is the one quality that

cannot be learned. It must be earned. Without

it a leader cannot function. There are four

elements which are involved in the creation of

trust:

♦ Reliability = She does what she says she will.

She keeps her agreements.

♦ Openness = She lets herself be seen.

♦ Congruence = What she says is important is

reflected in what she does.

♦ Acceptance = She demonstrates respect for

and values others. She knows she doesn’t have

to agree with a person to respect them as an

individual.

If any one of these elements is violated, trust is

weakened. Once violated it is difficult to

rebuild.


INTEGRITY

There are three essential parts to integrity

Self Knowledge: She doesn’t lie to herself. She

knows her strengths and weaknesses and deals

with them directly.

Candor: Candor is based in honesty of thought,

word and deed.

Maturity: Leading is not simply showing the way

or issuing orders. Leadership is about

facilitating growth, learning and progress. Every

leader needs to have experienced and grown

through following, learning to be dedicated,

observant, and capable of learning from others.

Having located these qualities in herself, she can

encourage them in others.


DDOOVVEE


PPEEAACCOOCCKK


OOWWLL


EEAAGGLLEE

sumcourseman2004.doc Service Unit Manager Course – Trainers Manual Revised May 2004 Girl Scouts of Western Washington – Updated 2008

sumcourseman2004.doc Service Unit Manager Course – Trainers Manual Revised May 2004 Girl Scouts of Western Washington – Updated June 2008


TIPS FOR BUILDING TEAM COHESIVENESS

Challenging the process.

Inspiring shared vision.

Enabling others to act.

Modeling the way.

Encouraging the heart (recognition).


SUGGESTED MESSAGES FOR MESSAGE ENVELOPES

The Purpose of Girl Scouts

Where girls grow strong!

The Girl Scout Promise

The Girl Scout Law

We're Green Bloods!

We are all leaders

sumcourseman2004.doc Service Unit Manager Course – Trainer's Manual

Revised May - 2004 – Girl Scouts of Western Washington – Update June 2008

SUGGESTED MEETING TOPICS

September Kick-Off, Getting Acquainted

Investiture/Rededication

A Meeting to include Cookies (goal setting,

learning opportunities, etc.)

Mid-Year Meeting

End-of-Year Celebration

A meeting focused on learning opportunities


.

.

.

.

.

.

.

.

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.





Updated 2009




98109


All rights reserved



.

.

.

.

.

.

.

.

.

.






� Co-leading......................................................... Page 4

� Room Setup ...................................................... Page 4








� Module Four: Retaining Leaders through Support Page 31





THE MANUAL



o Equipment Needs

o Materials Needs





step.








something



responses



related

Music Used

Workbook page







long.

PURPOSE


Service Unit Team.

GOALS




OBJECTIVES


OTHER INFORMATION










Content and Process






words.









PRE-PREPARATION




the Council office.




roster.



Development.




lunch.

CO-LEADING




ROOM SET-UP



course.


walls.











arrived.



charts.




1st Name Last Name




General Supplies

� 3 x 5 cards

� Felt markers



Special Cards, etc


see page 14)

� Table topics


Leadership





Equipment

� Easel

� Easel Pads



(optional)

Other




(Optional)

















course.






















then leave.
















always a priority.












Step Two: ...............................................................................Welcome






















�pre-

prepared Table

Topic Cards







with one another.









17 and 30.



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APPENDIX






adults.











GUIDING VISION



even failures.

PASSION




CURIOSITY








TRUST






trust:









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rebuild.


INTEGRITY




with them directly.


word and deed.










DDOOVVEE


PPEEAACCOOCCKK


OOWWLL


EEAAGGLLEE






Modeling the way.







The Girl Scout Law

We're Green Bloods!

We are all leaders








Mid-Year Meeting




.

.

.

.

.

.

.

.

.

.





Updated 2009




98109


All rights reserved



.

.

.

.

.

.

.

.

.

.






� Co-leading......................................................... Page 4

� Room Setup ...................................................... Page 4








� Module Four: Retaining Leaders through Support Page 31





THE MANUAL



o Equipment Needs

o Materials Needs





step.








something



responses



related

Music Used

Workbook page







long.

PURPOSE


Service Unit Team.

GOALS




OBJECTIVES


OTHER INFORMATION










Content and Process






words.









PRE-PREPARATION




the Council office.




roster.



Development.




lunch.

CO-LEADING




ROOM SET-UP



course.


walls.











arrived.



charts.




1st Name Last Name




General Supplies

� 3 x 5 cards

� Felt markers



Special Cards, etc


see page 14)

� Table topics


Leadership





Equipment

� Easel

� Easel Pads



(optional)

Other




(Optional)

















course.






















then leave.
















always a priority.












Step Two: ...............................................................................Welcome






















�pre-

prepared Table

Topic Cards







with one another.









17 and 30.



year is…..”







team.





















consistent with

the pre-printed

nametags


Opportunities.










Areas of Focus

o Target and Goals




o Being A leader















o Answer questions.












chart.







times.




easel.



preprinted

�

?'s




or why not?
















�

pre-drawn

?



















�

?

?

�









Girl Scouts.
















BREAK – 10 Min







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D

M

I








� groups














�

preprinted

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�











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statement.
































concerns. (M)








disagreement. (S)





possible. (S)









standing.



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or not. (D)













your own views. (I)









�

?’s















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strong team.











?

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their strengths.















o Modeling the way.





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report.




BREAK – 10 Min









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?'s











past experience.




lists.



?'s

preprinted





the easel.


Post on the wall.




Manager" to do.






understands




o Has good timing


future meetings









preprinted




1. Clear Purpose









potential changes.







2. Clear Objectives







buddies; etc.



�

?'s







3. Planned Agenda




objectives.






charts, etc.)

4. Good Timing




(mini-lecture):
























breaker, etc.)





lecture.

Watch the pacing












keep you on track.












6. Resources











8. Inclusive







�




Suggested Messages:


















?'s










� to �

�

�

Preprinted

�







o Mid-year meeting




o Plan the agenda



on the agenda


will need















grow.





























?















APPENDIX






adults.











GUIDING VISION



even failures.

PASSION




CURIOSITY








TRUST






trust:









individual.



rebuild.


INTEGRITY




with them directly.


word and deed.










DDOOVVEE


PPEEAACCOOCCKK


OOWWLL


EEAAGGLLEE






Modeling the way.







The Girl Scout Law

We're Green Bloods!

We are all leaders








Mid-Year Meeting



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