SGA

Explain 5 strategies that can be used to deal with stress.

"Go with the flow. If you can't fight what's bothering you, and you can't flee from it, then just go with it." You cannot necessarily control every single thing you encounter, so if something is out of your control just look for the positive of the situation and try to fell calm, because you probably can't change it. "Create a quiet place. Take time to meditate, to pray, or to read a book." When you find a place to relax in, you can feel safer and more energized, leading to reduced stress levels. "Develop a peer support system. Cultivate friendships with supportive people who have positive attitudes. Having people to confide in and seek advice from can uncoil the tightly wound spring of tension. Examine your relationships to see what you could do to put more warmth, communication, and mutual support into them." By having a friend to confide in you are releasing stress because a problem is not only weighing on your shoulders anymore. You have talked to this friend about this situation, and they now have the ability to help you solve it, meaning you are not alone anymore. "Do something for others. Reaching out can get your mind off yourself and make you feel good by making someone else feel good." Doing something good for other people tends to make us feel happy and can also divert our attention away from the thoughts and problems that typically stress us out. "Learn to accept yourself. It's okay not to be perfect. If you fail, don't concentrate on failure.Deliberately recall past successes. It helps self-esteem." If you understand that you are enough just by being yourself and putting in effort, you will lose tension and stress due to the fact that you won't have the weight of comparing yourself to others on your shoulders. "Take care of yourself. Get enough sleep. Lack of rest just aggravates your stress problems. Maintain a proper diet." Stress can come out of ordinary situations like not eating well or sleeping properly, so by maintain a balanced routine you can automatically reduce it.

Identify 6 common strategies to better manage your time. Tell which strategy works best for you and why.

"To begin to manage your time, you can use several strategies, the first of which is identifying your peak time. This is the time of the day when people function better. As a student leader, you should know if you get more accomplished in the mornings, afternoons, or evenings, and plan your work time accordingly. By scheduling tasks during your peak time, you will accomplish more." "Another strategy you can use to improve your time management is to find ways to reduce interruptions. It may mean turning off the cell phone or putting up an away message on your instant messenger. Interruptions can also be avoided by finding a quiet place to concentrate on the tasks at hand." "An important part of how well student leaders manage their time is directly related to how they feel physically, emotionally, and mentally. Daily schedules should allow for and promote wellness, time for proper meals, and fun. Don't forget to play. Energizing a healthy mind and body makes it easier to concentrate and tackle the challenges you face:" "Evaluate your current practice—Keep a notebook and list all the things you did today. Did you accomplish everything you wanted to? Why or why not?" "Make a list—List everything you have to do and rate each one as a high, medium, or low priority. Make sure the items on your list are doable, then budget your time accordingly." "Create a daily schedule—Taking 5-10 minutes each day to schedule your tasks will save you far more time throughout the day. Use a planner to schedule activities. Stick to the schedule and do not overextend yourself. Know when and how to say "No."" The strategy that mentions to create is daily schedule has proven to work best for me because I constantly lose sight of a task that I am doing when I am given another one, so by writing everything down I stay organized and am able to complete my activities easier.

3 Identify 5 signs that a student council is in need of effective team building.

1.People have opinions they do not express in the group. 2.In group discussion, opinions are often stated to which nobody responds. 3.There is confusion about assignments. 4.The group's plans are consistently determined by one person or by a small clique. 5.People are more concerned with exercising powers in the group than with trying to get the job done effectively.

Identify 5 characteristics of a good meeting

1.The purpose of the meeting is clearly communicated. 2.Only items that can be handled in the time allowed for the meeting are on the agenda. 3.Someone has agreed to be the recorder of ideas presented and decisions made and get copies of those notes to everyone after the meeting. 4.No one person dominates the meeting. Everyone is encouraged to participate. 5.Real issues are presented and are honestly handled. If people feel that hidden agendas are floating around, encourage them to bring comments into the open.

Explain the attributes that distinguish a team from a group.

A team is more than a group of assembled people. It is a collection of individuals guided by a common purpose, striving for the same goals. Because each member makes a unique contribution, a team represents a powerhouse of potential.

Consensual decision making

After thorough discussion the group arrives at a resolution that each member can endorse. The widest possible interest and ownership for the most members is achieved. An individual member may not see the final decision as his or her favorite, but it is a good one that he or she will support. However, the process takes time.

A in smart goals

Attainable—The goal is challenging, but is realistic and within your reach.

Select 3 barriers that can block creative problem solving and explain how a leader can resolve each one with a win-win solution.

Barriers in perception: a leader can resolve this by encouraging everyone to be respectful Keeping a closed mind: a leader can resolve this by encouraging everyone to consider other people's ideas Lack of self-confidence: a leader can resolve this by supporting the group

Name 5 characteristics of good evaluation instruments

Be constructive Be directed toward action Measure what it says it measures Contribute to purposes, thought, process of the group and school Record strengths and weaknesses for self and others

Explain the 7 basic principles for meetings

Be familiar with the constitution and bylaws and the concept of the group's activities as part of the total school curriculum. Review the purposes, goals, and objectives of your organization and the kinds of activities that may assist in accomplishing them. Be familiar with school policies and administration guidelines regarding student activities. Understand the relationship of your organization to other organizations in and outside of school. Have a basic handbook for all members of your organization that includes the above items as well as job descriptions, and to which agendas, minutes, and other special information may be added. Always follow a business procedure during meetings. Plan meetings cooperatively with the officers, members, and adviser.

Identify and explain key actions that meeting organizers should always do

Before a meeting: Before conducting a meeting you should have a detailed list and schedule of the main points of the meeting, why the meeting is important, and who is responsible for each topic that is being presented. By doing this, you are more prepared and have a higher chance of holding a proper meeting, rather than one that is informal and hard to participate in. During a meeting: During the meeting, the organizer should follow the list and conduct the discussion based on what is pre-planned already on their schedule. This way nothing is side tracked and the main points of the discussion are kept professional and on task. The organizer should also make sure to limit the members who are responding, making sure that the conversation is not taking up too much time. This is to prevent other topics from being insignificant and gives each member an equal position. After a meeting: After a meeting, the organizer should write down the key points and highlights of the meeting. This way they can plan their next one based on what was said earlier, to prevent repetition and to endorse for more subjects to be introduced to the team members for them to discuss. It is also good to have a summary of what was talked about so that the organizer can keep the team motivated by showing their progress.

Laissez-faire decision making

Decision making is left to the initiative of the group. If they choose to make a decision, they will. If not, they will not. The group may choose a variety of methods for making the decision. Laissez-faire invests the wisdom and power in the group to know when and how to make decisions. Participation may or may not be full. The risks are that the group will not rise to the occasion or that individual members will emerge to dominate the process.

Incidental motions

Definition: Incidental motions concern matters of procedure arising out of business and must be settled at once. Examples: Point of Order: This means that there has been a breach of parliamentary rules, the constitution, bylaws, etc. It is in order at any time; member may interrupt speaker. The point of order is usually decided by the chair without discussion. Appeal from Decision of the Chair: Used when it is thought the chairman made a wrong decision. Must be made immediately after the decision and settled by vote. "I appeal from the decision of the chair (state appeal)." This motion requires a second, is debatable, and needs a majority vote. It is not amendable. Suspend the Rules: An agreement to temporarily waive rules of order for a specific reason. "I move to suspend the rules in order to ..." A second is required and it requires a two-thirds vote. It is not debatable or amendable. Object: This is used to avoid consideration of an embarrassing, irrelevant, or contentious motion. Must be made before any debate. "I object to the consideration of this motion." It is permissible to interrupt the speaker. A second is not required; it is not debatable, and a two-thirds negative vote is needed. Division of the House: Verifies by a standing vote, one just taken by voice or hand. The speaker rises and says, "I call for a division of the house." Chairman decides and proceeds. If abused, the chair may declare the speaker out of order. A second is not required; it is not amendable or debatable. Parliamentary Inquiry or Information: A request for information. "I rise to ask a question (states question)." The chairman may refer the question to the parliamentarian, or answer it himself. Permission To Withdraw Motion: A request that a motion be withdrawn must be made by the person making the motion. Presiding officer decides. Close Nominations: Purpose is to close nominations. It must be seconded, but cannot be discussed. A two-thirds vote is needed.

Main motions

Definition: The main motion is the major proposal or suggestion for action. It is the only way to bring business before the group. Example: Member: The Member rises, remains standing, waits for recognition, and addresses the chair: "Mr. President" or "Madam Chairman" Chairman: Recognize member. "The chair recognizes (member's name if known)." Member 2: "I second the motion." Seconding member need not address the chair, be recognized, or rise. Chairman: State the motion. "It is moved and seconded that ... Is there any discussion?" Members wishing to speak for or against the motion must rise, address the chair, and be recognized. Members generally speak only once, and limit their remarks to pertinent comments. When there seems to be a lull in the discussion the chairman may ask, "Are you ready for the question?" or "Is there any further discussion?" If no one objects, the chairman puts the motion to vote. Chairman: The chairman again repeats the motion. "It has been moved and seconded that ... All in favor of the motion say 'Aye.' All those opposed say `No'." The chairman then announces the results. "The motion is carried," or "The motion is lost." If the chairman is not sure of the vote, he may ask for a show of hands or a standing vote. On some important matters there may be a need for a roll call vote. Summary: Any member may make a motion after securing the floor and being recognized by the chairman. A motion is out of order if other business is on the floor. A second is needed. The motion is debatable, can be amended, and needs a majority to carry.

Subsidary Motions

Definition: The subsidiary motions in some way alter or change the disposition of the main motion. They are always acted upon before the main motion. Rank Order: Each subsidiary motion may be acted upon in the order listed below. The further down the list, the higher the priority. Postpone Indefinitely: "I move the matter be postponed indefinitely." A second is required; it is debatable; a majority vote is needed. It is not amendable. This motion gives the opponents of a motion an opportunity to test their strength without risking a vote on the main motion. If they carry the motion, they can, in effect, kill the motion. If they lose, they still have a chance on the main motion. Amend Motion: An amendment to a motion may be made by deleting and/or adding to the main motion. It cannot be contrary to the spirit of the original motion. "I move to amend the motion by striking out the word(s) ... and inserting the word(s) ..." A second is required, it is debatable, and can be amended. A majority vote is needed. Substitute Motion: A substitute motion ranks as an amendment to the main motion. Its purpose is to strike out the entire motion and insert in its place a more satisfactory motion. The procedure is the same as for an amendment. "I move the following substitute motion: (state the substitute motion)." Amend Amendment: In general the same procedure as for an amendment to main motion; however, it is not amendable. It pertains only to the original amendment and cannot refer to any part of the main motion not included in the original amendment. There can only be one amendment to each amendment. Motion to Refer: Generally the motion to refer is made to a committee. "I move that this matter be referred to the (state name of the committee)." A second is required; it is debatable and amendable, and requires a majority vote. Postpone to Set Time: "I move that we postpone consideration of this motion until (state time)." A second is required, it is debatable and amendable, and requires a majority vote. Previous Question: The purpose of this motion is to define the number and time of speeches or speakers. "I move that we limit debate on this question to (time)." A second is needed; it is not debatable, but may be amended, and requires a two-thirds vote. Table: The purpose of this motion is to dispose of troublesome questions that will need long debate in order to deal with more important matters. "I move that we postpone consideration of this motion until (state time)" or "I move the question be laid on the table." A second is required; it is not debatable or amendable, and requires a majority vote.

Identify 9 self-oriented roles that can weaken a group's development. Select 3 and suggest strategies that a leader can use to bring about a positive change that will encourage the person to work more cooperatively with the group

Dominator: tries to assert authority or superiority or to manipulate the group through flattery, interruptions, or demanding right-to-attention; embarks on long monologues; is overpositive and overdogmatic; constantly tries to lead group even against group goals; is autocratic and monopolizing. Blocker: resistant, stubborn, negative, uncooperative, pessimistic, interferes with group progress by rejecting ideas and arguing unduly. Help-seeker: seeks sympathy; whines, expressing insecurity and personal confusions; depreciates self. Special interest-pleader: claims to speak for a special group, but usually is seeking attention for self; name-drops to impress the group. Aggressor: attacks the group or the stature of its problems; deflates the status of others; may joke, express disapproval of values/acts/ feelings of others, or try to take credit for another member's contributions. Fun-expert: is not involved in the group and doesn't wish to be; may be cynical, aloof; often involved in horseplay; behaves childishly; distracts others, makes off-color remarks. Self-confessor: uses the group as audience for expressions of personal and emotional needs; is not oriented to the group. Avoider: withdraws from ideas, from group, from participation; is indifferent, aloof, and excessively formal; daydreams, doodles, whispers to others; wanders from the subject or talks about irrelevant personal experiences. Recognition seeker: exaggerated attempt to get attention by boasting or claiming long experience or great accomplishments; struggles against being placed in "inferior positions." For a fun-expert you can place that member into a topic with a small workload, but on his/her own so they are not distracted by others. Try to keep this member separated and only in contact with other if necessary, so everyone can stay focused on their own work. Still keep them motivated and positive though, this is not a punishment just some extra assistance. For a self-confessor try to help them be relieved of their stress before the scheduled meetings with other members. This way they will already be away with their negative emotions since they already expressed them, and will be more prepared to work in meetings. Also you can nicely explain how they can talk to you specifically on the side about their issues, but they should avoid it while working and participating within the group. For a recognition-seeker you can avoid giving them excessive praise and applause for their work. When someone gets a reaction out of something and they enjoy that reaction, they continue to do it over and over again. By reducing that reaction, that person is bound to try to act more boisterous originally, but then will later calm down after realizing that they have ceased to cause an effect.

Identify what happens to a group in each stage of the team building process

Forming: A group goes through this initial stage when its members first come together as a collection of individuals unfamiliar with other group members. At this stage, you are instrumental in providing opportunities and a positive environment for initial group interactions. Start by encouraging group members to introduce themselves. Never assume that people are acquainted, and when you are introducing people, try to think of one or two facts about them that others may find interesting. Storming: Once the group has become acquainted, conflicts may arise over such issues as power, leadership, goals, and attention. These potential problems can be minimized by setting standards and modeling the desired behaviors. Often group members look to each other as guides for standards of behavior, particularly in terms of the acceptable levels of criticism and conflict and the ways in which disagreements are handled. Make sure that the message you are sending is consistent. Your body language should not encourage behavior that you verbally discourage. Norming: During the third stage, conflicts are resolved and the group begins to function smoothly as a unit. These functions include working out compromises, encouraging participation, maintaining a conducive environment, and handling individual problems. Performing: In the fourth stage, the group experiences maximum productivity and involvement. The group members recognize each other as being important components of the group. Transforming: In the final stage, members come to terms with the end of the task/exercise and must decide whether or not to apply their experience to work with other groups in which they may belong and with future activities of the current group.

Identify the general signs of stress.

General irritability, hyper-excitation, or depression Pounding of the heart (an indicator of high blood pressure, often due to stress) Dryness of the throat and mouth Impulsive behavior, emotional instability The overpowering urge to cry or run and hide Inability to concentrate, flight of thoughts, general disorientation Feelings of unreality, weakness, or dizziness Predilection to become fatigued; loss of the joy of living "Floating anxiety"—being afraid but not knowing of what Emotional tension and alertness—feeling of being "keyed up" Trembling, nervous tics Tendency to be startled easily by small sounds, etc. High pitched, nervous laughter Stuttering and other speech difficulties, often stress-induced Grinding of the teeth Insomnia and/or nightmares Hypermotility—increased tendency to move around without any reason (are you kicking your foot right now?) Sweating—becomes obvious only under considerable stress but is readily detectable by biofeedback instruments The frequent need to urinate Diarrhea, indigestion, queasiness in the stomach, sometimes even vomiting Migraine and/or tension headaches Pain in the neck or lower back Loss of or excessive appetite Neurotic behavior Increased use of controlled substances: prescribed drugs, alcohol and other drugs, increased smoking Accident proneness

Identify 10 strategies that leaders should use when facilitating a meeting.

Help all to view the process not as a debate, but a quest. Each, including the leader, should expect to come away with his viewpoint modified, with more truth than he/she brought. Center upon real differences. Avoid arguments over technicalities. Do not permit "taking a point of view just for the sake of argument." There are enough real differences if the matter is worth discussing at all. When general and abstract problems are proposed, ask for illustrations. Embody general issues in concrete cases. "Do you remember a specific instance?" Share with the group, at the beginning, a rough outline of the process, so they will feel that they know where they are going. This is in terms of steps of process, rather than outcome, or questions to be raised rather than answers to be attained. The responsibility to initiate discussion when there is none lies with the presider. Keep your eyes open to developments. Watch members and try to catch their nonverbal cues. Avoid tangles over words and definitions. The meaning of any term is not its definition, but the many concrete experiences that have become tied up with the general phrases. Draw out shy people with friendly encouragement. Get brief statements, not speeches. What is wanted is a rapid give-and-take to mold the idea into a form that embodies the concern of the entire group. Facilitate discussion. The leader need not comment on every contribution.

Explain 4 actions that leaders can take to maintain cooperation within a group.

Identification with Other MembersTry to find out how the other person feels. Don't assume that what you want is what others want, too. Discovering common attitudes among group members is productive. Encourage input from all members when setting up ground rules or guidelines for the group. ParticipationEncourage everyone in the group to take an active part. Consensus is much better than an unhappy minority. People participate in their own ways, so be tolerant and helpful in encouraging participation. Help members find roles that fit them. Democratic ClimateDemocratic leadership involves more people than a dictatorship. Your job as a leader is to create an atmosphere of honesty and frankness. Keep things moving but allow the group to make the decisions when they are ready to do so. Individual SecurityPeople under pressure may call names, get angry, show prejudice, or behave in other ways destructive to group cohesiveness. Security comes as trust develops within a group. Act swiftly to remind the group of the agreed upon guidelines for working together if you observe anyone whose actions or words are out of line with any one of the guidelines.

Summarize the basic steps used by groups during a brainstorming exercise.

If a problem is noticed, it should try to be limited as much as possible. Everyone's opinion should be taken into consideration and everyone should be encouraged to be very creative.

Identify 10 strategies to improve personal organization.

Look at your normal time schedule and analyze it. How much unassigned time do you have? How can you use it more effectively? In what ways do you waste time? What similar activities can be grouped together to save time? (telephone, letter writing, errands, etc.) What is your most productive time of day? How can you schedule things to make the best use of this time? Write down specific, attainable goals. Schedule blocks of time to make significant progress on the most important goals. Plan each day the night before. Think of ways you can reduce distractions. Use "To Do" lists daily, weekly, and long term. Rank your tasks in order of priority. Do one thing at a time and resist detours. Break down large or unpleasant jobs into manageable units. "Being a better student" is too big; start with "studying math longer each day." Establish starting times/dates, review times/dates, and completion times/dates. Stick to them. Commit yourself and others to get things done on time. Plan for the unexpected! Don't schedule every minute of every day. Learn to say NO! (to the phone, salespeople, friends, TV, etc.) Unclutter your life. Get rid of unused and/or unappreciated possessions. If you don't use it, need it, or enjoy it, why keep it? Don't overextend yourself. Becoming overcommitted only means that you won't do your best at anything, and your attitude will suffer. Balance your priorities between home and school. Don't let your home life suffer because you are spending so much time and energy on school and activities. Avoid "friends" who are negative and pull you down. Use sleeping time to let the subconscious work. Keep paper and pen by your bed to record ideas as soon as you wake. Delegate activities/assignments to associates and friends whenever possible. Ask people for help, and be sure to give them recognition for the work they do.

Identify and explain the roles of group members that fall into the "maintenance" category.

Maintenance roles are roles the members possess that are more broad rather than pinpointed on a certain category. For example, a maintenance role may be to keep everyone motivated and positive while working on a project.

M in smart goals

Measurable—The goal includes specific points of achievement or benchmarks that identify the progress of the goal and when it is completed.

Autocratic decision making

One person makes the decision on behalf of the group. Generally this is a person with the authority to do so, or he or she presumes to have that power. Autocratic decisions are efficient and effective when the person who makes the decision has the authority and the information necessary to do so. They are not effective if the group does not go along with the decision, or the person making the decision does not have sufficient information.

Joining leader

Participates in the group's discussion as just another member, agreeing in advance to carry out whatever decision the group makes • Encourages group decisions • Works for group goals • Allows for individual recognition • Tends to guide, not rule • Often submerges himself or herself in the group's identity

List the 8 common influences on communication.

Past Experience: We tend to perceive a given situation in terms of what is familiar. We perceive what we see, hear, smell, etc., based on our past experiences with family members, teachers, friends, and other important figures in our lives. Someone who is 50 years old has had very different past experiences, and, therefore, will often perceive situations very differently from someone who is 15 years old. Social Influence: We may adjust our perceptions according to peer or social pressure. Cultural Influence: The cultural group of which you are a member influences your perceptions. This includes ethnic backgrounds and the cultural influence of a church, a school, or other group. Self-Concept: We tend to identify with those things that are consistent with our self-concepts, our mental image or picture of who we are. Physical Needs/Psychological Needs: How we feel physically affects how we perceive our immediate environment. If we are hungry, tired, have a bad day, hear some upsetting news, or see some unpleasant sight, we may perceive things differently than usual. Our Interests: What we care about has a way of capturing our attention and shaping our perceptions. Some people are interested in sports, others in music or government. Time: The time of day influences our perceptions. For instance, if you are a "morning person" you may hear or respond differently to a situation in the morning than you would at night. Values: What we value influences our perceptions and what we value we perceive as important. A value is something that is chosen and prized.

5 reasons people do not set goals

Predictability—Many people feel threatened by change and resist goal setting because it may be uncomfortable while moving out of the "rut." Conditioning—Most of us are conditioned so that after we have done something a certain way, it becomes habit, automatic, and reflexive. Belief in Miracles—Many people sit back and wait for miracles instead of setting goals and taking action to accomplish them. Fear of Losing—Many people do not set goals because they are afraid they will be criticized for not reaching them. Fear of Winning—Odd as it may seem, some people do not set goals because they cannot imagine themselves being capable of handling the new behavior of success.

Identify 10 evaluation methods or instruments and provide an example of how to apply each appropriately.

Questionnaires- Hand these out to your employees and have them fill and complete them. Interviews- talk to your employees in person or over the phone to hear their points of view for an evaluation. Response checklists- Have your employees or supervisors fill out a checklist for what is provided in your administration and for what is not Progress reports- hand out progress reports for your employees based on their progress so far, list what is going well and what should be better if needed. Observation forms and reports- Have your managers or higher members observe and watch your employees, as well as to report on forms their progress and what should be fixed Descriptive reports- have reports in detail of the recent activities in your company based on sections Worksheets-have your members or employees fill out worksheets you give them Group discussions- host meetings with members regarding a topic that should be discussed verbally School newspaper surveys- have students fill out quick surveys that can be found digitally or on paper to gain feedback Suggestion boxes- leave suggestion boxes for your members or employees to fill out to see what could be fixed

Explain 5 ways that students can become better listeners.

Really want to listen. Almost all listening problems can be overcome by deciding to really hear and be interested in people. Make sure that you actually want to understand what is being said, therefore you can give your best input when helping the person speaking to you. 2. Act like a good listener Be alert, sit straight, lean forward if appropriate, and let your face show interest. Do not act like you do not want to be there, or else you may make the speaker feel unwanted because of your disinterest. 3. Listen to understand. Don't just listen to be listening; try to really understand what is being said. Do not just be a part of the conversation to be a part of it, listen with the intent of trying to help the speaker. 4. React! Be generous with applause, nods, comments, questions, and encouragement as appropriate. Give the speaker motivation to continue to share, and show them that you care about what they are saying by appropriately responding. 5. Stop talking. You can't listen while you are talking. In a conversation, let the other person finish and hear what he or she is saying before you go on. Do not focus on the response you want to give rather than the actual information that is being given to you.

R in smart goals

Rewarding—Reaching the goal will make you feel good. You should recognize that you have accomplished something by raising your level of skills or knowledge and applying them successfully.

S in smart goals

Specific—What you want to achieve and the standard you will use to measure your success is clearly stated.

Identify and explain the purpose for each of the 7 steps to problem solving

State Problem Purpose: To understand what you or the group wants to do but can't and to identify deficits. Define Problem Purpose: To clarify and make a general deficit specific. Generate Solutions Purpose: To gather information, to expand ideas and alternatives that answer the question: "How can we. . . ." Select Solutions Purpose: To choose between alternatives by using decision-making processes. Develop Program Purpose: To develop a step-by-step process to work toward accomplishing the selected solution. Implement Program Purpose: To take action and complete the program developed. Evaluation Purpose: To examine the entire process to uncover what went well and what needed improvement. Evaluation can be formative and work toward program improvement during implementation, or it can be summative and work toward making future programs more effective.

Identify 10 conditions that can block effective communications

Status. Honest communication can break down because of the way individuals perceive persons in power. First Impression. Also called the halo effect, this is the problem created when we gauge what we expect from a person by the impression we first formed of him or her. Stereotyping. This is guilt by association. We group people into classes and roles we create and then find it difficult to adjust our thinking even when the facts prove us wrong. Projection. Sometimes people see their own inadequacies and paranoia in someone else (whether they exist for that person or not), instead of in themselves. Scapegoating. This means blaming another person or group. Semantics. Choosing positively or negatively charged words to convey your feelings in a seemingly objective manner can lead to misunderstandings. A "disagreement" could be a matter of "opinion differences," an "argument," a "debate," or a "fight." Preoccupation. If your mind wanders to another topic and you only half listen before responding effective communication is blocked. Hostility. Anger stemming from a previous situation or from one particular subject can color your thinking. Charisma. The charm of the sender affects how the message is received. Past Experiences. We prejudge situations according to what has happened to us in the past

Identify and explain the roles of group members that fall into the "task" category.

Task roles are roles that members have that are more direct and to do with a certain topic. For example, the information seeker asks for clarification of suggestions made in terms of their accuracy and for authoritative information pertinent to the problem being discussed.

Democratic decision making

The group participates in the decision by voting to resolve their differences. Each member has an equal say in the outcome. The process involves the group to a larger extent than in the autocratic mode. Members provide input so that the decision is more informed. However, the resolution by vote creates a majority and a minority. Thus, a proportion of the group is overruled. A win/lose situation has been created that leaves a disgruntled minority of losers. This leads to tension in the group, and decision making becomes competitive within the group.

Relationship-oriented behavior

The leader: • Listens to follower's problems • Praises the follower • Asks for suggestions or input • Encourages or reassures the follower • Communicates information about the overall operations • Discloses information about self • Facilitates follower problem solving

Task-oriented behavior

The leader: • Sets goals and objectives • Plans and organizes work in advance • Constantly communicates job priorities • Clarifies roles • Sets timelines • Determines methods of evaluation • Shows or tells the follower how to do specific task(s) • Checks work

Identify the 4 common elements of communication and explain their roles in the communication process.

The sender is the person or group that originates the message to be transmitted. The message is the information that is transmitted. Ideally, a message is simple, clear, and concise. The medium is the form in which the message is transmitted: human voice, written word, nonverbal actions, telephone, newspaper, poster, etc. The receiver is the person or group that hears or takes in the message. Although the elements of communication can be defined as communicator, receiver, medium, and message, the process of communication is really much more complex because many factors influence how we communicate and perceive. There are opportunities for misunderstandings or misinterpretations on both sides of the process.

5 reasons to set goals

They provide a sense of direction. They motivate us. They make us feel good about ourselves and what we do. They point out strengths, which can be used to overcome obstacles, and make us aware of weaknesses so we can begin to improve them. They help us visualize what is important, plan actions to achieve the goals, and then carry them out.

T in smart goals

Timely—The goal should have a time limit that is reasonable. You may want to include deadlines within the goal to help you manage and plan the work necessary to reach the goal.

Democratic leadership

the entire group shares in decision making.

Laissez-faire leadership

the leader exerts little influence or control.

Autocratic leadership

the leader has complete authority and control.

Provide an explanation of why it is important to evaluate each:

· People who hold leadership positions- To make sure that the people in power are able to properly lead the group so that the company or project does not fall apart due to poor leadership · Groups such as student councils- to make sure that everything is efficient because various things rely on the students council to function properly; if they are not efficient others things may be done poorly · Rules of governance such as bylaws- to make sure that the laws are fair and are not out of bias; they fit the country or group well and have proper meaning, are not discriminatory · Activities and projects- to make sure the project is going smoothly as well that it is a project that should be completed; it has importance and is not something that is being done for no reason

Name and explain 5 points to incorporate during the decision-making process.

· The problem (or decision) under consideration should be viewed as a mutual problem that stands in the way of reaching commonly shared goals · You need enough time for all to state their positions. Every group explains their opinion and what they want to do. · Each member must actively participate in the process, stating opinions and listening to others. · The climate should be cooperative and supportive. Every opinion is accepted and welcome. · Avoid arguing for a position just because it is your own. Back up positions you take with logic and facts.

Explain the advantages of using a consensus approach to making decisions.

· Through the sharing of information all members will know the other members' feeling on the issues, which will promote unity and greater understanding. · Members can all have a sense of ownership in the decision and will therefore work harder to carry out the decision. · Since all members have a say in the final outcome, the decision will usually be of a much higher quality.

Why evaluate?

· To determine whether the objectives of the group have been reached · To bring about improvements in projects and programs · To redirect or emphasize the movement of the program · To measure and record progress · To encourage self-appraisal and improvement by looking for the good as well as the bad in a project · To promote leadership growth with continual feedback of information to assist the leaders in making decisions · To increase participation and improved public relations by seeking the opinions and support of students and faculty · To serve as a record for subsequent groups and to give direction to planning for the next year

Identify what you believe is the best evaluation method or instrument for each of the following examples and explain why you selected each one:

· Your student council constitution- group discussions because then everyone will be following a constitution that is deemed fair. · A recent council project or activity- a progress report could be taken to see the recent activity regarding the project to see what needs to be done better, and what has been efficient so far · The work of a committee- group discussions along with descriptive reports can be issued to see what action should be next, as well as what has been done so far in detail within the committee. · A student council officer- A questionnaire could be given out to see what employees/members feel about the officer, and to see whether the position is going smoothly or not.

Delegating leader

• Defines a problem and the boundaries within which it must be solved, then turns it over to the group to work out a solution • Sets few guidelines • Tends to have a secretarial function or resource person identity • Often does not announce his or her own ideas

Consulting leader

• Gives the group members a chance to influence the decision from the beginning • Presents the problem and relevant background information, then asks for ideas on how to solve it • May offer a tentative solution for the group's reaction • Encourages the group to increase the number of alternative actions to be taken and/or considered • Selects the solution he or she regards as most promising

Telling leader

• Identifies a problem, considers alternative solutions, chooses one of them, and then tells the group members what they are to do • May or may not consider what the group members will think or feel about the decision, but does not let them participate directly in the decision making • May or may not use or imply coercion • Assigns roles to members • Relies primarily on his or her own judgment

Persuading leader

• Makes the decision without consulting the group, but instead of announcing the decision tries to persuade the group members to accept it • Describes how the decision fits both the interests of the group and the interests of the individual members

Explain the disadvantages of using a consensus approach to making decisions.

· Consensus reaching can be time-consuming. · Consensus reaching can place a great demand on the group leader to be facilitator, communicator, listener, and moderator to make sure discussion is not dominated by a few members.

Identify 10 characteristics of effective team members

● Show genuine commitment ● Are flexible ● Don't stay in the shadows ● Reliable and responsible ● Actively listen ● Keep you other members informed ● Always be ready to help ● Support and respect others ● Are a problem solver ● Recognized when they are wrong

Identify 10 characteristics of effective team leaders

● A clear communicator ● Strong organizational skills ● Confident in their team ● Respectful to others ● Fair and kind ● Show integrity ● Are influential in core areas ● Willing to delegate ● Powerful facilitator ● Are a skilled negotiator

Three primary styles of leadership

democratic, autocratic, laissez-faire