PROJECT PLANNING ** THE FIVE STEPS TO SUCCESS 1. ADOPT: TO CHOOSE OR ACCEPT This is the first step of planning a project. It is where you select a project and begin to set it into motion. 2. BREAKDOWN: AN ANALYSIS In this step you break down the project into jobs and assign these jobs to committees or individuals. 3. CHECK: TO INVESTIGATE OR VERIFY The third step to your project’s success is to confirm with committees or individuals to assure success and work out barriers on last second problems. 4. DO IT: TO PERFORM, FINISH, OR COMPLETE This is where everything comes together to become what you have wanted it to be. 5. EVALUATE: TO JUDGE THE WORTH
This is very important. In this step you look at what you did and how it could have been done better. Furthermore, it is here that you can really look at what you did and make improvements for the future. PROJECT PLANNING PRE PLANNING: Project Planning Proposal Submitted by:_ Name of project:_
Brief description of project:_
Purpose of project: _
When: Where:_ Estimated cost: Project Approval Approved Not approved Need more information Date Signature_ PROJECT PLANNING STEPPING STONES Project Name: Date, Time & Place of Project: Chairperson: Members of Committee: Goal/Objectives of Project:
Activity
Person Responsible
Deadline
1. Permission
(who needs to approve
this activity)
2. Budget
(income, expenses,
revenue source)
3. Publicity
(written, audible, visual)
4. Cleanup
(done quickly; resources
returned, stored
5. Evaluate
(What was done well?
What could be improved?)
6. Thank You
(written-letters or note
cards to sponsors and
volunteers)
EVALUATION How do we measure whether we have reached our goals? (To what degree?) What are the written/spoken ways to measure success?
What do we do with results of evaluation?
Who can help with this? Measuring Achievement When we measure the degree of reaching the mountaintop, then we know success!
Goals must be clearly set. We measure both success and failure. We measure before, during, and after. We measure people, money, time ... the whole thing.
We also make suggestions for the next time, to help future leaders be successful.
We measure Ourselves, Each Project, Each Unit of Time.
Measurement
How good of a leader am I ?
What am I really trying to do?
How successful have I been?
Where are we going?
Who gets the records?
How do others measure me?
We Use: Checklists Inventories, interviews, Progress Reports ,Meetings Suggestion Box Ideas, Written Goals
EVALUATION SHEET
Date:_ Project/Activity _ PROS CONS RULES FOR BRAINSTORMING 1. SET A TIME LIMIT 2. NO PUT DOWNS 3. FREE THINKING 4. QUANTITY IS THE GOAL
PRINCIPLES OF DELEGATING INTRODUCTION Most people in authority have difficulty assigning jobs to others because they know what they want done, how they want it done, and have confidence in their own ability to tackle the job and get it done. It is these characteristics that make a successful leader to begin with. However, trying to do everything yourself can lead to an awful burden and failure. If others are not made to feel a part of the student council, they will lose interest and quit. Also, if one student attempts to carry the load alone, it can and will affect his classroom performance as well as his effectiveness in other areas of his life. LEADERSHIP When you accept the role of leader, your relationship with your peers is altered. Also, your role change necessitates a change in your self-concept: you are now the one who must work out the details and 1) plan the activity, 2) organize the group, 3) motivate the others to move in one direction for the same purpose and, 4) check and evaluate according to the plan to make sure the group is staying on track. PLANNING This is the first step of every activity. The officers/leaders must decide what the student body wants to do. This can be handled through written or oral surveys, communicating with those you represent. Do this quickly, as you lose momentum if you dally. Check a sampling of students. ORGANIZING This is the forte' of most good leaders. This is the step in which you involve others. It involves giving up some of the control to the group. The rewards for effectively doing this step are astronomical. MOTIVATING If you have enlisted the help of competent people, you will be able to get them excited and supportive with ease. They in turn will help communicate this enthusiasm to the student body. If you have trouble motivating your support group, you will have trouble fielding a successful activity. FOLLOW UP This phase is very important. It is in this phase that you allow yourself enough time to re-direct, go with alternatives, make changes. If the leader is careful in checking on progress, he will be able to judge when change is needed.
The previous four steps are most crucial to successful delegating. TRAINING One of the most important areas to consider when selecting members to take on responsibility is the previous training of the member and the training you are able to give. It is the responsibility of the leader to provide for growth experiences for the members. By delegating responsibility, you have the opportunity to enhance the growth of the group. Do not simply assign a task. Along with the assignment should come 1) a commitment from the delegate, 2) directions on how to accomplish the task (this can sometimes best be done as simple guidance), and 3) a clear awareness by the delegate of expectations. Communicate both verbally and in writing. ALWAYS END THE DELEGATION WITH A COMMITMENT FROM THE STUDENT ACCEPTING THE TASK. If the student is not willing to make a commitment, you can be reasonably sure that the task will not be done. Students who express a desire to become involved should be apprised of the commitment needed and the expectations. PLANNING Discuss goals and purposes of activity.
Get ideas from students regarding what the activity should be.
Decide on what should be done to accomplish goals/purposes.
Establish a timetable for each step needed.
Identify what is needed: people, time, space, props.
Establish a means of evaluation. ORGANIZING Select staff. Choose people who can and will perform the tasks. Insist on accountability.
Establish directions for each phase of activity. If directions can be put in writing and handed to the student, success is more likely.
Assign a chairperson for delegates to check with. Chairperson should have a clear idea of plan and expectations.
Establish a method of communicating with students involved in all phases of activity.
Follow through. Chairman should be responsible for checking on progress and advising of difficulties.
Set up a problem solving technique before difficulties arise. MOTIVATING Create an environment in which members can meet their personal needs while meeting the need of the organization.
If members' ideas are incorporated into the plan, the results will generally improve.
Praise and recognition of work accomplished will improve motivation for future tasks. Provide praise as work is in progress.
Giving clear directions for accomplishing task will increase self-confidence in students and thus increase motivation.
Allowing limited decision making as part of responsibility will increase motivation.
Success breeds success. If you can manage to provide students with success in small projects for the student council, they will be anxious to do a good job in the future, FOLLOW UP Establish a system for feedback at regular intervals.
Make adjustments/changes as needed. Be flexible.
Communicate progress to those who need to know. DELEGATION WHY IS IT DIFFICULT? Many student leaders find it difficult to delegate. There are a number of reasons for this including: preferring to do the job themselves and see that it is done right; not wanting to impose large responsibilities on other members of the group; some of the spotlight is moved away from the leader. While doing it all yourself may get the job done, it can create apathy among non-involved members of the group.
Sometimes, leaders make the mistake of delegating only the menial work, while keeping the appealing tasks for themselves. This can give members a feeling of being used, rather than being important. The following are some simple guidelines to determine delegating responsibilities. WHEN TO DELEGATE: When there is a lot of work to be done in a limited amount of time.
When you feel someone else has particular qualifications that would suit the task.
When someone expresses interest in the task.
When you think that a particular person might benefit from the responsibility.
WHEN NOT TO DELEGATE:
Things that are usually your specified responsibilities, except in emergencies.
Something that you yourself would not be willing to do.
A task to someone who may not possess the capabilities necessary to complete the job. (Never guarantee failure for members of your group.)
The leftovers. METHODS FOR DELEGATING Ask for volunteers. Explain the task and see who is interested.
Match talents. Don't take over tasks yourself when your request for volunteers is met with silence. Select people with talents for the task and express confidence in their abilities.
Spread the good tasks around. Avoid favoritism amongst members of your group. GUIDELINES FOR DELEGATING Coordinate and keep communication open with the various people in the group. Ensure that the task has been clearly defined and has a set deadline.
Facilitate the accomplishment of getting those tasks done, but don't take over. Remember the importance of tact and concern.
If things aren't getting done, find out why and act on it. OBSTACLES TO DELEGATION . . .AND SOLUTIONS
If you find that you seldom delegate, or resist the idea of delegation you may be limiting yourself and the success of your organization by giving in to these obstacles:
You are limited by the "I can do it better myself" fallacy. You feel the only way to finish the work correctly is to do the work yourself ... start with small tasks given to others and increase with each success.
You do not know which tasks to delegate ... ask others what they are comfortable with.
You lack confidence in a volunteer's ability to make proper decisions ... have them check in with you on a regular basis but less often as they earn your confidence.
You feel you will lose control of the work and will not know what is happening ... have the group approve a plan of action.
You are particularly interested in the work and want to do it yourself because you get satisfaction from this personal involvement ... satisfaction can come from sharing success.
WHY GROUP MEMBERS MAY NOT ACCEPT APPRECIATION They find it easier to ask the person in charge than to make a decision by themselves.
They do not understand their own authority level; therefore, they are indecisive.
They fear criticism of their mistakes and may lack self-confidence.
They lack resources and necessary information to do a job.
They feel the incentives are inadequate to motivate them.
When you use delegation you will be able to distribute the workload. More members of your group will be actively involved. The talents of the all of the individuals will help the organization run smoothly.
Use all material freely!!! Thank you for using LeadershipToGo.com. You can make a difference in your school and community. Site design by Netwave in conjunction with Willow Wood Productions.
===**Take the Initiative!
- How to Plan a Project
- How to Brainstorm Ideas
- How to Delegate
===PROJECT PLANNING **
THE FIVE STEPS TO SUCCESS
1. ADOPT: TO CHOOSE OR ACCEPT
This is the first step of planning a project. It is where you select a project and begin to set it into motion.
2. BREAKDOWN: AN ANALYSIS
In this step you break down the project into jobs and assign these jobs to committees or individuals.
3. CHECK: TO INVESTIGATE OR VERIFY
The third step to your project’s success is to confirm with committees or individuals to assure success and work out barriers on last second problems.
4. DO IT: TO PERFORM, FINISH, OR COMPLETE
This is where everything comes together to become what you have wanted it to be.
5. EVALUATE: TO JUDGE THE WORTH
This is very important. In this step you look at what you did and how it could have been done better. Furthermore, it is here that you can really look at what you did and make improvements for the future.
PROJECT PLANNING
PRE PLANNING:
Project Planning Proposal
Submitted by:_
Name of project:_
Brief description of project:_
Purpose of project: _
When:
Where:_
Estimated cost:
Project Approval
Approved Not approved Need more information
Date Signature_
PROJECT PLANNING STEPPING STONES
Project Name:
Date, Time & Place of Project:
Chairperson:
Members of Committee:
Goal/Objectives of Project:
Activity
Person Responsible
Deadline
1. Permission
(who needs to approve
this activity)
2. Budget
(income, expenses,
revenue source)
3. Publicity
(written, audible, visual)
4. Cleanup
(done quickly; resources
returned, stored
5. Evaluate
(What was done well?
What could be improved?)
6. Thank You
(written-letters or note
cards to sponsors and
volunteers)
EVALUATION
How do we measure whether we have reached our goals? (To what degree?)
What are the written/spoken ways to measure success?
What do we do with results of evaluation?
Who can help with this?
Measuring Achievement
When we measure the degree of reaching the mountaintop, then we know success!
Goals must be clearly set.
We measure both success and failure.
We measure before, during, and after.
We measure people, money, time ... the whole thing.
We also make suggestions for the next time, to help future leaders be successful.
We measure Ourselves, Each Project, Each Unit of Time.
Measurement
How good of a leader am I ?
What am I really trying to do?
How successful have I been?
Where are we going?
Who gets the records?
How do others measure me?
We Use:
Checklists Inventories, interviews, Progress Reports ,Meetings Suggestion Box Ideas, Written Goals
EVALUATION SHEET
Date:_ Project/Activity _
PROS CONS
RULES FOR
BRAINSTORMING
1. SET A TIME LIMIT
2. NO PUT DOWNS
3. FREE THINKING
4. QUANTITY IS THE GOAL
PRINCIPLES OF DELEGATING
INTRODUCTION
Most people in authority have difficulty assigning jobs to others because they know what they want done, how they want it done, and have confidence in their own ability to tackle the job and get it done. It is these characteristics that make a successful leader to begin with. However, trying to do everything yourself can lead to an awful burden and failure. If others are not made to feel a part of the student council, they will lose interest and quit. Also, if one student attempts to carry the load alone, it can and will affect his classroom performance as well as his effectiveness in other areas of his life.
LEADERSHIP
When you accept the role of leader, your relationship with your peers is altered. Also, your role change necessitates a change in your self-concept: you are now the one who must work out the details and 1) plan the activity, 2) organize the group, 3) motivate the others to move in one direction for the same purpose and, 4) check and evaluate according to the plan to make sure the group is staying on track.
PLANNING
This is the first step of every activity. The officers/leaders must decide what the student body wants to do. This can be handled through written or oral surveys, communicating with those you represent. Do this quickly, as you lose momentum if you dally. Check a sampling of students.
ORGANIZING
This is the forte' of most good leaders. This is the step in which you involve others. It involves giving up some of the control to the group. The rewards for effectively doing this step are astronomical.
MOTIVATING
If you have enlisted the help of competent people, you will be able to get them excited and supportive with ease. They in turn will help communicate this enthusiasm to the student body. If you have trouble motivating your support group, you will have trouble fielding a successful activity.
FOLLOW UP
This phase is very important. It is in this phase that you allow yourself enough time to re-direct, go with alternatives, make changes. If the leader is careful in checking on progress, he will be able to judge when change is needed.
The previous four steps are most crucial to successful delegating.
TRAINING
One of the most important areas to consider when selecting members to take on responsibility is the previous training of the member and the training you are able to give. It is the responsibility of the leader to provide for growth experiences for the members. By delegating responsibility, you have the opportunity to enhance the growth of the group. Do not simply assign a task. Along with the assignment should come 1) a commitment from the delegate, 2) directions on how to accomplish the task (this can sometimes best be done as simple guidance), and 3) a clear awareness by the delegate of expectations. Communicate both verbally and in writing. ALWAYS END THE DELEGATION WITH A COMMITMENT FROM THE STUDENT ACCEPTING THE TASK. If the student is not willing to make a commitment, you can be reasonably sure that the task will not be done. Students who express a desire to become involved should be apprised of the commitment needed and the expectations.
PLANNING
Discuss goals and purposes of activity.
Get ideas from students regarding what the activity should be.
Decide on what should be done to accomplish goals/purposes.
Establish a timetable for each step needed.
Identify what is needed: people, time, space, props.
Establish a means of evaluation.
ORGANIZING
Select staff. Choose people who can and will perform the tasks. Insist on accountability.
Establish directions for each phase of activity. If directions can be put in writing and handed to the student, success is more likely.
Assign a chairperson for delegates to check with. Chairperson should have a clear idea of plan and expectations.
Establish a method of communicating with students involved in all phases of activity.
Follow through. Chairman should be responsible for checking on progress and advising of difficulties.
Set up a problem solving technique before difficulties arise.
MOTIVATING
Create an environment in which members can meet their personal needs while meeting the need of the organization.
If members' ideas are incorporated into the plan, the results will generally improve.
Praise and recognition of work accomplished will improve motivation for future tasks. Provide praise as work is in progress.
Giving clear directions for accomplishing task will increase self-confidence in students and thus increase motivation.
Allowing limited decision making as part of responsibility will increase motivation.
Success breeds success. If you can manage to provide students with success in small projects for the student council, they will be anxious to do a good job in the future,
FOLLOW UP
Establish a system for feedback at regular intervals.
Make adjustments/changes as needed. Be flexible.
Communicate progress to those who need to know.
DELEGATION
WHY IS IT DIFFICULT?
Many student leaders find it difficult to delegate. There are a number of reasons for this including: preferring to do the job themselves and see that it is done right; not wanting to impose large responsibilities on other members of the group; some of the spotlight is moved away from the leader. While doing it all yourself may get the job done, it can create apathy among non-involved members of the group.
Sometimes, leaders make the mistake of delegating only the menial work, while keeping the appealing tasks for themselves. This can give members a feeling of being used, rather than being important. The following are some simple guidelines to determine delegating responsibilities.
WHEN TO DELEGATE:
When there is a lot of work to be done in a limited amount of time.
When you feel someone else has particular qualifications that would suit the task.
When someone expresses interest in the task.
When you think that a particular person might benefit from the responsibility.
WHEN NOT TO DELEGATE:
Things that are usually your specified responsibilities, except in emergencies.
Something that you yourself would not be willing to do.
A task to someone who may not possess the capabilities necessary to complete the job. (Never guarantee failure for members of your group.)
The leftovers.
METHODS FOR DELEGATING
Ask for volunteers. Explain the task and see who is interested.
Match talents. Don't take over tasks yourself when your request for volunteers is met with silence. Select people with talents for the task and express confidence in their abilities.
Spread the good tasks around. Avoid favoritism amongst members of your group.
GUIDELINES FOR DELEGATING
Coordinate and keep communication open with the various people in the group. Ensure that the task has been clearly defined and has a set deadline.
Facilitate the accomplishment of getting those tasks done, but don't take over. Remember the importance of tact and concern.
If things aren't getting done, find out why and act on it.
OBSTACLES TO DELEGATION . . .AND SOLUTIONS
If you find that you seldom delegate, or resist the idea of delegation you may be limiting yourself and the success of your organization by giving in to these obstacles:
You are limited by the "I can do it better myself" fallacy. You feel the only way to finish the work correctly is to do the work yourself ... start with small tasks given to others and increase with each success.
You do not know which tasks to delegate ... ask others what they are comfortable with.
You lack confidence in a volunteer's ability to make proper decisions ... have them check in with you on a regular basis but less often as they earn your confidence.
You feel you will lose control of the work and will not know what is happening ... have the group approve a plan of action.
You are particularly interested in the work and want to do it yourself because you get satisfaction from this personal involvement ... satisfaction can come from sharing success.
WHY GROUP MEMBERS MAY NOT ACCEPT APPRECIATION
They find it easier to ask the person in charge than to make a decision by themselves.
They do not understand their own authority level; therefore, they are indecisive.
They fear criticism of their mistakes and may lack self-confidence.
They lack resources and necessary information to do a job.
They feel the incentives are inadequate to motivate them.
When you use delegation you will be able to distribute the workload. More members of your group will be actively involved. The talents of the all of the individuals will help the organization run smoothly.
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