Coaching Future Leaders
Written by: Ashley Johnson,Kelsey Koeneman
As the school year is winding down, much of a Student Government Organization’s work has just begun. Some of our most important and impactful events occur at this time. Our major event, that which our students receive the most speculation, criticism, and challenges, is the prom. Not only do older students have a personal investment in the outcome of this event, but all upperclassmen in the school do as well. As we move towards this event, the Student Government Organization also plans and executes our Donuts & Dresses event that ensures an affordable and fun prom for all students, no matter economic status, as well as, provides meals to our student food pantry.
“We have to make sure that our team is prepared to work hard on their own, as a group, and in our community.”
As my co-sponsor and I work towards these large goals, we have to make sure that our team is prepared to work hard on their own, as a group, and in our community. The first intentional step that we took towards this was through self-reflection and team-reflection in the manner of a Gallup Clifton Strengths session. The second step was to expand upon the work done in the first session and identify key aspects of our student networks.Â
Session 1: Strengths Coaching
Step 1:Â
A huge component of the Clifton Strengths coaching is naming and claiming your strengths as they appear in your everyday life. For the first portion of our session, students focused on naming their strengths. This is an activity that is familiar to our students, as they have been working with their Strengths since they were freshmen. After they name their strengths, they have to claim where they see them at work in their lives.Â
Students were given a worksheet and were guided by these slides:
* The entire worksheet & slideshow are included as a resource.Â
* An alternative to this activity could be to adapt this activity to work with another personality test such as the Enneagram or Meyers-Briggs. We would suggest that you take an additional session to complete these personality tests when necessary.Â
Step 2:Â
Students were directed to synthesize this information into a statement of leadership. This statement is meant to reflect their time in our organization. However, they can use examples of leadership as reflected in the above portion of their worksheet.
Student Work from Steps 1-2:
* This same activity can be completed with other personality tests.Â
Step 3:Â
If timing prohibits the completion of this activity in one session, I recommend saving this second portion for your next meeting.Â
If timing is not an issue, continue directly into this next step.Â
Students are prompted to evaluate a designated partner to eliminate any blind spots that they might have concerning their own leadership abilities and presentation. I designate these partners to ensure that no student is working with another from their grade-level team in which students may be less likely to provide constructive criticism. This selection of partnerships also allows for maximum productivity, participation, and etiquette.Â
Once students have evaluated their partner’s work, they can return their papers to the original owners. A brief discussion may be necessary during this transition.Â
Students should spend the remainder of the time working on their statement of leadership legacy on their own.
Both of these examples showcase blindspots that leaders had of their own abilities. By taking a moment to reflect and receive feedback from an objective source, they were able to have a meaningful conversation with a peer and reflect on their leadership capabilities in the next portion.
The final portion of this work dealt with writing leadership legacy statements. Throughout this process, reflection allowed students to dive deeper into their knowledge of their strengths as an individual and as a member of our team.
The work done is evident in the progress that their statements have made. Despite the possibility for criticism in this lesson, students were positive throughout, examining their behavior and their peers’ behavior through the lens of Clifton’s Strengths allowed them to be more open to giving and receiving feedback. It is clear that student’s recognize their participation in our organization as something that is mutually beneficial for them, their school, and their community.Â
This was just the boost and motivation that we needed going into our busiest season.
Session 2: The Power of Networking
Teaching our students the power of networking at a young age will benefit them for years to come. The old saying goes, “It’s not what you know, but who you know.” Not only is networking a lifelong skill, but it is the glue that holds our organization together. So many of our events require the support of our local community. Without proper networking, we would never have the funds, donations, and volunteers it takes to do everything we do.Â
This year our students were first introduced to networking when they attended the Schafer Leadership Fusion Retreat. During this event, students were placed at tables with participants from multiple generations. Together, they played a board game and discussed events and pop culture from several different generations. Students were able to hold conversations and relate to people of all ages. Topics discussed included historic events, trends, personal struggles and more. Our students walked away from this with a new respect and understanding of the generations that came before them.Â
As a group, our students participated in lessons throughout the year to strengthen their networking skills.Â
First, we learn what networking is (downloadable resources). Most students feel like “networking” is a business term reserved for adults working in an office or business professional environment. Networking is for everyone – including students! It’s more than just handing out your business card at a corporate event.Â
Expanding your network can expand your reach and provide you with opportunities you never knew possible. By connecting with people from different backgrounds, industries, and experiences, you create a support system that can help you grow, gain new perspectives, and access valuable resources. And, as a student government organization, we need these new perspectives and resources to run successful events.Â
Then, students identify their own networks. By brainstorming contacts within their own lives, students identify primary and secondary network contacts who may want to partner with us on one or more events. Many students go into this process thinking they don’t have a network but come out realizing they have connections with more people than they think.Â
After students have identified their network, they take some time deciding who would be a perfect fit for each of the events we hold. We host several events over the year (etc. Homecoming for a Cause, Reverse Trick or Treat, Donuts and Dresses, Prom), and we need sponsors, volunteers, and donations to make them a success.Â
Finally, students review and organize their network lists to make sure each connection is approached strategically. They assign specific individuals to reach out to certain contacts, making sure there is no overlap in communication. This coordination allows each student to focus on building a unique relationship with their assigned contacts, which helps create more meaningful connections.
Over time, students experience the long-term benefits of networking. These connections often extend far beyond high school, evolving into lasting friendships, professional relationships, and mentorships.Â
Conclusion
Students left Session 2 with renewed vigor to provide donations to both of our events. Within 24 hours, we had received word of 5 donations overall, 3 being from just one student. As co-sponsors, we also received word of many donations that had been works-in-progress and had come to fruition, demonstrating the power of intention and positive reinforcement as a necessary stepping stone to creating positive change. More mini-sessions like this are on the books for us as we continue to maintain our current responsibilities as an organization and develop our leaders into philanthropic individuals who will help our community for generations to come.Â
Resources
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