At our mentoring program, we are dedicated to nurturing the leaders of tomorrow, one student at a time. Our approach blends classroom instruction with personalized mentorship to instill the "Power 5 Leadership" principles in young minds.

In the heart of our program lies a comprehensive curriculum that delves into the core aspects of leadership: communication, teamwork, problem-solving, self-awareness, and adaptability. In engaging classroom settings, students actively participate, fostering critical thinking and collaboration.

Our mentors, seasoned professionals and educators, play a pivotal role in guiding students towards personal growth and success. They offer tailored support, enabling students to overcome challenges and unlock their full potential.

We emphasize the practical application of leadership skills, encouraging students to translate their knowledge into real-world scenarios. This approach prepares them for future leadership roles, not only academically but also in all facets of life.

Our mentoring program is holistic, aiming to develop well-rounded individuals. Beyond academics, we help students build confidence, resilience, and a strong sense of responsibility, equipping them to be leaders in their communities.

Personalized progress tracking is integral to our program. We monitor each student's development closely, offering regular feedback to both students and parents to ensure continuous improvement and goal attainment.

Enrolling in our mentoring program means gaining the skills and knowledge necessary for academic excellence, effective leadership, and making a positive impact on the world. By paving the way for the future, one boy or girl at a time, we contribute to a brighter and more empowered generation.

Team Development Curriculum

The Power 5 approach to supporting students through challenging times, physically, emotionally, and mentally.

Session 1: Introductions/Pretest/Icebreakers

What are ice breakers and team building activities, and why are they important?

Team building activities are very important in establishing a rapport with teenagers who are at a critical point in their lives, where they can thrive on knowledge and insight if it is provided to them properly. This important developmental stage that they go through can prove to be beneficial when it is directed towards developing fundamental life skills.

The old saying, ‘kids don’t care how much you know, until they know you care’…is such a true statement with teenagers who frequently feel misunderstood. As such, team building activities are a great way to get to know who you are teaching and build relationships with your students, as it is easier to learn from individuals you like and feel care about you. Icebreakers are great to build team rapport, and allows the instructor to gain insight in the character of the students and are also a great deal of fun to participate in.

The benefits of team building activities for teens is a long discussion, but for the sake of time management and giving you only the most important details, the basic advantages you have to remember are the following:

Team building activities build trust among individuals
These activities develop strategic thinking in teenagers
They work to create a productive environment
They are an asset in developing leadership skills
They contribute tremendously in developing communication skills
They are a great motivation enhancement tool.

Sample Ice Breaker/Team Building Exercises

Two Truths and a Lie
Survival Game
Back-to-Back Drawing
Thank you Challenge
Escape the Room

Reference: https://www.eteambuilding.org/10-amazing-team-building-activities-for-teens/

Session 2: Uniqueness: what makes you…YOU?

What’s in a name?

Have students research their name and discuss the meaning/uniqueness of who they are as individuals.

What is good character?
Define character. What is good/bad character?

Session 3: Leadership Principles

Define leadership.
Use Leader in Me High School Activities from the following website: https://www.franklincovey.com/solutions/education/leader-in-me-high-school/
Examine habits of highly effective leaders.
4 Essential Roles of Leadership- https://www.franklincovey.com/solutions/4essentialroles/

Session 4: Leadership Attributes

Be, Know, Do

Simple but powerful leadership model taken from Military (Army) leadership.

BE – this is all about your character as a leader and is foundational to your ability to lead. It gives you the courage to do what is right regardless of the circumstances or the consequences. As part of BE, you should be aware of your personal core values as well as your organization’s values. For the Army, their values are:

Loyalty
Duty
Respect
Selfless Service
Honor
Integrity
Personal Courage

KNOW – This is about the knowledge and skill sets you need to be competent as a leader and cover four areas:

Interpersonal skills
Conceptual skills
Technical skills
Tactical skills

DO – Leaders act. They bring together everything they are, everything they believe, and everything they know how to do to provide purpose, direction, and motivation. This involves the following three leader actions:

Influencing
Operating
Improving

“Awesome in its simplicity and elegance, the three words capture the essence of great leadership. On your magnificent journey, may you be, know and do everything to be more than you ever dreamed you could be. Dare to live the extraordinary potential that has been given you. Be relentless and passionate in your pursuit of your life’s purpose.”

Remember the words of Washington Irving……..“Great minds have purpose, others have wishes.”

Reference: https://threeminuteleadership.com/2016/05/01/be-know-do-model-of-leadership/

Emotional Intelligence

Take the EI Quiz

Define emotional intelligence-Emotional intelligence (EI) is the ability to perceive, interpret, demonstrate, control, evaluate, and use emotions to communicate with and relate to others effectively and constructively. Some experts suggest that emotional intelligence is more important than IQ for success in life.

Four Domains of Emotional Intelligence

The four domains of Emotional Intelligence — self awareness, self management, social awareness, and relationship management — each can help a leader face any crisis with lower levels of stress, less emotional reactivity and fewer unintended consequences.

1. Self-awareness- Self-awareness involves being able to read your own emotions and recognize their impact. It also involves knowing your strengths and limits and having a sense of self-confidence.

It’s about having the ability to both recognize and better understand moods and emotions and about understanding what drives those moods and emotions and how that affects others. In order to practice this skill, you must develop an awareness of your own emotional states.

2. Self-management- Self-management competencies involve having a sense of achievement, displaying honesty, integrity and, trustworthiness and being able to keep disruptive emotions under control.

It also involves having a sense of optimism, being adaptable and flexible and recognizing and seizing opportunities as they arrive. Those who practice this competency accept responsibility and learn to choose their own emotional response.

Self-management also involves learning to re-frame stressful situations into situations that are simply challenging. Tuning into those emotional triggers can help you better manage your emotions as well.

3. Social awareness- social awareness competencies involve being able to sense other people’s emotions, understanding their unique perspectives and learning to take an active interest in things they are concerned about.

It also involves having a sense of organizational awareness and a sense of service.

4. Relationship management- Relationship management involves having a sense of teamwork and collaboration, being an inspirational leader and learning how to resolve disagreements.

Those who are well versed in this competency know how to guide and motivate others, and use a wide range of tactics for persuasion. Relationship management also involves being able to initiate and lead people in a new direction and learning how to bolster other’s abilities through feedback and guidance.

Emotional intelligence exercises-see pdf in notes

Video: https://www.youtube.com/watch?v=LgUCyWhJf6s

References: https://positivepsychology.com/emotional-intelligence-frameworks/#domains

Session 5: Motivation: what motivates you?

Intrinsic motivation-comes from within the individual
Extrinsic motivation-comes from outside the individual
Have students brainstorm examples of each/teacher provide examples.

Website: examples: https://helpfulprofessor.com/intrinsic-vs-extrinsic-motivation/

Examples of intrinsic motivation

Practicing tennis for fun
Playing the piano because you enjoy making music
Reading a novel for pleasure
Volunteering because you enjoy helping others
Watching a movie for the excitement
Studying because you enjoy learning about the topic
Working hard because you enjoy being good at it
Taking a walk to relax
Playing with your child to feel connected
Saying thank you because you appreciate other’s help
Learning a new language because you enjoy learning new things
Cooking because you like creating new dishes
Making craft because you enjoy being creative
Smiling because you feel good doing it
Working hard because you are energized by a positive work environment
Doing chores because you enjoy organizing your home

Examples of extrinsic motivation

Practicing tennis to win a game
Playing the piano because you want to avoid being nagged
Reading a novel to write a book report
Volunteering because you want others to like you
Going to a movie to chaperone
Studying because you want good grades to please your parents
Working hard because you want to earn a bonus
Taking a walk to lose weight
Playing with your child to prevent tantrum
Saying thank you because you want to follow social rules
Learning a new language to work in another country
Cooking because your family is hungry
Making craft to sell for money
Smiling because you feel socially obligated
Working hard because financial incentives will be given.
Doing chores because you want to earn an allowance

WHAT CAUSES INTRINSIC MOTIVATION?

Intrinsic motivation is driven by intrinsic psychological rewards. Intrinsic or internal rewards are positive emotions that come with carrying out the activity itself.

Examples of intrinsic rewards are

Sense of competence when you master a new skill,
Sense of accomplishment when you see progress in your work,
Sense of belonging when you participate in group activities, and
Sense of meaning when you volunteer in a shelter or mentor a junior.

WHAT CAUSES EXTRINSIC MOTIVATION?

Extrinsic motivation can be driven by psychological or tangible reward systems. While tangible rewards are always external, psychological rewards can sometimes come from within.

WHICH IS BETTER – INTRINSIC OR EXTRINSIC MOTIVATION?

Different motivations can affect the quality of the action substantially even though they can motivate the same behavior.

Researchers find that when people are intrinsically motivated, the quality of their action is better leading to better performance, especially in the long term. They are more passionate and have a stronger sense of personal commitment. They are more persistent when facing difficulties. Those people are also more creative and more likely to come up with novel ideas and solutions.

Although intrinsic motivation seems to be better than extrinsic motivation, there are times when extrinsic motivation acts like an intrinsic equivalent. This happens when a person can internalize the reason for doing something because the reason aligns with their own values.

The Self-determination Theory suggests that there are three basic needs that are internal motivators. These motivating factors can affect a person’s intrinsic desire.

1. AUTONOMY

A person can only be intrinsically motivated when they feel that they have the autonomy to choose. The decision to engage has to be a “free choice” with no strings attached.

2. SENSE OF COMPETENCE

One of the biggest intrinsic motivators is a sense of competence. When a person completes a difficult task or masters a new skill, they feel accomplished and are more likely to do it again. Engage in new challenges that are difficult enough so that they are interesting, but not too hard that they are deterring.

3. RELATEDNESS

Human beings are wired to seek connections with others. Relatedness is one of the most powerful psychological needs. It refers to how well one feels connected, secure, respected and cared for.

References

Ryan RM, Koestner R, Deci EL. Ego-involved persistence: When free-choice behavior is not intrinsically motivated. Motiv Emot. Published online September 1991:185-205. doi:10.1007/bf00995170

Ryan R, Deci E. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemp Educ Psychol. 2000;25(1):54-67. https://www.ncbi.nlm.nih.gov/pubmed/10620381

Deci EL, Vallerand RJ, Pelletier LG, Ryan RM. Motivation and Education: The Self-Determination Perspective. Educational Psychologist. Published online June 1991:325-346. doi:10.1080/00461520.1991.9653137

Tang SH, Hall VC. The overjustification effect: A meta-analysis. Appl Cognit Psychol. Published online October 1995:365-404. doi:10.1002/acp.2350090502

Session 6: Team Concepts and Components

Competitive greatness
Pyramid of character

How the Pyramid of Character and Leadership Blends

Excellence (Inspired)

Pride (Influenced)

Desire (Individual)

Determination (Individual)

Perseverance (Intrinsic)

Poise (Intrinsic)

Passion (Individual)

Courage (Ind)

Purpose (Team)

Humility (Individual)

Discipline (Modeled)

Accountability (Shared)

Responsibility (Individual

Unity (Team)

Respect (Modeled)

Confidence (Individual)

Commitment (Duplicated)

Work Ethic (Modeled)

Sacrifice (Individual)

Trust (Individual)

Team activity:

Players will select and rank the previous character words that best define who they are. You may give each word a value of 1-20, use each number only once. Secondly, rerank the Character words based on the how you see yourself in that charcter word.

Session 7: Stages of Team Development

Bruce Tuckman's Model for Team Development

Forming
Storming
Norming
Performing
Adjourning

The 5 Stages of Team Development

Team effectiveness is improved by a team's commitment to reflection and on-going evaluation. In addition to evaluating accomplishments in terms of meeting specific goals, for teams to be high-performing it is crucial for them to understand their development as a team. Each stage of team development has its own recognizable feelings and behaviors; understanding why things are happening in certain ways on your team can be an important part of the self-evaluation process.

Forming

Feelings

During the Forming stage of team development, team members are usually excited to be part of the team and eager about the work ahead. Members often have high positive expectations for the team experience. At the same time, they may also feel some anxiety, wondering how they will fit in to the team and if their performance will measure up.

Behaviors

Behaviors observed during the Forming stage may include lots of questions from team members, reflecting both their excitement about the new team and the uncertainty or anxiety they might be feeling about their place on the team.

Team Tasks

The principal work for the team during the Forming stage is to create a team with clear structure, goals, direction and roles so that members begin to build trust. A good orientation/kick-off process can help to ground the members in terms of the team's mission and goals, and can establish team expectations about both the team's product and, more importantly, the team's process. During the Forming stage, much of the team's energy is focused on defining the team so task accomplishment may be relatively low.

Session 8: Stages of Team Development

Bruce Tuckman's Model for Team Development

Storming

Desire- Only the best for the finest

Respect- We are only as strong as our weakest man

Confidence- We can, and you will

Storming

Feelings

As the team begins to move towards its goals, members discover that the team can't live up to all of their early excitement and expectations. Their focus may shift from the tasks at hand to feelings of frustration or anger with the team's progress or process. Members may express concerns about being unable to meet the team's goals. During the Storming stage, members are trying to see how the team will respond to differences and how it will handle conflict.

Behaviors

Behaviors during the Storming stage may be less polite than during the Forming stage, with frustration or disagreements about goals, expectations, roles and responsibilities being openly expressed. Members may express frustration about constraints that slow their individual or the team's progress; this frustration might be directed towards other members of the team, the team leadership or the team's sponsor. During the Storming stage, team members may argue or become critical of the team's original mission or goals.

Team Tasks

Team Tasks during the Storming stage of development call for the team to refocus on its goals, perhaps breaking larger goals down into smaller, achievable steps. The team may need to develop both task-related skills and group process and conflict management skills. A redefinition of the team's goals, roles and tasks can help team members past the frustration or confusion they experience during the Storming stage.

Session 9: Stages of Team Development

Bruce Tuckman's Model for Team Development

Norming

A) Work Ethic- What makes you tic, what’s your why

B) Respect-Your teammates and coaches

C) Starts at home

D) Accountability- Your teammates and coaches

Norming

Feelings

During the Norming stage of team development, team members begin to resolve the discrepancy they felt between their individual expectations and the reality of the team's experience. If the team is successful in setting more flexible and inclusive norms and expectations, members should experience an increased sense of comfort in expressing their "real" ideas and feelings. Team members feel an increasing acceptance of others on the team, recognizing that the variety of opinions and experiences makes the team stronger and its product richer. Constructive criticism is both possible and welcomed. Members start to feel part of a team and can take pleasure from the increased group cohesion.

Behaviors

Behaviors during the Norming stage may include members making a conscious effort to resolve problems and achieve group harmony. There might be more frequent and more meaningful communication among team members, and an increased willingness to share ideas or ask teammates for help. Team members refocus on established team ground rules and practices and return their focus to the team's tasks. Teams may begin to develop their own language (nicknames) or inside jokes.

Team Tasks

During the Norming stage, members shift their energy to the team's goals and show an increase in productivity, in both individual and collective work. The team may find that this is an appropriate time for an evaluation of team processes and productivity.

Session 10: Stages of Team Development

Bruce Tuckman's Model for Team Development

Performing

(Swagger)

A) Poise- Fine as Silk and twice as Smooth

B) Courage-Way down in the Jungle Deep

C) Determination-He up, and nothing can stop us

Performing

Feelings

In the Performing stage of team development, members feel satisfaction in the team's progress. They share insights into personal and group process and are aware of their own (and each other's) strengths and weaknesses. Members feel attached to the team as something "greater than the sum of its parts" and feel satisfaction in the team's effectiveness. Members feel confident in their individual abilities and those of their teammates.

Behaviors

Team members are able to prevent or solve problems in the team's process or in the team's progress. A "can do" attitude is visible as are offers to assist one another. Roles on the team may have become more fluid, with members taking on various roles and responsibilities as needed. Differences among members are appreciated and used to enhance the team's performance.

Team Tasks

In the Performing stage, the team makes significant progress towards its goals. Commitment to the team's mission is high and the competence of team members is also high. Team members should continue to deepen their knowledge and skills, including working to continuously improving team development. Accomplishments in team process or progress are measured and celebrated.

Is the "Performing" stage the end of the process?

While working on a high-performing team may be a truly pleasurable and growthful experience, it is not the end of team development. There is still a need for the team to focus on both process and product, setting new goals as appropriate. Changes, such as members coming or going or large-scale changes in the external environment, can lead a team to cycle back to an earlier stage. If these changes - and their resulting behaviors - are recognized and addressed directly, teams may successfully remain in the Performing stage indefinitely.

Session 11: Stages of Team Development

Bruce Tuckman's Model for Team Development

Adjourning

A) Pride-Stand as one team and one goal

B) Repeat the process

C) Passion-From Season to Season

D) Unity-Not one of us, but all of us, one of us is not better than all of us. Two is better than one

Adjourning (ending)

Feelings

Team members may feel a variety of concerns about the team’s impending dissolution. They may be feeling some anxiety because of uncertainty about their individual role or future responsibilities. They may feel sadness or a sense of loss about the changes coming to their team relationships. And at the same time, team members may feel a sense of deep satisfaction at the accomplishments of the team. Individual members might feel all of these things at the same time, or may cycle through feelings of loss followed by feelings of satisfaction. Given these conflicting feelings, individual and team morale may rise or fall throughout the ending stage. It is highly likely that at any given moment individuals on the team will be experiencing different emotions about the team's ending.

Behaviors

During the Ending Stage, some team members may become less focused on the team's tasks and their productivity may drop. Alternatively, some team members may find focusing on the task at hand is an effective response to their sadness or sense of loss. Their task productivity may increase.

Team Tasks

The team needs to acknowledge the upcoming transition and the variety of ways that individuals and the team may be feeling about the team’s impending dissolution. During this stage, the team should focus on three tasks:

Completion of any deliverables and closure on any remaining team work
Evaluation of the team’s process and product, with a particular focus on identifying "lessons learned" and passing these on to the sponsor for future teams to use
Creating a closing celebration that acknowledges the contributions of individuals and the accomplishments of the team and that formally ends this particular team's existence.

Reference

https://ncs.uchicago.edu/sites/ncs.uchicago.edu/files/uploads/tools/NCS_PS_Toolkit_BST_Set_C_StagesTeamDevelopment.pdf

Session 12: Wrap Up

Posttest

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