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LeaderTip #6: How to Overcome Ineffective Meetings

May 17, 2013 — Leave a comment

By this time of spring, most schools have selected their student government, resident advisors, club leaders, and peer mentors for next school year. My big question is—could they use some help getting ready?

At Growing Leaders, we’ve decided to post a helpful article each week continuing through the summer on our blog page, geared especially for student leaders. You can expect it on Fridays. They’ll contain practical tips for leading meetings, communicating a vision, choosing priorities, dealing with difficult peers, bossing your calendar, effective planning and more. You can find today’s tip below. If you like it, it’s our gift to you and your students. Feel free to copy it for each of your student leaders as a discussion guide that will equip them to be more healthy leaders. Also, click on “Free Resources” to view and download the growing library of Leader Tips on a special page of our site. This is a page just for young leaders to practice great leadership. Feel free to have your students look for it, all summer as they anticipate leading this fall. Enjoy.

ineffective-meeting 

How to Overcome Ineffective Meetings

Leadership is a tender balance between relationships and results. Relationships must come first, but merely experiencing friendships with your team may not result in any productivity. Good leaders understand how to leverage both to achieve a mission. Far too often, however, leaders and teams get bogged down in distractions, requests from others, too many options…and all of these lead to ineffective meetings. Teams experience activity without accomplishment in those meetings.

So what undermines effective meetings?

1. The meeting objectives are poorly defined. Leaders must put their objectives in print, clear and simple to understand: here is why we are meeting.

2. People are invited based on protocol not need. Good leaders invite those who can solve problems, not merely represent needs from the group.

3. Participants are not prepared for the meeting. Leaders should give team members material ahead of time so they are ready to discuss and act.

4. We often hold non-essential meetings. Good leaders know not to meet because of mere tradition. If they don’t have a good reason to meet, they cancel it.

5. The meetings last too long. Usually, the longer a meeting goes, the more attendees lose interest and creativity. Leaders must determine an appropriate time span.

6. The participants try to reach consensus on minor issues. Good leaders decide what’s worth “dying for.” They don’t waste time on unimportant issues.

7. The meeting is held in an atmosphere that’s not conducive for discussion. If the issues are sensitive, good leaders know not to meet in a loud or public place.

8. One person is allowed to dominate the meeting. Good leaders talk to dominant members prior to meetings, asking them to speak last and summarize the discussion.

9. The facilitator of the meeting is not a good leader. This should give you incentive to become a better leader each week.

10. No action or wrong action is taken after the meeting. Nothing kills the incentive of team members than seeing poor results after each time they meet.

An Agenda for an Effective Meeting

Sometimes, the agenda for a meeting hinders productivity. Team members get stuck.

If your goal is to actually get something done—not merely report what’s happened since the last meeting—you may want to try a different agenda. I have found that the order I lay out the items for discussion and action may help or hamper our progress.

Olen Hendricks suggests the following order of business for an effective meeting. Try this outline, and place each topic you want to cover under one of these categories.

I. INFORMATION ITEMS

The first category on the agenda includes issues that merely need to be reported on, announced, or communicated to the team. None require a vote. They’re information. They may be activities that happened since the last meeting, progress that took place or issues that require members to look at their calendars. By doing this first, you can set a passionate tone for the meeting by sharing good things that have occurred and you can schedule items on the calendar when attendees still have fresh energy.

II. ACTION ITEMS

This next category includes subjects that require action (a vote or an action by the participants) or, items that were discussed in past meetings under the “study item” portion of the agenda. These issues only become action items when they have been discussed and processed by team members who are now ready to take action. They have been given time and thoughtful consideration.

III. STUDY ITEMS

These issues are ones in which you want to brainstorm and “dream out loud” but they aren’t ready to be acted upon. They allow teams to talk without the pressure of voting or deciding what to do right away. In short, they deserve time and discussion before they become action items. That’s why you put them at the end of the agenda and give them as much time as possible for consideration. Once these issues have been discussed, they can be moved up to action items at a future meeting.

Comedian Milton Berle once described committees as a group of people who keep minutes and waste hours. Far too often, he’s right. Remember, when you form your team to meet with—you want to select people who are problem solvers, not nit-pickers or fault-finders. This is where good meetings begin.

Questions for Reflection

a. What have you failed to do to prepare team members for your meetings?

b. How do you view meetings: a place for discussion, ideas, critiquing or action?

c. Do you have the right people in the right places at your team meetings?

d. What is one important change you could make to improve your meetings?

In Leadership, LeaderTips, Workplace
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Seven Lessons Coaches Can Learn from Frosty Westering

May 16, 2013 — 2 Comments

coach-influence

Frosty Westering died not long ago. He lived a long life, born in 1927 and coached NCAA football for much of that time. But his life wasn’t merely long. It was full. Frosty really, really lived—and chose to invest his life into young men. He built men out of boys during their years in college. After reading about his life, I thought I’d summarize a handful of lessons I learned from the way he led those athletes:

1. He had fun with his team and had no pretentions.

Without shame or hesitation he coached a different way. Although he was a retired Marine, he had fun with his players. One time his team dared him to belly-flop into a California hotel pool and he complied—at age 75. He once took a running plunge into the mud during a sloppy game in Oregon. He actually enjoyed it when players pulled pranks on him and insisted his boys call him by his first name, “Frosty.”

2. He loved his players uniquely.

He loved his guys, in a healthy way and made no bones about it. Seasons would always begin with a three-day getaway, where players bonded, played games, (but not football), apologized for any shortcomings from the past season, and sang songs. Frosty would always remind them how much he cared for them as people, learning about their family background and future dreams. They actually acted like a family.

3. He helped his players see the big picture.

Sometimes, Frosty halted practice to have players spend five minutes gazing beyond the towering evergreens at Mount Rainier. At other times, he’d pause practice to have players go to other sporting events and cheer on fellow athletes at the school. He always halted two-a-day practices in the fall to have his players help the freshmen move into their dorms. All of this, he felt, helped them remember who they were.

4. He modeled selflessness for his guys.

An airline pilot wrote Frosty to thank him after a flight. Why? Because his team had flown on that flight and showed unusual respect to all the crew. They entertained everyone by clicking their seatbelts in unison, then lined up on the jetway to form a “go tunnel” high-fiving all the crew as they exited the plane. A janitor at an opposing school wrote the president saying Frosty’s team left the locker room in spotless condition, arranging the chairs impeccably. A note was left on the whiteboard wishing them a merry Christmas and that they would get some great time with family.

5. He sang with his players.

Freshmen players would stand on a chair during their first week together and sing their high school fight song or a round of “Twinkle, Twinkle, Little Star.” Frosty had them singing all the time. He believed deeply in singing, before and after games, and whenever a moment reminded the team of a song—they’d sing it, pop songs, kids songs, Christmas songs, birthday songs, etc. Can you imagine opponents warming up before a game to singing on the other sideline, then losing to those singers? Why singing? Frosty believed when you sing, your consciousness is raised.

6. He taught his players to set their own standard.

Frosty had stern rules for his guys, including helping opposing players up from the field when his players knocked them down. After all, the privilege of playing football couldn’t occur without opponents. Eventually they set their own standards when they saw the influence of excellence. Troublemakers didn’t have to run sprints—because they felt that love motivated better than fear. Players needing discipline would receive what Frosty called “put ups” (instead of put downs). They got six a day.

7. He used athletics as a platform to teach life.

The bottom line? Frosty coached football to teach life. Practices, games, and every day were full of teachable moments he took advantage of. And lest you think he was some wimp, this former Marine Corps drill instructor coached 32 seasons at Pacific Lutheran without a losing record. He never mentioned playoffs to his team, but won four national titles and four runner-up finishes. He knew how to win at every level.

Do you lead your students with the big picture in mind?

In Generation iY, Generation Y, Leadership
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A Story on Empowering Students to Do What They Do Best

May 15, 2013 — Leave a comment

empowering-students

Today’s blog is a Guest Post from Shane Jacques, from the National FFA.

In 1928, thirty-three farm boys gathered in Kansas City, Missouri to charter an organization that, 85 years later, is over 557,000 members strong. Today, the National FFA Organization remains committed to the individual student, providing a path to achievement in premier leadership, personal growth and career success via agricultural education. Now, the organization is expanding the nation’s view of “traditional” agriculture, finding new ways to infuse agriculture into the classroom.

The longest-running program in the 85-year history of our organization affords student leaders of the National FFA Organization the opportunity to travel to our nation’s capital each July for our annual State Presidents’ Conference. These students, most of whom are recent high school graduates, were equipped with carefully crafted talking points that made a strong case for continuing the federal funding that is the backbone for so many of our programs at the local level. It was a few years ago that we made a startling realization: we were depriving our state officers the opportunity to use their strengths to best serve our members.

The truth hit us hard. We had been putting so much time and effort into developing the message that we failed to see how ineffectively the message was being delivered. While our students are smart, articulate, and composed, they are hardly qualified to talk to legislators about the appropriation of federal funding. The more we came to terms with reality, the more we realized our students’ expertise lies in their ability to tell their own “FFA story.” After all, who better to speak to the impact of FFA, agricultural education, and career and technical education than the very students who feel the impact? Excited by this “a ha” moment, we began seeking resources to help our students tell their stories.

With timing as precise as a Swiss watch, Tim and his team released Habitudes for Communicators. As long-time partners of National FFA programming, Tim and others from the Growing Leaders team were attending our National In-service in Indianapolis when they gave the FFA World its first taste of the newly debuted images. As we learned more about “Windows and Mirrors,” “The Faded Flag,” and “House on Fire” in the context of effective communication, we couldn’t help but realize that these images and their underlying principles were exactly what we’d been looking for to help our students demonstrate the impact of our organization. As the fight for federal funding for public education gets even tougher, we know that we’re letting the stories of our students and their successes speak for themselves as we work to prepare leaders who will produce food, fuel and fiber for a growing planet.

–Shane Jacques, Education Specialist, National FFA Organization

Thanks for all you do Shane. Proud to partner with you as you cultivate leaders and communicators. You guys do it well.

In Education, Leadership
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Four Secrets to Leading Kids For Teachers and Parents

May 14, 2013 — 4 Comments

leading-kids

I am all about leading the next generation well. Our new tag line at Growing Leaders is Preparing Tomorrow’s Leaders Today. That’s it in a nutshell. So, in today’s blog, I want to furnish some practical ideas on leading young people that any caring adult can use. See what you think…and please add to the list in the comment section: 

1. Enlist your kids in their own growth.

Effective parents I know allow their children (ages 8 and up) to choose their own rewards and punishments. Our instinct is to seize control and order our kids around, but that hasn’t worked too well for many. When we enlist our kids in their own upbringing or class regiment, we give them skills for life. Teachers can do the same thing in class. Let students and their peers choose rewards and disciplines, and let them become judge and jury for each other. This helps them “own” it.

2. Get creative in conflict resolution.

When students hit a speed bump with each other and conflict arises, they often resort to a “my way or the highway” mindset. Why not follow the example of many effective teachers and parents who’ve adapted a conflict resolution process from the Harvard Negotiation Project, used in peace talks and union strikes:

  • Separate the kids for a few minutes to let the emotions calm a bit.
  • Encourage them to come up with two to three solutions, not just their own.
  • Vote on a winner, involving both peers and caring adults. 

3. Connect them with their heritage.

Some families I know play a little game called, “Do You Know?” At a meal, they ask, “Do you know where your grandparents grew up?” Or, “Do you know how your parents met?” Or, “Do you know someone in your family who overcame a life or death hardship?” This is not only amusing, but it connects them with their past. Teachers can do the same type of thing with classmates, other faculty or coaches. It’s a healthy exercise helping a “Touch Screen” generation take a break from Google. 

4. Create environments for them to connect with adults.

Did you know that the majority of a teen’s time each week is spent with peers, not adults? As kids grow, they spend less time with the demographic they will need to know how to connect with—as they become adults. So, why not plan parties that adults attend, but have kids host them? Or, set up mentoring meals where your student can meet an adult who has a job in the field they want to enter. These inter-generational connections cultivate emotional intelligence in kids and enable them to feel more comfortable with future bosses.

What would you add to this list?

 

In Leadership, Parenting
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Five Things I Would Say to a Newly Graduated College Student

May 13, 2013 — 14 Comments

job-interview

This month, millions of students will become graduates. They will embark on a job hunt, many for the first time, and they’re experiencing mixed emotions—excitement and terror. The majority of them…will move back home with parents.

In today’s blog, I want to share a conversation I had with a newly graduated 23-year old young adult at Starbucks. I felt it might make for an interactive blog discussion.

Here is what I said as the topic of job interviews came up.

1. Arrive ten minutes early and leave your phone in the car.

More and more employers are telling me that job candidates are performing poorly, even in a bizarre fashion in the interview. Less than half of the HR departments say staff exhibit professionalism during their first year on the job. Human Resource pro’s report candidates are texting or taking phone calls during the interview. Uh…no. Don’t do that. Remove the temptation by leaving your smart phone in your car. I realize life has gotten casual, but a job interview is a sales event.

2. Identify your primary strengths and weaknesses before the interview.

I’m always impressed when I speak to a job candidate who knows their strengths and weaknesses and can talk candidly about them. When a potential staff person knows the value they bring to the table, yet at the same time can talk transparently about their weaknesses as well—I know I have a mature, secure candidate. What’s more, when they can tell me a story of how they used their “gift”… I know its not theory. Share how you’ve used your talent and the outcomes that came from it. This is huge.

3. Follow the “warm but formal” approach at first.

Far too often, interviewers moan about the oddball behavior of young job seekers, saying they try to gain rapport by joking about inappropriate topics or bringing up subjects that only close friends would be comfortable talking about. Off-the-cuff remarks about farting, sexual preferences, or belching just don’t set well. Imagine that. This prompts recruiters to reject otherwise qualified candidates. It’s far better to allow the interviewer to set the standard for informalities, and follow it.

4. Do your homework and ask questions that reveal you’ve done so.

Spend plenty of time on the organization’s website and learn all you can. Find out who the key leaders are, and greet them by name when you see them. In the job interview, answer questions clearly and candidly, but when you do, inquire if it is OK to ask the interviewer a few questions, as well. This usually is impressive. Pose questions that show you’ve gotten acquainted with their mission. Ask about the future. Embody the values of the organization, if possible, demonstrating you fit right in.

5. In the end, ask for the keys.

I recognize this sounds forward, but after a quality interview, tell the supervisor that if you’re hired, you’re wondering when they might feel comfortable giving you keys to the building because you plan on arriving early and perhaps staying late. Smile as you say it, so they don’t see  you as a threat, but as a committed team member who plans on adding value to their mission right away. Display tangible humility, (that you see the big picture) but be forthright too. Communicate that you want the job, and will work to confirm they made the right choice if they hire you.

Question. What would you add to this list?

 

In Leadership, Workplace
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