| | 1 | Students struggle with setting goals and prioritizing them. |
| | 2 | |
| | 3 | Start with a meeting: |
| | 4 | * Discuss Habit 2: beginning with the end in mind: what do you want others to say about your leadership at the year-end banquet. |
| | 5 | * Discuss the value of soliciting goals from team members rather than suggesting goals to them. People are more invested in achieving goals *they* suggested. |
| | 6 | * Discuss prioritizing activities using the urgent/important matrix. Provide these links: |
| | 7 | https://www.mindtools.com/pages/article/newHTE_91.htm |
| | 8 | https://www2.usgs.gov/humancapital/documents/TimeManagementGrid.pdf |
| | 9 | |
| | 10 | Follow up with an email: |
| | 11 | |
| | 12 | Dear student leaders, |
| | 13 | |
| | 14 | As we've discussed, for any team to work effectively, everyone must understand and share a set of common goals and priorities. |
| | 15 | In our last meeting, we reviewed how leaders can work with their teams to develop goals and priorities. Please meet with |
| | 16 | your team to develop a set of goals for Fall training; later you should meet with them again to develop goals for build season |
| | 17 | preparation, build season, and post-season activities. As we discussed, do '''not''' suggest goals for your team, instead meet |
| | 18 | with each individual team member and ask them to suggest goals; most team members will suggest the same or similar goals - they |
| | 19 | will be much more invested in achieving goals they have suggested themselves. Aggregate the goals into a written list, adding |
| | 20 | any of your own, and then meet with your team to discuss them and narrow the list (if needed). Then work together to prioritize |
| | 21 | the goals into high/medium/low priority. Try to build consensus around priorities and vote if consensus can't be found; your |
| | 22 | team will by much more committed to goals and priorities they share and helped develop. |
| | 23 | |
| | 24 | Publish the goals and priorities for your team on this wiki. They should serve as a decision making compass |
| | 25 | throughout the season, helping you and the students determine whether their activities are important and |
| | 26 | advancing the team's shared goals. Being able to point to the common goals and priorities will help everyone |
| | 27 | stay focused on the right things and will make your job as leader much easier. |
| | 28 | |
| | 29 | Good luck and feel free to ask questions! |
| | 30 | |
| | 31 | Follow up with another meeting: |
| | 32 | * Ask leads/captains to bring 3-6 written high-level goals, developed with their team |
| | 33 | * Discuss the goals and the process: |
| | 34 | * Did many students suggest the same goals? |
| | 35 | * How did the goals line up with the goals you would have suggested? |
| | 36 | * Did the students add some good goals you had not previously considered? |
| | 37 | * Do you think the team is more aligned with and committed to the goals having participated in developing them? |
| | 38 | * What issues/conflicts did you encounter and how did you resolve them? |
