Post on 23-Sep-2020
2013-2014
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Chapter 1 Responsibilities & Policies……………………………………. page 4 Calendar …………..………………………………………..………………………………… page 5
Financial Responsibilities……………………………………………………..……………… page 6
Task Management…………………………………..……………………………………….. page 7-20
Performance Code………………………………..……………………………………….... page 21
General Policies………………………………………………………………………………. page 22-23
Responsibilities by Organization Level……………………………………………………. page 24
Relationships…………………………………………………………………………………... page 25-26
Official Dress…………………………………………………………………………………… page 26
Chapter 2 FCCLA Facts & Knowledge…………………………………… page 28
What is FCCLA?............................................................................................. page 28
Mission…………………………………………………………………………………………… page 28
Case Statement…………………………………………………………………………...….. page 28
Creed……………………………………………………………………………………………. page 29
Eight Purposes………………………………………………………………………………..... page 29
State Structure…………………………………………………………………………………. page 29
Levels of the Organization…………………………………………………………………... page 30
Policymaking…………………………………………………………………………………… page 31
Chapter 3 Leadership Development & Peer Education………………. Page 33
What is leadership?........................................................................................ page 34
What is your leadership style?......................................................................... page 35-36
Power ………………………………………………………………… page 37
What is peer education?............................................................................... page 38-40
Peer educators.............................................................................
Planning Process & Program Involvement………………………………………………. page 40
Student Leadership Challenge …………………………………………………………… Page 41
1) Model the way
2) Inspire a shared vision
3) Challenge the process
4) Enable others to act
5) Encourage the heart
Chapter 4 Presentation Skills………………………………………………. page 42
Pre-presentation Details………………………………………………………… page 43-44
Making Presentations……………………………………………………………………….. page 45
Quotes…………………………………………………………………………………………. page 46
Presentation Disasters………………………………………………………………………. Page 47
Tips for Meeting with your Principal……………………………………………………… page 48-49
Developing Workshops……………………………………………………………………… page 50-51
Writing tips…………………………………………………………………………………….. page 52-53
Visual Aids……………………………………………………………………………………… page 54-56
Communication……………………………………………………………………………… page 57-58
Power point Advice…………………………………………………………………………. page 59-62
Chapter 5 Networking and Meeting People……………………………. page 63
Introducing People……………………………………………………………………………. page 64-68
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Working a Room………………………………………………………………………………… page 64-67
Elevator Speeches…………………………………………………………………………….. page 68
Chapter 6 Forms……………………………………………………………… page 69 Medical Release Form……………………………………………………………………….. page 70
Class Schedule………………………………………………………………………………… page 71
Authorization Form……………………………………………………………………………. Page 72
Permission Form………………………………………………………………………………….. page 73
Monthly Report………………………………………………………………………………… page 74
Chapter 7 Resources………………………………………………………… page 75
Important Contact Information…………………………………………………. Page 76
FCCLA: The Ultimate Leadership Experience is a dynamic and effective national student organization that helps young men and women become leaders and address important personal, family, work, and societal issues through Family and Consumer Sciences education.
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1) Model the way 2) Inspire a shared vision 3) Challenge the process 4) Enable others to act 5) Encourage the heart
From Student Leadership Challenge by James Kouzes and Barry Posner
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2013-2014 FCCLA CALENDAR DATES Dates and locations may changes as conditions change. The Board of Directors annually sets the calendar for the year. Officers and advisors will need to be alert to possible changes.
Event Date State Officer
State Officer Advisor
June Exec Council Mt Olivet Retreat Center, Farmington
June 16 Sunday-PM X N
June 17 Monday X N
June 18 Tuesday X Y
June 19 Wednesday X Y
National FCCLA Conference-Nashville
July 4-12 Optional Optional
July Exec Council Bethel College, Arden Hills, MN
July 29- Monday PM X Y
July 30 Tuesday X Y
Board of Director Mtg Pres, Pres-Elect and Rep And Advisors -Bethel College, Arden Hills, MN
July 31 afternoon/ early evening 3:30-6:30 pm
X Some X Some
July Exec /Leadership Camp- Bethel College, Arden Hills, MN
July 31 –August 2 X Y
Fall Conference Planning Camp Bethel College, Arden Hills, MN
August 2-Friday X Y
Sept. Board of Director Mtg Twin Cities
Sept 7 Saturday 11:00 am-2:00 pm
X Board members
X Board members
Sept Exec Council Twin Cities
Sept 7- Saturday X N
Sept 8 Sunday X Y
Sept 9 Monday- SO help do a New chapter/ Advising Training
X Y
November Summit Exec Council – Nov State Conference planning Twin Cities
Nov 2- Saturday X Y
Nov 3-Sunday X Y
Cluster Meeting- Omaha, Neb November Optional Optional
January Board of Directors Mtg Jan 4 Saturday 11:00 am-2:00 pm
X Board members
X Board members
January Exec Twin Cities
Jan 4- Saturday X N
Jan 5-Sunday X Y
Jan 6- Monday
Shadow Day Legislative season
March 4, 2014 X N
State Conference 2014 April 10-12, 2014
X Y
State Conference Exec Council Evaluation/Reflection
April 12, 2014- at end of state conference
X Y
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FFiinnaanncciiaall RReessppoonnssiibbiilliittiieess
Event Location Cost to Officer Cost to
Advisor/School
June Exec Council Mt Olivet Retreat
Center
Some meals Lodging, meals,
transportation
National
Leadership
Meeting
OPTIONAL
Nashville Meals, lodging,
transportation,
registration minus
$200 scholarship
from MN FCCLA-
at end of year
Meals, lodging,
transportation,
registration
Camp-Dynamic
Leadership I
Bethel College Some meals Lodging, meals,
transportation
November Exec Twin Cities Some meals Registration and
lodging
November Cluster
Meeting
Omaha Optional- attend
at your cost
Registration,
transportation
Optional- attend
at your cost
Registration,
transportation
Capitol Leadership
Training
OPTIONAL
Washington DC Registration,
Hotel, airfare,
Optional- attend
at your cost
Washington DC
January Exec
Council
Roseville or
Bloomington
Some meals Lodging, meals,
transportation
Shadow Day St. Paul Some meals Lodging, meals,
transportation
Pre-State April 9
Exec Council
Doubletree
Bloomington
Some meals Lodging, meals,
transportation,
State Conference Doubletree
Bloomington
Some meals Lodging, meals,
transportation,
registration,
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TTaasskk MMaannaaggeemmeenntt 2013-2014 State Officer Assignments
Officer Purpose
Title Project NLC at Nashville Groups
Ethan Dressen # 1 State Pres
Membership State Theme, Alumni Leadership Academy and Officers of Honor accountability The Buzz- Blog entry once a month-
-State Presidents Workshop,Officer Training at NLC -Leadership Academy -Voting Delegate
Board of Directors State Officer Team
Marissa Kunerth
# 8 Pres Elect
STAR Events State Theme, The Buzz- Blog entry once a month- State Theme,
-STAR Event Network meeting, -Officer Training at NLC -Voting Delegate
Region Vice Presidents (Working on STAR) Board of Directors
Kaija Kottke # State Secretary
Stop the Violence Student Body The Buzz- Blog entry once a month-
State Officer Training at NLC -Leadership Academy
Peer Education Team
Samantha Severance
# 6 Vice President of PR
Speak out for FCCLA, Media Kit promotion, PR State Theme, The Buzz- Blog entry once a month-
State Officer Training at NLC Leadership Academy STAR Event
Chapter Network of Reporters (Working on PR and Career Connections)
Lauren Starkson
# 7 Sect/ Treas.
State Theme, The Buzz- Blog entry once a month- Power of One, Step One
- State Officer Training at NLC -Leadership Academy -STAR Event
Junior High Council
Rick Osborne # 3 VP of Resource Development
State Theme, The Buzz- Blog entry once a month- Families First Financial Fitness
- State Officer Training at NLC -Leadership Academy -STAR Event
Region Treasurers
Breann Hogie # 4 VP of Comm unity Service
Community Service National Outreach Project GYSDAY State theme
- State Officer Training at NLC -Leadership Academy STAR Event
Chapter Presidents Region Presidents
Courtney Mensen
Rep to Board
Career Connections State Theme The Buzz- Blog entry once a month- The Buzz- Blog entry once a month-
State Officer Training at NLC Leadership Academy Voting Delegate
Region Secretaries
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Code of Conduct copy
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State Teams/Groups Leadership
Group/Team Project focus State Officer
Region Presidents
Chapter Presidents
Service Breann Hogie
Region Vice Presidents STAR Events Dynamic Leadership
Marissa Kunerth
Region Treasurers F amilies First and
Financial Fitness
Rick Osborne
Region Secretaries Career Connections Courtney Mensen
Region JHC Power of One and
Step One
Lauren Starkson
Peer Ed team Student Body, STOP
the Violence
Kaija Kottke
Chapter Reporters PR, Media, Speak Out
for FCCLA
Samantha Severance
State Officer Team Dynamic Leadership,
Leadership Academy,
Membership, Alumni
Ethan Dressen
Other Groups
Group Officer Advisor
FCCLA Board of Directors Olivia Wicklund Julie Rick
FCCLA Board of Directors Ethan Dressen Sandy LaGosh
FCCLA Board of Directors Marissa Kunerth Marcine Elder
FCCLA Board of Directors Courtney Mensen Tammy Borman
FCCLA Board of Directors Skylar Borchardt
Natl Officer until July
STAR Event Advisory Marissa Kunerth Marcine Elder
National Candidate Olivia Wicklund Jill Rick
State Officer Uniform:
The official uniform of FCCLA is:
Red blazer
Oxford button down shirt
Males may wear black dress pants and dress shoes along with FCCLA
tie.
Females may wear black skirts or pants with hose and 2 inch black
pumps.
A FCCLA State Officer nametag will be given to officers to use for the year at
the beginning of the year.
The Uniform should be kept in good condition with dry cleaning the jacket,
clean shirts and pants or skirts. Pants should be appropriate in length for the shoe
heel height.
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Task Management by Officer-State President: ETHAN DRESSEN- GOODHUE HS
Task Description/Timeline – Membership, Alumni, State theme, Dynamic
Leadership, Leadership Academy
Exec
Council
Summer: Develop All STAR criteria with Exec Council
August: Train Campers at Dynamic Leadership I-Camp
Fall: Support fall meeting efforts
All Year: Communicate with State Officer Team
Jan: Plan for celebration of 2013-14 Exec Council at State Conf. Plan
for State Officer Candidate interviews.
Feb: Encourage members to run for office at State Conference
March: Contact interview committee. Prepare sample questions,
evaluation sheets for interview committee. Prepare letters for selection.
April: Select interview committee according to the By Laws
Membership
Campaign
June: Develop a membership campaign with Exec Council
August: Prepare to introduce campaign at Camp
Fall: introduce and promote campaign to all chapters.
July/Jan: Determine awards for chapters; prepare for reward at State
Conference with State Office
April: Reward chapters completing the campaign at State Conference
Dynamic
Leadership
June: Determine goals for Dynamic Leadership Promotion
August: Train campers Dynamic Leadership I-Camp
Fall: Encourage participation at Local officer Training workshop on
national programs
Fall-April: Promote national programs through Horizon, website,
workshops, mailings, etc
Exec
Council
Leadership
June: 2013-2014 Exec Council goals, State Theme
coordination, Uniform coordination
July: NLM voting delegate coordination-rank/evaluation forms
Coordinate officers during NLM (general sessions, state meetings, etc),
State delegation meetings at NLM
Aug: Coordinate camper greeting/activity for Leadership Camp
Coordinate S.O. led family groups
Coordinate State Conference 2014 schedule development
Oct: Coordinate S.O. involvement at Capitol Training
Nov: Coordinate Exec Council ‘final’ schedule for State Conf.
Coordinate Exec Council ‘final’ decisions for speakers &
workshops for State. Conf
Jan: Coordinate rules theme skits for scripts for State Conf.
Coordinate decision of membership celebration at State Conf.
Coordinate ‘formal wear’ for academy award session. Coordinate
‘final’ decisions/plans for State Conf.
Officer
Selections
Fall: Encourage potential candidates
Dec/Jan: Prepare topics for stage and workshop. Prepare test & key
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(state & region officer)
Feb/March: Secure interview committee for SO elections. Write stage &
formal house questions.
April: Prepare election committee evaluation forms. Prepare sample
questions, Prepare letters for candidates elected and not elected.
State Conference: Conduct election committee. Conduct voting
delegate orientation. Conduct formal house. Write formal house script
for approval.
State and
Mid Winter
Conf. Scripts
Aug or Nov: Determine themes, scripts and skits for Sessions.
Dec/Jan: Help coordinate/write Mid-Winter scripts
Feb/March: Write scripts with State Advisor
Grants
projects for
local
chapters
June: Support involvement with your chapter
August: Attend Training at Dynamic Leadership I-Camp
Fall: Encourage participation by chapters
Nov: Present workshops/round table at Dynamic Leadership II
Nov. Conf.
Fall-April: Promote program through Horizon, website, workshops,
mailings, etc
General
State Officer
Duties
July: Games/ presentations for Dynamic Leadership I –Camp in July
Fall Conference involvement as asked by your regions and one or two
other regions -assigned National Conf. trainings sessions Speech at Fall
Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Board of
Directors
August: Participate in board meetings
All year: Prepare reports for board of Directors meetings of the Exec
Council activities.
All year: Represent the organization at various events such as School
Board conferences, exhibits, etc.
Roles of
Ethan’s
Advisor
All Year: Communicate with officer about tasks and deadlines, check
communications, letters, written work. Check on project work.
Dec/Jan: Check on the preparation of topics for stage and workshop,
test & key (state & region officer)
Feb/March: Secure interview committee for SO elections, check on
stage & formal house questions, State officer selections committees
April: Check on the preparations for election committee evaluation
forms, state officer selections committee
and letters for candidates elected and not elected
State Conference: Help conduct election committee and state officer
selections Be of assistance in the voting delegate orientation and
formal house. Other tasks as assigned. Ask other chaperones to be in
charge of your chapter. Attend end of term reflection, Saturday,April 12
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Task Management by Officer State President-Elect: Marissa Kunerth- Fulda
Task Description/Timeline –STAR Events and Dynamic Leadership
Region Vice
Presidents
Summer: Develop ALL STAR criteria with Exec Council
August: Train Vice-Presidents at Dynamic Leadership I-camp
Fall: Support their fall meeting efforts. Promote Chapters to consider
Competitive and Skills Events at Cluster
All Year: Communicate with Vice-Presidents,
Feb: Encourage Vice-Presidents to run for State
April: Select Regional Vice-President ALL STAR
STAR Events June: Work with Exec Council to determine topics
July/August: Games/ presentations for Dynamic Leadership I
Jan: Determine with Exec Council award
procedures for STAR Events at State
Feb: Send requests for judges. Secure members
March: Attend STAR Events scheduling weekend
Sign certificates, prepare schedules, Schedule judges, Locate/
confirm call back judges
April: Prepare chart of judges by session & event
In service call back judges, Determine chart for
Nat’l advancers, Help in headquarters (assembling packets,
checking in judges), Announce STAR Event results &
national advancers
Membership
Campaign
June: Develop a campaign with Exec Council
July: Introduce campaign at Dynamic Leadership I
Fall: introduce and promote campaign to all chapters and at
November Conference
Jan: Determine reward for chapters; prepare for reward at State
Conference with State Office
April: Reward chapters completing the campaign at State
Conference
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp in July
Fall Conference involvement as asked by your regions and one or
two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Board of
Directors
August: Participate in board meetings
All year: Prepare reports for board of Directors meetings of the Exec
Council activities.
All year: Represent the organization at various events such as
School Board conferences, exhibits, etc.
Roles of Marissa’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on project
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work.
Dec/Jan: Begin STAR Events management.
Feb/March: Attend and complete scheduling weekend for state
STAR Events.
April: Check on the preparations for STAR Events judges contacts
and letters for judges.
State Conference: Star Events room “24-7”: 6:30 am until finished
(usually 1 am each day)
Assist with trophies, medals, orientations in the
judges, lead consultants orientation, tabulation,
certificates, supplies, STAR Event runners. Other tasks. Attend end of
term reflection, Saturday,April 12
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Task Management by Officer State Secretary- Kaija Kottke-Waconia HS
Task Description/Timeline –STOP the Violence and Student Body
Peer Ed Team June: Determine goals and direction for Peer Ed Team Develop
ALL STAR Criteria
July: Train Peer Ed Team at Dynamic Leadership I-Camp
Fall: Support the efforts of the Peer Ed at region meetings
All year: Communicate with Peer Ed Team
Feb: Encourage Peer Ed to run for state offices
April: Select ALL STAR Peer Ed
Minutes After each Exec Council meeting: prepare minutes and distribute to
Exec Council and State Office
April: Prepare a summary of minutes (one page, one sided) and
participate in Formal House Student Body June: Determine goals and campaign for Student Body project
August: Train members at Dynamic Leadership I -Camp
Fall: Encourage participation by chapters
Nov: Present workshop/round table at Dynamic Leadership II.
Fall-April: Promote program through Horizon, website, workshops,
mailings, etc
Stop the
Violence
June: Determine goals and campaign for STOP project
August: Train members at Dynamic Leadership I -Camp
Fall: Encourage participation by chapters
Nov: Present workshop/round table at Dynamic Leadership II.
Fall-April: Promote program through Horizon, website, workshops,
mailings, etc
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp in July
Fall Conference involvement as asked by your regions and one or
two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Roles of Kaija’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on projects
Dec/Jan: Check on the preparation of state conference tasks.
State Conference: Assist with state officer tasks and general tasks at
state conference. Help with general sessions. Peer Ed Team
interviews and selection. Other tasks as assigned. Attend end of
term reflection, Saturday,April 12
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Task Management by State Treasurer Lauren Starkson- Kasson-Mantorville
Task Description/Timeline -Power of One and STEP One
Junior High
Council
June: Determine goals and direction for JHC. Develop ALL STAR
Criteria
July: Train JHC at Dynamic Leadership I-Camp
Fall: Support the efforts of the JHC at region meetings
All year: Communicate with JHC
Feb: Encourage JHC to run for state offices
April: Select ALL STAR JHC
Regional
Treasurers
Information
June: Review Region treasurers information with Shelly
Prepare for training at July-Dynamic Leadership I
Aug: Train Treasurers at Dynamic Leadership I to know about
their region accounts
Fall: Review Region Treasurers information with Shelly
All Year: Communicate with Treasurers
Feb: Encourage Region Officers to run for State Office
Power of One June: Determine goals and campaign for Power of One project
August: Train members at Dynamic Leadership I -Camp
Fall: Encourage participation by chapters
Nov: Present workshop/round table at Dynamic Leadership II.
Fall-April: Promote program through Horizon, website,
workshops, mailings, etc
STEP One June: Determine goals and campaign for new chapter
members with STEP ONE project
August: Train members at Dynamic Leadership I -Camp
Fall: Encourage participation by chapters
Nov: Present workshop/round table at Dynamic Leadership II.
Fall-April: Promote program through Horizon, website,
workshops, mailings, etc
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp
Fall Conference involvement as asked by your regions and one
or two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Roles of
Lauren’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on project
work.
Fall: Work with Officer to promote junior high chapters,
members.
State Conference: Assist with General Sessions, workshops, events
at state conference. Other tasks as assigned. Attend end of
term reflection, Saturday, April 12
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Task Management by State VP of Public Relations: Samantha Severance-WCA
Task Description/Timeline
Public Relation, Speak Out for FCCLA, Media
PR-Chapter
PR efforts
June: Set goals for network of chapter reporters
Prepare for training at Dynamic Leadership I
July: Train officers at Dynamic Leadership I
Collect articles for Horizon from Exec Council
August- Fall Horizon – Collect, write, edit publication
Sept-April: Communicate with chapter PR contacts
Encourage/collect articles for Horizon from Region Presidents
Promote team and encourage new candidates
Jan: Plan for winter Horizon
March: Develop news releases for regions
Write Chapter press release for state conference chapter uses.
Contact media for state conference
April: Conduct PR at state conference
July: Develop newsletter opportunities for chapter reporters
All year: Communicate to them via a monthly or quarterly
newsletter.
Horizon June: Assign Horizon articles to Exec Council
Aug: Develop Horizon with State Staff
Nov: Assign Horizon articles to Exec Council
Jan: Develop Horizon with State Staff
April: Develop State Conf. Horizon
Media Kit/ PR June: Develop information for Chapters
July: Introduce PR at Dynamic Leadership I-Camp
Fall: introduce and promote PR to all chapters and Local officer
Training.
Jan: Determine PR efforts for state conference
April: Reward chapters completing PR program - State
Conference
Speak Out for
FCCLA
June: Develop a campaign with Exec Council for Speak Out
July: Introduce campaign at Dynamic Leadership I-camp
Fall: introduce and promote campaign to all chapters.
Jan: Determine reward for chapters; prepare for reward at State
Conference with State Office
April: Reward chapters completing the campaign at State
Conference
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp
Fall Conference involvement as asked by your regions and one
or two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
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Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Roles of
Samantha’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on project
work.
All year: Check on Horizon and Connection Team articles,
proofread, supply photos.
Dec/Jan: Check on the preparation of state tasks.
State Conference: Assist with state officer tasks and general tasks
at state conference. Horizon- make arrangements for publishing
Horizon electronically. Other tasks as assigned.
Attend end of term reflection, Saturday, April 12
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Task Management by Rep to the Board Courtney Mensen-RTR HS
Task Description/Timeline –Career Connections
Region
Secretaries
June: Determine goals and direction for Reg Secretaries. Develop
ALL STAR Criteria
July: Train Sec- Dynamic Leadership I
Fall: Support the efforts of the Region Officers at region meetings
All year: Communicate with Secretaries
Feb: Encourage Reg Officers to run for state offices
April: Select ALL STAR Secretary
Board of
Directors
August: Participate in board meetings
All year: Prepare reports for board of Directors meetings of the Exec
Council activities.
All year: Represent the organization at various events such as
School Board conferences, exhibits, etc.
Career
Connections
June: Develop a promotion for chapters to be involved with Career
Connections.
July: Introduce campaign at Dynamic Leadership I-camp
Fall: introduce and promote national programs to all chapters.
Jan: Determine reward for chapters; prepare for reward at State
Conference with State Office Plan for Career Fair or other
promotion and workshops on careers at State conference.
April: Reward chapters completing national programs at State
Conference
Parliamentary
Procedure
Fall- State Conference: Help Exec Council learn parliamentary
procedure for the Leadership Academy course credit.
All year: Assist Local Officer training plans to incorporate
Parliamentary Procedure
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp
Fall Conference involvement as asked by your regions and one or
two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Roles of
Courtney’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on projects
Dec/Jan: Check on the preparation of state conference tasks.
State Conference: Assist with state officer tasks and general tasks at
state conference. Help with general sessions.
Other tasks as assigned. Attend end of term reflection, Saturday,
April 12
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Task Management by State VP of Resource Dev: Rick Osborne, Spring Lake Park
Task Description/Timeline
Families First and Membership
Region
Treasurers
June: Set goals for Treasurers. Determine ALL STAR Criteria
Prepare for training at Dynamic Leadership I
July: Train team at Dynamic Leadership I
Jan: Plan Reg Officers involvement in State Conference
March: Determine Recognition for Region Officers at state
conference.
April: Conduct state conference
July: Develop communication for Junior High Council.
All year: Communicate to them via a monthly or quarterly
newsletter.
Financial
Fitness
June: Determine goals and campaign for Financial Fitness
project
August: Train Reg Treasurers at Dynamic Leadership I -Camp
Fall: Encourage participation by chapters
Fall-April: Promote program through Horizon, website,
workshops, mailings, etc
Families First June: Develop program information for/with Reg Treasurers
July: Introduce Families First at Dynamic Leadership I-camp
Fall: introduce and promote Families First to all chapters.
Jan: Determine Families First efforts for state conference
April: Reward chapters completing the Families First program -
State Conference
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp
Fall Conference involvement as asked by your regions and one
or two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Roles of Rick’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on project
work.
All year: Check on articles, proofread, supply photos.
Dec/Jan: Check on the preparation of state tasks.
State Conference: Assist with state officer tasks and general tasks
at state conference. Other tasks as assigned. Attend end of
term reflection, Saturday, April 12
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Task Management of State V P of Community Service: Breann Hogie, LPA HS
Task Description/Timeline -Community Service, Outreach Project,
Global Youth Service Day, NLC Service project.
Region
Presidents
Chapter
Presidents
June: Set goals for Region Pres and Chapter Presidents for
Service programs
Prepare for training at Dynamic Leadership I-camp
Help collect National Conference service donations- Pencil
Foundation
July: Train Reg Officers at Dynamic Leadership I
Sept-April: Communicate about Service and FACTS programs
with Region Pres and Chapter Presidents.
Develop Survey Questions that can help collect data needed
for grant reports.
Promote team and encourage new candidates
Jan: Prepare for Service projects and celebration at State
conference
March: Develop Service recognition
April: Conduct PR at state conference about GYSDAY
General State
Officer Duties
July: Games/ presentations for Dynamic Leadership I –Camp
Fall Conference involvement as asked by your regions and one
or two other regions -assigned National Conf. trainings sessions
Speech at Fall Region Conferences
Legislative Day- Shadow Day
Mid Winter Conference involvement as a state officer
Roles of
Breann’s
Advisor
All Year: Communicate with officer about tasks and deadlines,
check communications, letters, written work. Check on project
work.
Dec/Jan: Check on the preparation of state tasks.
Help officer plan GYSDAY Kick Off and celebrations.
State Conference: Assist with state officer tasks and general tasks
at state conference. Other tasks as assigned.
Attend end of term reflection, Saturday, April 12
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PPeerrffoorrmmaannccee CCooddee ffoorr SSttaattee OOffffiicceerrss
As a State Officer, you represent MN FCCLA and what you do and say
should leave a favorable impression. Be neat in dress and personal appearance. Wear your official officer
dress on proper occasions. Set a good example for other officers and members to follow. Be courteous. Do your best at all times. Keep all appointments, be prompt and prepared Be knowledgeable about the organization and its programs and the
happenings of MN FCCLA Meet deadlines and contribute to the work of the Executive Council Maintain a positive attitude about the other officers and MN FCCLA.
Never speak negatively of another officer, member or advisor. Remain eligible to be a state officer according to your school’s
academic standards and the Minnesota State High School League
rules.
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GGeenneerraall PPoolliicciieess Attendance
State Officers are responsible for attending all required executive council
meetings and events. In cases of emergency the following procedure will be
followed:
1. The Executive Director must have a written notification in advance or a
phone call followed by written notification on an intended absence from
the officer.
2. Any officer with an unexcused absence shall be on probation for the
duration of the term of office. The officer’s resignation from office shall be
requested if there is one more unexcused absence.
3. Excused absences will be accepted in the case of sickness, death in
family, family emergency and other cases as approved prior to the
absence by the Executive Director.
Forms
Each officer must submit to the State Office the following:
At the beginning of the year:
Medical release for National Leadership Meeting (if attending)
Class Schedule
Each month:
Copies of any correspondence sent to chapters, members or partners
Monthly report form
Prior to Exec Council Meetings
Authorization form
Travel
Follow your school’s policy for travel to and from meetings and events.
Generally we do not recommend you drive yourself. You should travel with your
advisor and/or chapter or another advisor and/or chapter.
When traveling for state association business, MN FCCLA assumes responsibility
for your hotel arrangements unless you are asked to take this responsibility on.
When traveling at the request of another group, chapter or region, the group
extending the invitation is responsible for your travel arrangements.
23
Reimbursement of Expenses--Expenses need prior approval.
Save receipts for all expenses. Reimbursements of any kind will not be made
without receipts. Please seek prior approval for expenses.
Reimbursable Expenses:
1. Items to carry out projects:
Postage, post cards or stamped envelopes
Paper
Duplicating charges
Long-distance phone calls for calls you were assigned to do.
2. Lodging
In most cases MN FCCLA will cover the accommodations for hotels or
lodging at meetings. If necessary, lodging traveling to and from the
meeting may be reimbursable pending prior approval from the Executive
Director.
Other items that may be reimbursable with approval:
Registration fees
Special events in connection with meetings
Telephone calls to confirm travel plans
Parking fees
Items not reimbursable:
Personal telephone calls
Room service charges
Between meal snacks
Entertainment expenses or TV movies
Taxi fare to restaurants, unless no food service is available near the hotel
How to be reimbursed:
Record actual costs on the Expense Report Form
Attach receipts for all expenses except tips to the Expense Report From
Submit the form within 30 days after each meeting
Payment will be made directly to you unless indicated otherwise
Reimbursement should reach you within 30 days from the time the
Expense Report is received at the State Office
24
SSttaattee OOffffiicceerr RReessppoonnssiibbiilliittiieess bbyy OOrrggaanniizzaattiioonn LLeevveell
Local Level Remain active member of local chapter
Officers may be invited to other chapter meetings and events. You are
not expected to attend every activity you are invited to. Before
accepting an invitation - consider the possible time commitment. If you
choose to participate do not infringe on the duties of local officers. Your
travel expense to the activity will not be reimbursed by MN FCCLA.
Regional Level Actively participate in your region’s activities
Act as a consultant in your region between the region and state
Present workshops as requested at region meetings
State Level Plan statewide projects with the Executive Council
Plan and execute activities and programs for State Conference
Represent the organization at meetings when asked by the state
association
Attend all required executive council meetings
National Level Carry out national programs within the state organization
25
RReellaattiioonnsshhiippss
State Executive Council
Members It is important to treat other members
of the Executive Council with respect
and to work together as a team.
Every member of the State Executive
Council is responsible for making a
conscious effort to helping the team
succeed through positive attitudes
and a willingness to participate in
Executive Council activities.
Chapter Advisor
Your chapter advisor will:
-Serve as a consultant and help you
prepare for your responsibilities
throughout the year.
-Serve with others as a support
system for the Executive Council.
Help keep administrators informed
about your activities and provide
guidance.
Region Officers & Region
Directors
You are an information link to the
regions, and therefore it is important
you work closely with Region Officers
and Region Directors. You may work
with Region Officers to present
workshops for members. As a State
Officer you may serve as a liaison
between a region and the state
association by reporting on state
projects and plans at region
meetings and bringing concerns or
ideas from the regions to Executive
Council meetings.
Family
Throughout the year your family will
provide many different kinds of
support. They most likely are very
enthusiastic and proud of your
26
accomplishments. Keep your family
informed and involved with your
activities as a State Officer.
School Administration
Inform your administration of your
accomplishment and explain the
benefits of your office to your school
and community. Share with them
your responsibilities for the year and
discuss your calendar including the
days you will be absent from school.
Keeping your administration involved
and informed will help them support
you as a State Officer.
OOffffiicciiaall DDrreessss
Executive Council Meeting
Dress Code
Wear FCCLA clothing at all
meetings. At all State Exec Council meetings
you should wear organizational
clothing.
Unless otherwise noted, Executive
Council meetings are casual and
your dress may reflect this. It is
recommended you wear clothing
with the FCCLA logo on it to
advertise the organization. You may
need to wear your officer uniform for
portions of an Executive Council
meeting and will be notified of this
prior to the meeting.
State Officer Uniform Uniforms will be determined by the
Executive Council and include
appropriate shoes, hosiery and
socks. Uniforms will be worn at all
State FCCLA meetings, National
Leadership Conference and other
events throughout the year.
State Officers must maintain a level
of professionalism through their attire
whether in uniform or not. You
should dress appropriately for the
situation or event you will be
attending. Remember, as a State
Officer, you represent Minnesota
FCCLA and therefore your
appearance is a reflection of the
organization.
Officers will be inspected for
appropriate shoes, hose, skirt and
pant length, cleanliness etc.
Definitions: Official dress: Red jacket, Black skirt or pants, Black toed shoes (a 2 inch heel) and appropriately colored hosiery and socks, ties or ascots, Nametags. FCCLA business casual: Blank pants or Khaki pants, White, Red or Black shirts, shoes with toes and socks. FCCLA street casual: T shirts with FCCLA emblems, Black or Khaki pants or
Bermuda length shorts.
27
CCHHAAPPTTEERR 22
FFCCCCLLAA FFaaccttss && KKnnoowwlleeddggee
28
WWhhaatt iiss FFCCCCLLAA?? Minnesota Family, Career & Community Leaders of America is a career and
technical student organization functioning as an integral part of the family and
consumer sciences curriculum operating within the middle and high school
system. MN FCCLA is part of the national organization of Family, Career and
Community Leaders of America, Inc. FCCLA emphasizes the three areas of peer
education, leadership and family by focusing on critical thinking and decision
making skills. FCCLA realizes that all individuals have leadership potential and
enables them to develop these abilities.
MMiissssiioonn
To promote personal growth and development through family and consumer
sciences education, focusing on the multiple roles of family members, wage
earners and community leaders. Members develop skills for life through:
Character development
Creative and critical thinking
Interpersonal communication
Practical knowledge
Vocational preparation
CCaassee SSttaatteemmeenntt
Minnesota FCCLA is a dynamic and effective student organization that helps young
men and women become leaders and address important personal, family, work and
societal issues through vocational family and consumer sciences education.
CCrreeeedd We are the Family, Career and Community Leaders of America. We face the future with warm courage and high hope. For we have the clear consciousness of seeking old and precious values For we are the builders of homes, Home for America’s future, Homes where living will be the expression of everything that is good and fair, Homes where truth and love and security and faith will be realities, not dreams. We are the Family Career and Community Leaders of America. We face the future with warm courage and high hope.
29
FFCCCCLLAA EEiigghhtt PPuurrppoosseess
1. To provide opportunities for personal development and preparation for adult life
2. To strengthen the function of the family as the basic unit of society
3. To encourage democracy through cooperative action in the home and family
4. To encourage individual and group involvement in helping achieve global
cooperation and harmony
5. To institute greater understanding between youth and adults
6. To provide opportunities for making decisions and for assuming responsibilities
7. To prepare for the multiple roles of men and women in today’s society
8. To develop interest in family and consumer sciences, family and consumer
sciences careers and related occupations
SSttaattee FFCCCCLLAA SSttrruuccttuurree
The structure of FCCLA emphasizes teamwork between many different levels of
the organization. The chart below indicates how the structure supports
teamwork as well as a flow of information from the State Board of Directors to
the members of FCCLA.
State Board of Directors
State Exec Director
State Teams
State Executive Council
Region Officer Team
All advisors & members
State Staff
30
LLeevveellss ooff tthhee OOrrggaanniizzaattiioonn
National Level
The national organization headquartered in Reston, Virginia, operates year-
round through a staff of professional and supportive personnel who give
direction to national public relations, programs, publications and training of
members and advisors. The National Executive Council serves the membership
as the youth decision making body. The National Board of Directors serves the
membership through representation of all phases of family and consumer
sciences education. The national level of the organization has members in all 50
states, Washington D.C., Puerto Rico, the Virgin Islands and Guam.
National Regional Level
There are four regions: Central Region, North Atlantic Region, Pacific Region and
the Southern Region. Minnesota FCCLA belongs to the Central Region along
with: North Dakota, South Dakota, Nebraska, Kansas, Iowa, Missouri, Wisconsin,
Illinois, Indiana, Ohio, Kentucky and Michigan.
State Level
An Executive Director and staff conduct the day-to-day operations of the
organization administrates the State Organization. The State Executive Council
of eight state officers and their advisors direct the state programs for each year.
Each of the State Officers carries responsibilities for the coordination of state
projects. The Board of Directors guides the official actions of the organization.
The Board of Directors is made up of advisors, outside representatives, the State
President, the President-Elect and the Representative to the Board of Directors.
Regional Level
The state is divided into 9 regions which meet and conduct regional business.
The Region Officers conduct the Region Meetings and plan for regional events
and projects. A junior high member is part of the region officer team and works
to include programs for middle level members at the regional level. Each region
has one advisor serving as the Regional Director who conducts the region
meeting and a STAR Event Coordinator who conducts the Mid-Winter STAR
Event competition meeting.
31
PPoolliiccyymmaakkiinngg Minnesota Board of Directors
Responsibilities of the Board of Directors:
Authorizing and participating in an ongoing process of planning the organization’s
direction and of determining major program and financial policies.
Effectively managing MN FCCLA while delegating sufficient authority to the
Executive Director to administer the organization successfully.
Securing and preserving financial resources sufficient to meet operating costs and
maintain FCCLA in a condition consistent with the stated mission.
Board of Director Officers:
Upon nomination, board members elect the officers of the board.
Working Relations of the Executive Council and Board of Directors
The Executive Council has representation on the Board of Directors bringing
youth perspective into long range decision making processes.
Board of Directors makes major, long-term policy decisions
Executive Council conducts events for the year of the office
Voting delegates at State Conference make by-laws changes
MN FCCLA Decision Making Type of Decision Initiated By Processed Final Decision
All policies Board members,
EC, staff
Board of Directors Board of Directors
Day to day FCCLA
management
Staff Staff Management is
“Staff”
“Policy” is Board
Honorary
Membership &
other recognition
B.O.D, staff, EC,
chapters, alumni
Staff, Executive
Council & staff
Staff with
committees
Budget Finance
Committee of
Board & staff
Board of Directors Board of Directors
Strategic
Long-Range Plan
B.O.D, staff, EC Board of Directors Board of Directors
New projects B.O.D, staff, EC Executive Council
& staff
Board of Directors
Meeting sites Staff Board of Directors Board of Directors
State Conference Executive Council Executive Council
& Staff
Executive Council
Resource &
Development
Board of Directors,
staff
Exec Council and
Board of Directors
Board of Directors
32
CCHHAAPPTTEERR 33
LLeeaaddeerrsshhiipp DDeevveellooppmmeenntt
&& PPeeeerr EEdduuccaattiioonn
33
LLeeaaddeerrsshhiipp DDeevveellooppmmeenntt Information from this section is adapted from the National FCCLA program
Dynamic Leadership.
From global leaders to classroom students, everyone needs leadership abilities.
Leadership enables individuals and groups to make a difference in areas that
matter to them. FCCLA helps members become leaders in their families, careers
and communities.
Families need people who can set goals, make decisions, manage
resources and make choices that reflect their personal priorities.
Success in careers requires integrity, persistence and teamwork.
Communities need citizens and leaders who can express their
concerns, make plans and take action to make a difference.
Through FCCLA involvement, students observe, learn, test, practice and refine
leadership skills. FCCLA leadership development opportunities include:
Learning and using the FCCLA Planning Process
Participating in chapter meetings and group decision making
Participating in FCCLA programs at the local, region, state and
national levels
Creating individual, team and chapter activities and projects
Addressing issues through peer education
Collaborating with others in the school and community
WWhhaatt iiss lleeaaddeerrsshhiipp?? Many people have an idea of what leadership is and it can mean different things to
different people:
“Leadership is the process of helping people do the worthwhile things they want to
do” –Jan Kurtz
“True leadership is the art of changing a group from what it is into what it ought to
be.” -Virginia Allan
“A leader is an individual who influences others and is willing to work and serve to
make a difference.” -Craig Hillier
My definition of leadership is: ___________________________________________
_____________________________________________________________________
____________________________________________________________________
34
WWhhaatt iiss yyoouurr lleeaaddeerrsshhiipp ssttyyllee??
Read the following sentences and circle the response that reflects your first reaction.
As a leader, I tend to.. Always Often Sometimes Never
1. make my own decisions 4 3 2 1
2. tell members what to do 4 3 2 1
3. suggest a decision to members 4 3 2 1
4. persuade others to do things my way 4 3 2 1
5. participate just like any other member 4 3 2 1
6. provide resources to members 4 3 2 1
7. gather feedback before deciding 4 3 2 1
8. rely on my own judgment 4 3 2 1
9. make sure the majority rules 4 3 2 1
10. turn decisions over to members 4 3 2 1
11. ask members to brainstorm choices 4 3 2 1
12. not share my own ideas 4 3 2 1
Find your leadership style
Total your points for each of the questions listed in A, B, & C below.
A B C
Questions: 1, 2, 4, 8 3, 7, 9,11 5, 6, 10, 12
Point total: ________ _________ _________
Transfer your highest score to the next page to see the leadership style most natural
to you.
35
WWhhaatt iiss yyoouurr lleeaaddeerrsshhiipp ssttyyllee?? Highest Score A B C
Style Autocratic Participative Free Rein
Summary
I rely on rules and
directives.
I tell people what
to do.
I rely on input from
members.
I invite people to
work with me.
I rely on members
taking care of
themselves.
My role is to
support people as
they work.
Advantages
Quick decisions
Order
Group
ownership of
projects
Allows leaders
to emerge from
group
Disadvantages
Low group
commitment
Takes time to
make decisions
Can lead to
confusion and
disorganization
Takes a long
time to make
decisions
Good to use
when…
…the group is
facing a crisis.
…the group has
time to create
projects together.
…the group is
ready to lead
itself.
My leadership style is: ___________________________________
I can balance my leadership style by incorporating these aspects of my lower
scoring styles:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
36
Discussion Questions about Styles of Leadership
“Leadership is a process, not a person”
What do you think the statement means?
Every group/team needs leadership.
Leadership does not mean “a” leader.
A leader influences other members of a group/team.
In many groups, leadership is shared.
A leader gets the team, or individual members of the team to do things that
move the whole team in a direction of a goal.
Providing leadership can mean:
1. Giving directions and information
2. Giving encouragement and praise.
3. Participating and facilitating
4. Delegating
5. Offering vision and inspiration.
Think of a time when you were aware that a person or group was in the dark about
what to do. So you gave them directions or
information. Maybe you walked them step-by-step
through the task. Write about it here:
Write about a time when someone was
discouraged or insecure about his or her ability to accomplish something. You knew the person
could do it, so you offered him or her lots of encouragement and praise and it worked.
Write about a time when you had an idea or vision of something that you wanted to have happen. By sharing your vision with some other people, you motivated them to help. Eventually your dream
became a reality.
37
WHO HAS THE POWER? Who has power? Practically everybody . Every time you influence the behavior of others, you are doing so out of some sort of power base.
TYPES OF POWER
Punishment Power is based on
fear. People follow this type of leader because failure to do so might result in some sort of undesirable consequence, such as unwanted work assignment, criticism, a bad grade or getting fired. Parents, teacher, law enforcement officers, principals and bosses all have punishment power- but only if others believe they will use it.
Connection Power is based on the
leader’s “connections” with influential or important people- important to the follower, that is. The follower hopes to meet, please or become close to one of these “important” people through the leader. An example of someone with connection power is the personal secretary to the boss, or the best friend of someone you want to date.
Expert Power is based on what a
person knows. A leader with expert power has skills or knowledge that others need to do their jobs. Followers allow this leader to influence their behavior because they respect him or her. Doctors have a lot of expert power.
Informational Power is based on
the leader’s access to information that others see as valuable. This person doesn’t have to understand the information ( that’s expert’s power), only have access to it. This power bas influences other’ because they need the
information or want to be “in on things.” A librarian is an example.
Positional Power is based on the
leaders’ job title. The higher the position, the more the power. A leader with position power influences others because they believe the leader has the official “right” to direct their activities. The president of an organization and the chairperson of a committee have positional power.
Personal Power is based on the
leaders’ traits, personality or character. A leader with personal power is generally liked and admired by others. People want to be associated with this leader and follow him or her enthusiastically.
Reward power is based on the
leader’s ability to reward others. Parents, teachers, principals and bosses all have reward power, They can give recognition, good grades, promotions, love and/or money.
38
Information for this section was adapted from the National FCCLA “Get
Connected to Student Body” peer education resource.
WWhhaatt iiss ppeeeerr eedduuccaattiioonn??
Peer education is the process of providing information to,
teaching, or instructing a person or group equal in ability,
age, rank, and/or qualifications- in FCCLA, youth teaching
youth.
WWhhyy uussee ppeeeerr eedduuccaattiioonn??
Peer educators know they make a positive difference in their own lives and the
lives of others. Being a peer educator gives you the opportunity to:
Learn more about topics and issues that concern you
Make positive changes in your own life
Help peers make positive choices
Learn to communicate well
Make new friends
Be a leader
Prepare for your future
Have fun!
WWhhaatt ddooeess ppeeeerr eedduuccaattiioonn iinnvvoollvvee??
Your role as an FCCLA peer educator is to learn and share ideas, information,
and examples. Peer educators:
Gather and analyze information about concerns and issues
Teach peers about issues
Learn where young people can find out more and get help with
problems
Model positive choices
39
FFCCCCLLAA PPeeeerr EEdduuccaattoorrss::
Gather and Analyze Information
Research youth issues in books and
online, watch videos and TV shows,
attend workshops, and talk to experts.
Keep a file of related clippings,
articles, and publications.
Be a critical thinker. Learn to analyze
information and information sources.
Before sharing information with peers,
review it with your FCCLA advisor or
another experienced adult to make
sure it is accurate and balanced.
Teach Peers
Use your creativity, empathy, and
interpersonal communication skills to
share information with peers.
Encourage them to make positive
choices.
Consider all the ways you might share
information with peers-visuals, written
materials, speeches, announcements,
ads, assemblies, videos, TV programs
and Web pages.
Polish your presentation skills by
attending training sessions and
observing other youth and adult
leaders.
Use as many hands-on, peer-involving
activities as possible.
Recruit other young people to be
peer educators. Tap into existing peer
groups to spread your ideas.
Get Help for Peers
Learn where young people can find out
more about the topic or issue.
Learn where young people can get
help with personal concerns or
problems. Make this information
available.
Know your boundaries. You are a peer
educator and a friend, not a counselor.
It is very important that you not try to
solve a peer’s problems on your own.
Share your concerns with a trusted
adult.
Never promise secrecy. Make sure your
peers know that you will get help
immediately if they tell you someone is
hurting them, they are going to hurt
themselves, or they are going to hurt
someone else.
Model Positive Choices
Remember that you “teach” other young
people by your words, attitudes, and
actions in everyday life. Peer education
does not end when you finish a formal
presentation.
Set a good example by making positive
choices. Demonstrate positive attitudes,
and practice positive skills. Make use of
resources in your school and community.
Create FCCLA projects that change
attitudes, teach skills, and highlight
resources related to your topic or
concern.
Create situations that encourage
positive actions then invite peers to be
part of them.
40
TThhee PPeeeerr EEdduuccaattiioonn PPrroocceessss
FCCLA offers two tools to help members organize their projects. These tools are
similar, however are not intended to replace one another. We can use either
tool as a process for peer education.
Five Stages of FCCLA Program Involvement This concept is an organization tool to help you think about the types of
activities to complete when implementing a program.
1. Learn about the program and related issues
2. Investigate specific needs, interests, and concerns in the local
program, school and community
3. Work with others if possible
4. Plan and carry out projects that address the identified needs,
interests and concerns
5. Evaluate, share and report results
FCCLA Planning Process This process is a step by step procedure to turn interests and concerns into
actions.
Identify Concerns-
Brainstorm concerns, evaluate concerns, narrow to one workable idea
Set a Goal-
Get a clear picture of what you want to accomplish, write it down, evaluate it
Form a Plan-
Plan how to achieve your goal; decide who, what, where, when, why and how
Act-
Carry out project
Follow Up-
Evaluate project, recognize participants
41
Student Leadership Challenge MODEL THE WAY
CLARIFY VALUES
Find Your Voice • Affirm Shared Values • Reflection and Action
SET THE EXAMPLE
Personify the Shared Values • Teach Others to Model the Values
• Reflection and Action
INSPIRE A SHARED VISION
ENVISION THE FUTURE
Imagine the Possibilities • Find a Common Purpose
• Reflection and Action
ENLIST OTHERS
Appeal to Common Ideals • Animate the Vision
• Reflection and Action
CHALLENGE THE PROCESS
SEARCH FOR OPPORTUNITIES
Seize the Initiative • Exercise Outsight • Reflection and Action
EXPERIMENT AND TAKE RISKS
Generate Small Wins • Learn from Experience • Reflection
and Action
ENABLE OTHERS TO ACT
FOSTER COLLABORATION
Create a Climate of Trust • Facilitate Relationships • Reflection
and Action
STRENGTHEN OTHERS
Enhance Self-Determination • Develop Competence and
Confidence • Reflection and Action
ENCOURAGE THE HEART
RECOGNIZE CONTRIBUTIONS
Expect the Best • Personalize Recognition • Reflection and Action
CELEBRATE THE VALUES AND VICTORIES
Create a Spirit of Community • Be Personally Involved • Reflection
LEADERSHIP IS EVERYONE’S BUSINESS
You Are the Most Important Leader in Your Organization
• Leadership Is Learned • Leaders Make a Difference • First Lead
Yourself • Moral Leadership Calls Us to Higher Purposes
• Humility Is the Antidote to Hubris • Leadership Is in the Moment
42
CCHHAAPPTTEERR 44
PPrreesseennttaattiioonn SSkkiillllss
43
PPrreesseennttaattiioonn SSkkiillllss
As a State Officer you will be called upon to present information to your peers.
To ensure your message is expressed clearly and that your peers get the most
out of your project you must have polished presentation skills. The next few
pages cover tips and guidelines to follow when making presentations, public
speaking, making displays and posters and creating workshops.
PPrree--pprreesseennttaattiioonn DDeettaaiillss
Know Your Audience Before a presentation always first think about your audience. Some
details of the audience may affect how you plan to present your
information. Some aspects to consider:
Age Economic status
Sex Political views
Educational Level Occupation
Religion Cultural influences
Racial/Ethnic background
Think in terms of the audience’s values, attitudes and beliefs then adapt
your presentation to best meet their needs and get your information to
them.
Location Find out where you will be giving your presentation and the expectations
for your presentation. Will you be speaking to a group in a classroom, in
an auditorium? Will you be standing next to a display speaking with
individuals?
Ask about the following items prior to the presentation day:
Sound system
Podium, lectern or none
Audiovisual equipment
Lighting
Seating arrangements of audience
Know how to get to the presentation and allow extra time in case you
have difficulties finding the location.
Appearance People form their first impression based on how you look and present
yourself. When presenting as an FCCLA State Officer you must remember
that you represent FCCLA. You should wear your uniform or appropriate
semi-professional clothing. The goal of your presentation is to educate
others not make a fashion statement. Make sure your appearance is
neat and clean.
44
Work on Your Confidence Present yourself in a confident manner and people will respect you and
what you are saying to them.
Feel Confident
There are several things you can do to help feel more confident prior
to giving a presentation. Practice your presentation several times. The
more familiar you are with it the better you will feel about it. Try giving
your presentation to a smaller audience such as family members or
chapter members. Ask them for feedback. Also view the presentation
in a positive manner. If you think you will do well, you will! Finally,
remember that you are a highly trained State Officer! You are very
qualified to give successful presentations!
Look Confident
Posture-People can tell from your posture how you feel and how you
feel about yourself.
Eye contact-Look directly into people’s eyes when you speak to them
or when they are speaking to you. But, keep in mind there are
many cultural differences regarding eye contact so you may need
to research this prior to your presentation.
Voice- Speak with enthusiasm and energy in your voice to set the tone
of your presentation.
Facial expression-Show your interest in your face and people will feel
good about you as a presenter.
Stance-People who are confident stand 16-19 inches from someone’s
face. Less confident people stand too far away or too close. Face
the person you are speaking with and stand up straight.
45
MMaakkiinngg PPrreesseennttaattiioonnss Basic format for presentations First: (Introduction) Tell them what you are going to tell them
Second: (Body) Tell them-Keep your body to 3-5 main points
Third: (Conclusion) Tell them what you told them
Know the facts Remember, you are the expert so you must know the facts. You don’t
want an audience to leave with the wrong information on your program
or issue.
Have a goal Identify what you want to achieve during the presentation then develop
your presentation plans around the goal. In most cases, set one goal for
each presentation, any more and your audience will have trouble
keeping the information straight.
Be organized Define the major points you want to cover then present them in a logical
manner covering all details before moving onto the next point. Limit your
presentation to three to five main points. Make sure your visuals follow
your speaking outline.
Use visual aids when appropriate PowerPoint presentations, posters, overhead transparencies,
photographs, slides, charts and videos can help clarify and add to your
message. When giving statistics verbally, always try to show them visually
too so your audience will be more likely to comprehend and retain them.
Speak from an outline Using an outline to speak from will help you sound more conversational
and less as though you are reading a speech to your audience.
Speaking from an outline does require practice prior to giving the
presentation but remember practice will help you feel more confident
about your presentation! If you still feel uncomfortable about speaking
from an outline keep in mind that you can add details or word cues to
your outline to help you make all your points.
Give the audience information to take with them Either provide a handout with the points you want the audience to remember
or allow them some time at the end to write down one or two ideas from your
presentation and what they will do to carry out those ideas.
46
Inspirational Quotes for Speeches
Hopefully, these inspirational quotes will inspire you and those around you to
achieve to the highest degree. Many of them provide an excellent basis for
speeches.
1. "Many of life's failures are people who did not realize how close they were
to success when they gave up." ~Thomas Edison
2. "Hitch your wagon to a star." ~Ralph Waldo Emerson
3. "If you knew how much work went into it, you wouldn't call it genius."
~Michelangelo
4. "I know God will not give me anything I can't handle. I just wish that He
didn't trust me so much." ~Mother Teresa
5. "If we did the things we are capable of, we would astound ourselves."
~Thomas Edison
6. "All our dreams can come true - if we have the courage to pursue them."
~Walt Disney
7. "Be who you are and say what you feel, because those who mind don't
matter and those who matter don't mind." ~Dr. Seuss
8. "Success is never final. Failure is never fatal. It is courage that counts."
~Winston Churchill
9. The future belongs to those who believe in the beauty of their dreams.
~Eleanor Roosevelt
10. "Whatever you can do, or dream you can, begin it. Boldness has genius,
power, and magic in it." ~Goethe
11. "What lies behind us and what lies before us are tiny matters compared to
what lies within us." ~Oliver Wendell Holmes
12. "Courage is doing what you're afraid to do. There can be no courage
unless you're scared." ~Eddie Rickenbacker
13. "There are only two ways to live your life. One is as though nothing is a
miracle. The other is as though everything is a miracle." ~Albert Einstein
DEALING WITH PRESENTATION DISASTERS Most presentation disasters are not fatal; they can be resolved comfortably if
you keep smiling.
What do you do if...
The audience is forced to leave before you have gotten to your key points.
If you follow the old rule "Tell 'em what you are going to tell 'em, tell 'em,
tell 'em what you told 'em," you won't get caught this way.
Always mention your main point and major supporting points within the
first few minutes of any presentation.
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You find you have 15 minutes instead of the 45 you planned on. Talking fast
won't work. Decide quickly what percentage of 15 minutes each part of
your presentation should take. Keep your eye on your watch and limit
yourself to the key concept in each portion. Next time, be prepared. Think about what you'll leave out if your time is halved, if you are given 5 minutes.
Someone asks a question about a topic you plan to discuss in detail later.
Answer the question briefly, and say you plan to go into detail later.
You lose your train of thought mid-sentence.
Smile, say "excuse me" and start again. Keep in mind that everyone in the
room has lost track of an idea at least once. People want you to succeed
and are sympathetic. Keep smiling.
You plan to work through a handout page by page; people are moving ahead
at their own pace.
The risk in giving people printed material is that they will read it at their
own pace. If at all possible, don't provide handouts until after the
presentation is over.
You expect to speak to 3 people and arrive to find 20.
If you were planning to work from one set of handouts, forget it. Ask for a
flipchart and pens; decide quickly how much you can rough sketch as
you talk (key points, if nothing else). Stand; it is easier to maintain control.
Remember that you are the expert. Keep smiling.
Your throat dries out.
Do what the theater folk do. Roll a tiny piece of paper into a small ball
and place it between your gum and your cheek in the back of your
mouth. It will stimulate the flow of saliva just like the wad of cotton the
dentist uses. Try this in private first, however, so you are sure you are
comfortable.
Several people start a side conversation while you are speaking.
In the following order:
Ask if there are questions.
Ask if you can do anything to clarify.
If they will not stop and you are standing, continue your presentation but
try to move nearer to them.
Lower your voice or pause.
Hope that someone else will stop them.
When all else fails, try to acknowledge that things are out of control and
ask the group whether a new meeting should be scheduled.
Your powerpoint will not work.
Come prepared with handouts of the powerpoint. Be ready for
technology to not work. It often is a problem and you need to be
prepared.
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Tips for Meetings with the Principal Decide what you want to accomplish in the conference with your
principal.
Write out objectives. Check then with the advisor and those students who
are involved. Get agreement on what you want to accomplish.
Write out a summary of your intentions. ( type it if possible).
Go to the secretary of the principal. Make an appointment and leave a
written statement of purposes. BE certain that all those who should be
involved in the meeting can make the appointment and that they know
to be there.
Do your homework. Get all the possible information relating to your
objectives
If copies of information would be helpful for the principal to have before
the meeting, give the copies to the secretary with a note that “This will be
useful for the meeting with representatives of the student group at
____time.
Be prepared to answer questions about any phase of your [proposal. Try
to know how the custodial staff or lunchroom staff will respond. …. But
don’t have the decisions made with these people. (Magic words
are…..”We are going to ask for the principal’s decision; will you help if
he/she says “yes”?)
Be in the outer office ahead of time- at lease five minutes early_ Look
good. Tuxedos are not necessary- but look like you care enough to
present your best self.
Bring evidence of homework. Bring the papers, the references, and the
information which might be needed in the conference.
Be cordial. Open the meeting by stating the purposes of the meeting as
you see them.
Listen for the principal to respond.
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Indicate the evidence, the research, the references, and the reasons for
your proposal- the disadvantages of your proposal.
Provide choices for the principal to make, if possible, Let him turn down
little stuff- make little suggestions- but work on a “yes” for your big
question.
Listen like crazy to what he/ she says. Take notes, get actual phrases if
possible. Immediately after the meeting, write out what happened.
Check it out with the others who were at the meeting. Date it. File it. Send
a copy to the principal for his/ her records. Keep it honest. Drop a thank
you note to him /her. Be appreciative if your ideas are accepted;
gracious if they are not. There will be other issues and other meetings, so
avoid “burning bridges” by overacting to a negative response.
Adapted from Earl Reum, Meetings that Matter. 1993 NASSP.
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DDeevveellooppiinngg WWoorrkksshhooppss Workshops teach the audience through hands on involvement and activities.
Organizing the Workshop Workshops are organized much like a speech or presentation. A dynamic workshop
will have the following parts:
Introduction
Introduce yourself and the workshop to the audience including your credentials for
leading the workshop. You may want to include a mixer or activity to get the
audience involved and interacting from the start.
Body
Present the information utilizing hands on activities and involvement from the
audience to keep them interested and engaged in the learning process.
Summary & Conclusion
Wrap up the workshop by reviewing your main points. Allow audience members
to ask questions and ask them to fill out an evaluation.
Workshop Title & Theme Make your workshop fun and appealing by incorporating a fun theme and a
catchy title. This will help create interest for your workshop and can be a way to
tie all parts of the workshop together.
Choosing a Catchy Title
Choose a powerful title that uses imagination, humor and appeals to your
potential audience. Here are some ideas:
Use an exciting verb-“Astounding your Members”
Adapt a song title-“Head, Shoulders, Knees and Toes- Student Body 101”
Adapt a book title-“Oh The Places You’ll Go with FCCLA”
Adapt a movie title -“The Life of PI with FCCLA”
Ask a question-“Do you Dream in Color?
Be surprising -“Talk to Strangers! –Key Aspects of Networking”
Adapt a well known concept-“Two Heads are Better than One”
Use a number-“A Million Possibilities to Increase Membership”
Creating a Theme
A well thought out theme will help you add fun to your workshop and tie
all your points and activities together. Use themes that are familiar to
most people and be sensitive to cultural differences when choosing a
theme for your workshop. Keep in mind the age of your audience. Also
choose a theme that will be easy to connect throughout your workshop
to activities and handouts.
Some theme ideas are:
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Hawaiian Luau
Fiesta
Rodeo
Mystery
Jungle/Tropical
Decades
Music
Magic
Sports
Hollywood
Circus
Fish/Aquatic
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BE TECHNICALLY CORRECT………Writing Hints
1. How a region is defined in writing.
The name of the region should be capitalized when referring to a specific
item.
EXAMPLE: Region 2 Fall Conference will be in Pine Island this year. The word region should not be capitalized when it not a specific region.
2. The acronym FCCLA should be used after you have used the full name of
the organization. The acronym FCCLA stands for Family, Career and
Community Leaders of America. Any affiliated member/ chapter may use
it. It is used by all students in comprehensive family and consumer
sciences. Use the FCCLA acronym after refereeing to the long name of
the organization once. EXAMPLE: Minnesota Family, Career and Community Leaders of America
(FCCLA) will have it’s annual leadership conference at the Sheraton
Bloomington Hotel.
Then you can use FCCLA only, once you have used it as the full name.
3. The state conference is a leadership conference. Regional conferences
are regional conferences. Meetings are committees, groups meeting for a
small task, etc. Refer to the State Conference as a “conference”. (Not
state meeting)
4. Appropriate greetings will vary with the audiences:
To fellow students
To Adults/ Advisors
Dear Marcy,
Dear Mr Bigalow,
5. Appropriate closings
Sincerely, Respectfully,
6. Reminders:
Check Spelling, punctuation, grammar, continuity.
Officers should always get approval from local advisors before mailing
any communication or doing an email communication.
If official stationary is not used, Minnesota Family, Career and Community
Leaders of America should be identified appropriately.
Be sure that memorandums are initialed and letter signed in black ink.
Did the communication contain the who, what, where, when and why?
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Workshop Activity Resources To keep your workshop audience interested and involved you will want to
incorporate learning activities into the body of the workshop. Many resources are
available to you with activity examples you can utilize in your workshop.
MN FCCLA Videos, Video clips
FCCLA Program Handbooks/ Program CD’s
Available from your advisor or National FCCLA supply service
One page national program information is on the National FCCLA website
Some resources listed in the FCCLA publications section of the website.
1. FCCLA: The Handbook to Ultimate Leadership
2. GET CONNECTED TO FAMILIES FIRST, FINANCIAL FITNESS, STUDENT BODY, AND
FACTS
3. Community Service CD
4. Career Connection and Leaders at Work
5. Middle Level Comprehensive Guide
6. The Essential Guide to FCCLA in the Classroom
7. Dynamic Leadership/ Power of One
8. STOP the Violence Toolkit CD
9. Dynamic Leadership/Power of One – Resources on the FCCLA website
Other Resources
Activities That Teach By Tom Jackson
More Activities That Teach
By Tom Jackson
Still More Activities That Teach
By Tom Jackson
Activities That Teach Family Values
By Tom Jackson
Life Skills: 225 Ready To Use Health
Activities for Success and Well Being
(Grades 6-12)
By Sandra McTavish
Energizers and Icebreakers for All
Ages and Stages
By Elizabeth Foster
Team-Building Activities for Every
Group
By Alanna Jones
Do not feel you need to limit yourself
to these resources. Your advisor may
have other books or resources to
help you out. Also you may have
completed an activity in a class or
through another organization that
you can incorporate into your
workshop.
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VViissuuaall AAiiddss
Visual aids help a speaker effectively make a point to the audience. When
presenting, utilize the visual aids that will add to your presentation and that you
feel comfortable with. Visual aids should enhance your presentation, not
distract from what you are saying. You can produce visual aids electronically
such as a PowerPoint or video or manually such as a display or poster.
Pros & Cons of Visual Aids Pros:
Help the audience focus
Help the audience grasp facts
Clarify a complicated message
Show comparisons
Emphasize key points
Serve as a guide for the
presentation
Adopt a brief theme or single idea
Cons:
Distract audience
Talk to the visual aid instead of the audience
Equipment worries or malfunctions
Making Use of Visual Aids There are many options available to you when choosing a visual aid to utilize
during a presentation. Here are some options and some tips for using them
successfully.
Slides/PowerPoint
PowerPoint and similar programs allow you to create professional looking
presentation aids that you can alter and adapt depending on your audience
and presentation details. However, many people make some common
mistakes which cause PowerPoint to actually deter from their presentation, not
emphasize it. Follow these tips when using PowerPoint for a presentation.
Avoid distracting or “busy” backgrounds and remember the
rules of color contrast
Keep text in short, concise phrases-never write complete
sentences or paragraphs!
Use the guidelines for font and choose a size large enough to be
easily read
Avoid using distracting animation -keep it simple
Don’t use sound effects
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Check for spelling errors
Allow enough time prior to the presentation for set up and
equipment troubleshooting
Overhead Projectors
Overhead transparencies allow you to emphasize main points through text and
produced properly can be clearly seen from a distance. These tips will help you
utilize overhead projectors successfully.
Follow the font guidelines on the following pages
Use transparencies mainly for text, pictures tend not to be clear
Practice so you don’t fumble with the transparencies
Flipcharts
Flipcharts-large pieces of paper on an easel are effective only for audiences of
less than 50 people. Flipcharts work best for capturing main points of discussions
during a presentation or workshop. When using a flipchart remember:
Write large enough so the audience can read the flipchart
Use black or another dark color ink
Use the entire sheet
It may be helpful to utilize a helper to write while you facilitate
the discussion
Handouts
Handouts allow you to highlight points in your presentation and give audience
members a reference of your points they can take with them. Also, utilizing
handouts ensures members of your audience will be able to see and read your
points. (They have a copy right in front of them!) When using handouts:
Reproduce on good quality paper
Keep them simple and not too busy so information is simple to
locate on the handout
Include your contact information
Add clip art to keep the handout interesting and fun!
Distribute them when appropriate-while discussing the points on
the handout or at the conclusion as a summary or your
presentation
Displays
The best situation for using a display as a visual aid is when you are presenting in
an exhibit or fair type situation. Also a well designed and executed display can
educate an audience on its own without a presenter. When creating a display
follow these tips:
Use a catchy theme to decorate the display that will draw
attention
Use large stencils or a computer generated title
Main points should also be typed
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Just as important as the information on the display is the
appearance-if a display does not appear neat or appealing
people may not approach it
Keep text brief and highlight main points
Supplement the display information with a handout that
contains more details
Create your display as if you were being judged on its
appearance and content
Design Principles When developing visual aids, remember that if an audience member has
difficulty seeing or reading it they will be distracted from your presentation. To
prevent this follow these guidelines.
Contrast
Some color combinations are less likely to be seen at a distance. To ensure your
visual aids are easily read, use two colors with high contrast (one is light and the
other is dark).
Good color combinations with high
contrast:
Black & white
Black & yellow
Black & red
Red & white
Darker blue & white
Poor color combinations with low
contrast:
Black & dark blue or dark
purple
Yellow & violet
Blue & green
Red & orange
Yellow & white
Font
Although word processing programs have many fun and interesting fonts
available, some of these fonts may actually be difficult to read and distract from
your presentation. Simpler, heavier fonts tend to be easier to read compared to
thinner and fancier fonts. A good rule of thumb is to use no more than two
different fonts on a visual aid.
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CCoommmmuunniiccaattiioonn
As a FCCLA peer educator you will communicate with many individuals and
groups through a variety of means. We have already discussed guidelines for
communicating your message through presentations. This section will provide
you with information for professional written and electronic communication.
Guidelines for Correspondence Regardless of the type of correspondence keep these guidelines in mind:
Always proofread your correspondence before sending it out
Type letters on a word processor or computer
Utilize computer spell check and grammar check tools
Have your advisor read all correspondence before sending it out
Submit a copy of your correspondence to your Special Teams
Coordinator Reply to correspondence in a timely fashion
Correspondence via Mail You should correspond through the mail when making requests to present,
replying to a request to present (unless directed to make contact via E-mail or
telephone), informing a group or individual on your program or requesting
participation in your program from an individual or group.
When corresponding through a letter follow this format:
Your name
Your address
Date
Name of letter recipient
Address
Dear Mr./Mrs. ____:
Body of letter
Sincerely,
(Signature)
Your name
Your title
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Correspondence via E-mail Because of the increased ability for people to access E-mail and its
convenience, you will most likely correspond with people via E-mail. Treat an E-
mail in the same professional manner as you would a letter. Use correct
grammar, punctuation and capitalization and format the E-mail similar to the
letter example above excluding your address, the date and the address of the
recipient. Include your contact information (address, phone and E-mail
address) either in the body of the E-mail or after your signature. Another aspect
to consider is your E-mail address itself. You should have a professional sounding
E-mail address and you may want to set up an account just for your FCCLA peer
education involvement.
Here are some examples of inappropriate E-mail addresses:
Hottie2006@yahoo.com
dumbblondegirl@hotmail.com
party4ever@msn.com
boycrazy_69@yahoo.com
Some appropriate options include:
Using your name or initials
Ex) JaneD34@hotmail.com
Using an E-mail address provided by your school
Ex) John.Doe@school.k12.mn.us
Using a combination of FCCLA, your name and/or numbers
Ex) Bob_FCCLA@yahoo.com
Correspondence via Telephone When making telephone calls as a FCCLA peer educator, follow this format:
1. Introduce yourself
2. State your position in FCCLA
3. State the purpose of your call
4. Give your contact information
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PowerPoint Presentation Advice Adapted from www.cob.sjsu.edu/splane_m/presentationtips.htm -
Structuring Your Talk:
Preparing a talk always takes far longer than you anticipate. Start early!
Write a clear statement of the presentation topic and its importance.
Research. Collect material which may relate to the topic.
Tell a story in a logical sequence.
Stick to the key concepts. Avoid description of specifics and unnecessary
details.
If you are making a series of points, organize them from the most to the
least important. The less important points can be skipped if you run short of
time.
Keep your sentences short, about 10-20 words each is ideal. This is the way
people usually talk.
Strive for clarity. Are these the best words for making your point? Are they
unambiguous? Are you using unfamiliar jargon or acronyms?
Preparing Your Slides:
Presentation Design
Don’t overload your slides with too much text or data.
FOCUS. In general, using a few powerful slides is the aim.
Let the picture or graphic tell the story. Avoid text.
Use key words
Number your slides and give them a title.
Prepare a FCCLA logo slide for your presentation.
You can add a logo and other graphics to every slide using the slide
master feature.
Proof read everything, including visuals and numbers.
Keep “like” topics together
Strive for similar line lengths for text.
Visual elements
Titles= 44 size font.
Subtitles= A font size of 28 to 34. Use a san serif font for titles.
Use clear, simple visuals. Don’t confuse the audience.
Use contrast: light on dark or dark on light.
Graphics should make a key concept clearer and place your graphics in
a similar location within each screen.
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Text
Font size must be large enough to be easily read. Size 28 to 34 with a bold
font is recommended.
Don’t go Nuts with FONTS! Keep the type of font consistent. It is distracting
if you use too wide a variety of fonts.
Do not be wordy! Overuse of text is a common mistake.
o Too much text makes the slide unreadable. You may just as well
show a blank slide. Stick to a few key words.
Backgrounds
Don’t be background “busy! Backgrounds should never distract from the
presentation.
Using the default white background is hard on the viewer’s eyes. You can
easily add a design style or a color to the background.
Backgrounds that are light colored with dark text, or vice versa, look
good. A dark background with white font reduces glare.
Don’t go pale! Colors appear lighter when projected. Pale colors often
appear as white.
Keep it the same throughout. Consistent backgrounds add to a
professional appearance.
Hints for Efficient Practice:
Timing - Practicing Your Presentation,
Talk through your presentation to see how much time you use for each
slide.
Set the automatic slide transition to the amount of time you want to
spend discussing each slide.
Are you using the right amount of time per slide? Decide which slides or
comments need alteration to make your presentation smoother.
Change the automatic slide transition settings for individual slides to fit the
amount of time needed for that slide and practice again. Are you still
within the time limit?
Decide if you want to remove the automatic slide transition feature
before giving the presentation.
Content
Make a list of key words/concepts for each slide
Read through the list before you begin.
Don't attempt to memorize your text;
Your words will probably be different each time you practice.
Think about the ideas, and your words will follow naturally.
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Delivering Your Talk:
Pre-Talk Preparation
Plan to get there a few minutes early to set up and test the equipment.
Dress appropriately for your audience.
Turn off your cell phone.
Handouts:
Always prepare a handout when giving a PowerPoint presentation.
Make about 10% more handouts than you expect to use.
Distribute handouts at the beginning of your talk.
Opening:
Jump right in and get to the point.
Give your rehearsed opening statement. Use the opening to catch the
interest and attention of the audience.
Speaking
Talk at a natural, moderate rate of speech
Project your voice.
Speak clearly and distinctly.
Repeat critical information.
Pause briefly to give your audience time to digest the information on
each new slide.
Don’t read the slides aloud. Your audience can read them far faster than
you can talk.
Body Language
Keep your eyes on the audience
Use natural gestures.
Don’t turn your back to the audience.
Don’t hide behind the lectern.
Avoid looking at your notes. Only use them as reference points to keep
you on track. Talk, don’t read.
Questions
Always leave time for a few questions at the end of the talk.
Relax. If you’ve done the research you can easily answer most questions.
If you can’t answer a question, say so. Don’t apologize. “I don’t have that
information. I’ll try to find out for you.”
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Length:
To end on time, you must PRACTICE!
When practicing, try to end early. You need to allow time for audience
interruptions and questions.
Demeanor:
Show some enthusiasm. Nobody wants to listen to a dull presentation. On
the other hand, don’t overdo it. Nobody talks and gestures like a maniac
in real life. How would you explain your ideas to a friend?
Involve your audience. Ask questions, make eye contact, use humor.
Don’t get distracted by audience noises or movements.
You’ll forget a minor point or two. Everybody does.
If you temporarily lose your train of thought you can gain time to recover
by asking if the audience has any questions.
Conclusion:
Concisely summarize your key concepts and the main ideas of your
presentation.
Resist the temptation to add a few last impromptu words.
End your talk with the summary statement or question you have prepared.
What do you want them to do? What do you want them to remember?
Consider alternatives to “Questions?” for your closing slide. A summary of
your key points, a logo.
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CCHHAAPPTTEERR 55
NNeettwwoorrkkiinngg aanndd
MMeeeettiinngg PPeeooppllee
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INTRODUCTIONS
General Rules:
1. A man is introduced to a woman. Use the woman’s name first. –
Mrs. Jones, I’d like to introduce you to Mr. Smith
Alice, this is my cousin Stan Moore, Stan, this is Alice Evans.
2. A younger person is introduced to an older person. Say the older person’s
name first. – Grandmom, this is Sally Brown, a school friend of mine, Sally, this is
my grandmother, Mrs. Jones.
3. A person with special title or rank is introduced to someone without a
particular title or rank. (Dr. or Senator, etc. to Mr. or Mrs.) – Dr. Brown, I would like
you to meet Mr. Smith.
Helpful Hints:
You may call your mother’s sister by her first name, but your friend should not.
You would introduce her not as “Aunt Sally” but as “my aunt, Mrs. Smith”.
It is always good to include an identifying phrase. “This is Bob Lee, our family
doctor,” or “my new neighbor, Ann Smith.” This adds a conversation starter for
two strangers.
Always use full names when introducing persons. When you are in doubt if a
woman is married or not, address her as “Ms.” rather than make a mistake.
Always rise for an introduction. When introducing yourself, always use your first
and last name, but never your title. For example, do
not say, “Hello, I am Mrs. Smith,” but rather, “Hello, I am Amanda Smith.”
Distinguished Persons:
Former governors or ambassadors are properly “The Honorable”. In ceremonial
occasions you would present “The Honorable Tim Pawlenty, governor of the
State of Minnesota.” Among friends, of course, “The Honorable Tim Pawlenty”
may be introduced as Mr.
Doctors and judges are introduced and addressed by their titles. Protestant
clergymen are “Mr.” unless they hold the title of doctor, dean, or canon, in
which case the surname is added to the proper title. A Catholic priest is
“Father”, or any other appropriate title they may hold. Rabbis are called
“Rabbi,” with or without a surname, or “Dr.” if they hold a doctorate.
If you are introduced to a prominent person and the one making the
introduction has not spoken clearly ,or has not used a title (as he should have),
the safest thing for you to say is “How do you do?” If then conversation
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continues and the person’s title is still not mentioned, you may address any
gentleman as “Sir” or lady as “Ma’am”. To avoid repetition of long titles like
“Your Royal Highness” or “Mr. President,” it is preferable to say “Ma’am or Sir”
occasionally.
Military Titles:
Commissioned officers of all grades are addressed by their title (rank). The
officer’s name is generally added, although it is not wrong to simply say
“Captain” or “Lieutenant.”
What To Do When Introduced:
Shake Hands. Say: “How do you do?” “Nice to meet you” or “Hello” Repeat the
name of the person you have just met.
Always use eye contact. DO NOT USE SLANG
When Incorrectly Introduced:
It is best to be as polite as possible and make the person introducing you feel as
comfortable as possible while correcting the mistake. It is important to correct
the mistake so that it is not repeated.
THE HANDSHAKE
Most people shake hands upon meeting. A handshake should be brief, firm, and
warm. There is no need to put on a vice grip or to pump for oil. ALWAYS USE EYE
CONTACT. Men shake hands when they are introduced to each other, even if
they have to cross a room. Ladies may do as they wish. Boys and girls both
shake hands when they are introduced to adults. When a man is introduced to
a woman, it is her place to offer her hand or not, as she chooses; but if he
should extend his hand she must give him hers. DO NOT IGNORE A HANDSHAKE.
When to Rise:
Hosts and hostesses always rise to greet each arriving guest. Members of the
host’s family, including young people, also rise as a guest enters a room.
Name Blackouts:
When you are struggling to remember someone’s name to introduce them to
someone else, your first option is to say, “I want you to meet Amy.” Hopefully
that person will help you out and extend their hand and give their name. If the
situation gets worse the only thing you can do is to admit, “I’m sorry, I do not
remember your name”, and let them complete the introduction. While being
introduced, if someone forgets your name, offer it.
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Miscellaneous:
It is polite to wait for an elderly person or a dignitary to extend his or her hand
first. If you see that someone is disabled and cannot shake hands, do not offer
your hand immediately but still be prepared to shake hands. Sometimes, a
disabled person who cannot use his right hand will offer his left.
If wearing a nametag, place it on the right side. This way you present your name
as you offer your hand.
What’s in a name?
As Dale Carnegie says, “Remember that a person’s name is, to that person, the
sweetest sound in any language; it is the badge of individuality.”
Remembering Names:
You must think about a name if you wish to remember it.
Impression:
Hear the name distinctly. Get a clear impression of the person.
Repetition:
When you are introduced to a person, repeat their name at least three times
during the introductory conversation. Once, when you are first introduced –
“How do you do, Ms. Smith.” Once, during the conversation – “Well, I never
thought of it in that way but perhaps you are right, Ms. Smith.” And once
when you leave the person – “I am so glad to have met you, Ms. Smith.”
If someone has an unusual name, say so. You may even ask its origin.
Review the names of people that you have met at the end of the day.
Association:
Business – you may be able to make the memory of a person’s face recall his or
her business and then make the business recall the name.
Mr. Bacon Grocer
Tom Woodward Carpenter
Frank Granite Construction engineer
Mr. Landman Real estate agent
Rhyme – Make a rhyme using the person’s name with some characteristic of
that person or with an opposite characteristic.
Mary Grady is quite a lady
Johnnie Leach can make a speech
Appearance – Associate a person’s name with the person’s real or imagined
appearance or personality
characteristic.
Tom Baldwin… very little hair… completely bald
Mary Harrington… bushy hair… has a ton of hair
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Meaning – If a name has a well-known meaning, associate the person with the
known meaning of the name.
Bill Fisher – imagine him struggling to land a big fish
Tom Mason – imagine him laying bricks
Mind Picture – If a name is long and involved try dividing the name into syllables
and construct a picture out of them. Make it absurd and exaggerated so that
you will remember.
Warlawski – Dress Mrs. Warlawski in a uniform. Under her arm is a law book and
she is wearing on ski – war-law-ski.
Similar Name – Associate a person with someone you know who has the same or
a similar name.
Make a mental picture of the new person doing something with the person you
already know – such as shaking hands or having a conversation.
Working a Room
Tip #1: Develop a plan to be prepared for the event. Make sure you have plenty
of business cards and a good pen. Develop a few specific and measurable
goals, such as meet (pick a number) new people and capture their contact
information and something interesting about them and/or their business.
Tip #2: Develop your 30-second elevator speech to let people know who you
are and what you do. Rehearse and envision introducing yourself with that 30-
second elevator speech.
Tip #3: Select 3 or 4 interesting news items or other thought provoking questions
that you can use as topics of conversation.
Tip #4: Put on your “game face.” Create the energy and enthusiasm that makes
you look like you really want to be there and that you want to make everyone
you meet feel special.
Tip #5: Be positive. People do not enjoy negativity. If you are displeased about
something at the event, be careful not to criticize the speaker, food, etc. since
you may be talking to someone responsible for that feature.
Tip #6: Bring your best business and social manners. Good manners are noticed
and can open opportunities for you.
Tip # 7: Dress appropriately for the event.
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Tip #8: Start building relationships by getting to know people and then work to
turn contacts into clients and strangers into friends.
Tip #9: Always say thank you and good night. This is appropriate for those you
met and certainly for those hosting and sponsoring the event. It is also
appropriate to send written thank you and/or personal notes to the host,
sponsor and people you met. These too will be noticed and appreciated and
will assist in building a relationship.
Tip #10: Develop and engage your follow-up plan for the contacts made at the event.
Elevator speeches
An “elevator speech” is a short description of what you do, or the point you
want to make, presented in the time it takes an elevator to go from the top floor
to the first floor or vice versa
What exactly is an “elevator speech”? The name was actually coined from the
idea that we sometimes meet the important people in our lives in elevators. The
odd situation we encounter in most elevators is that nobody speaks to or looks
at anyone else, and yet we have a captive audience for that short period of
time. Very few people are ready to interact in case someone does speak. The
idea of an “elevator speech” is to have a prepared presentation that grabs
attention and says a lot in a few words. What are you going to be saying? By
telling your core message, you will be marketing yourself and/or your business,
but in a way that rather than putting people off will make them want to know
more about you and your business.
To start your “elevator speech” determine your niche market, what problem(s)
do they have that you can help solve and what solution is the outcome? What
makes you unique? What short story illustrates a successful outcome that you
have produced?
Example: Hello- What is it that you do for a job?
I help teenagers and their family and consumer sciences teachers develop
educational experiences that address current teen and family issues. I help develop leaders out
of ordinary youth who will positively affect our world for years to come. In my job, Executive
Director of Minnesota Family, Career and Community Leaders of America. It is called FCCLA. I
coordinate youth conventions, develop peer education trainings, and encourage youth to be
involved in character and leadership training. Over the years about 100,000 youth have
benefitted from the programs I have been involved with in our state. Some of the topics we deal
with in our programs are in the news everyday such as making good food choices, school
violence prevention, choosing a future career and interpersonal relationships for themselves,
their family and the workplace and dealing with the economy. Our tagline is The Ultimate
Leadership Experience!
69
CCHHAAPPTTEERR 66
FFoorrmmss
70
MMeeddiiccaall RReelleeaassee IInnffoorrmmaattiioonn
Name:___________________________________________________________
Date of Birth: ___________________________
Parent/Guardian Name: __________________________________________
Home Address: ___________________________________
___________________________________
___________________________________
Home Phone: _______________________________
Parent’s daytime phone: ___________________________________________
Insurance Provider: _________________________________
Insurance policy #:_____________________________
Name of Insured: _______________________________
Insured ID: _____________________________________
Medical Provider/Physician: ____________________________________
Physician phone: _________________________________
Is the student presently under medical care or taking prescription medication?
YES NO
If yes, what medications/describe:____________________________________________
Allergies: ___________________________________________________
I, _________________________________, ______________________________ hereby Name of parent/guardian relationship to student
Authorize in advance any necessary medical treatment as required in the
judgment of the attending physician while the student is absent form home and
attending MN FCCLA meetings and activities.
Signature: __________________________________________________
In case of emergency please call:
Name: ________________________________________ Phone: _____________________
Name: ________________________________________ Phone: _____________________
71
SSttaattee OOffffiicceerr CCllaassss SScchheedduullee
Name: ________________________________________________________
School: _______________________________________________________
School phone:______________________________________
Period Time Class Teacher
Lunch hour: _________________________
Best time to call: ________________________
Do not call: __________________________
My advisor & I meet: ____________________________________
72
AAuutthhoorriizzaattiioonn FFoorrmm
Complete before each scheduled meeting and send to:
Wendy Ambrose
PO 131386, Roseville , MN 55113
651-330-2950
Name: _________________________________ Office: ____________________________
Meeting: _________________________________________________
Date of meeting: ________________________ Location: ________________________
Mode of transportation: _______________________________________________
Person accompanying officer: _________________________________________
We, the undersigned, understand that the above named individual will be in
attendance at this meeting. We give our approval for this individual’s
participation. We agree not to hold Minnesota FCCLA or any of its agents liable
for any accident, or injury to this individual during participation in state
authorized FCCLA activities and necessary travel to and from sites. Please
submit this form to the state FCCLA office prior to the event. We do verify that
we (officer, parent/guardian, local advisor and administrator) have read and
understand the State Officer policies and handbook procedures.
Signatures
Officer: ____________________________________ Date: _______________________
Parent/Guardian: ____________________________ Date: _______________________
Advisor: _____________________________________ Date: _______________________
Administrator: ________________________________ Date: _______________________
73
PPeerrmmiissssiioonn FFoorrmm--SSttaattee EExxeeccuuttiivvee CCoouunncciill
MN FCCLA EVENT-Parent/Guardian Permission Form Name of Event: __________________________________ Date of event: ____________________________________ Location of event: _________________________________
Student name First name Last name
Advisor name Cell phone of student
- -
Chapter Phone of Advisor (Cell phone #preferred)
- -
Directions: This form is to be returned to the STATE OFFICE. Keep a copy and bring a copy of this form for yourself. Please fill out the questions below if your daughter or
son is to be one of the representatives to this conference. Forms must be returned before your delegate may attend the conference.
1. Do you approve of your son or daughter attending the event? YES NO 2. Do you know the plans for the trip, including who will chaperone the group, the mode of
travel, where the group will stay and any plans for sightseeing? YES NO
3. Do you approve of these plans? YES NO 4. Do you expect your son or daughter to see or call relatives or friends while en route? If yes,
please write the name and address of relative and/or friend: _____________________________________________
YES NO
5. Do you plan for your son or daughter to leave the group at any time while traveling? If yes, please explain: __________________________________________________________
YES NO
6. Does your son or daughter agree to abide by the rules of no use or possession of alcohol, drugs or cigarettes as well as the state conference curfew?
YES NO
7. Does your son or daughter give permission to use likeness in a photograph or other digital reproduction in any and all of its publications, including website entries, without payment or any other consideration. I further give permission to MN FCCLA to share this image with its partners for use in any and all of its publications, including website entries, without payment or other consideration. I understand and agree that these materials will become the property of Minnesota FCCLA and will not be returned.
8.
YES NO
VIOLATION OF THESE RULES WILL RESULT IN SENDING THE STUDENT HOME IMMEDIATELY
I agree these expenses are correct and have NOT been reimbursed from other
sources.
Signature of officer: __________________________________________________
Signature of advisor: _________________________________________________
Date:________________________________________________________________
74
SSttaattee OOffffiicceerr MMoonntthhllyy RReeppoorrtt FFoorrmm Due the first week of each month
Check month reporting on:
_____ June _____ October _____ February
_____ July _____ November _____ March
_____August _____ December _____ April
_____September _____ January
Name: ___________________________________________________
Office: ___________________________________________________
Advisor Signature: _________________________________________
1. The following is State Officer work I have completed this month:
2. I have sent the following correspondence: (attach copies)
3. I have questions about:
4.________Contacts: Number of contacts/persons who heard about FCCLA
from me this month.
5._______Presentations: Number of presentations I did this month.
6._______Impact: Number of persons who were impacted by my FCCLA
State Officer work this month. (Conferences, Exhibits,
Speeches, Newspaper articles, etc.
7._______S.O. Hours: Number of hours I spent on FCCLA work (State officer
work)this month.
8._______Chapter hours: Number of hours I spent on other FCCLA work this
month (local chapter, my projects, Star Events).
75
CChhaapptteerr 77
RReessoouurrcceess
76
IImmppoorrttaanntt CCoonnttaacctt IInnffoorrmmaattiioonn
MN FCCLA State Office
PO 131386, Roseville, MN 55113
3101 Old Highway 8, Suite 200,
Roseville MN 55113
Wendy @ Office: 651-330-2950
Shelly @ Office: 651-330-2855
FCCLA Staff
Wendy Ambrose
Executive Director 651-330-2950 Wendy.Ambrose@state.mn.us
mnfcclawendy@gmail.com
Shelly Barrett
Membership Coordinator 651-330-2855 Shelly.Barrett@state.mn.us
mnfcclashelly@gmail.com
National FCCLA Headquarters
1910 Association Drive
Reston VA 22091
Phone: 703-476-4900
MN FCCLA Supply Service
Becky Lieser
134440 Zumbrota Street
Ham Lake MN 55304
612-755-8789
lieserr@juno.com