Work smarter, not harder: Getting help from your winter And summer term students The Witness for Peace Functional Leadership Model. A Presentation by Donna Van Bodegraven October 7 November 4, 2010. Plan. What is the Functional Leadership Model? What are the components? Why would I use it?
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A Presentation by Donna Van BodegravenOctober 7 November 4, 2010
Summerterm 2006 studenttakinghealthteamdutiesseriously (BeginningIntensive Spanish)
Winter term 2008 “Vibes” teammembers host birthdaypartytheyorganized (Advanced Spanish)
Summerterm 2006 studentswearing t-shirtstheydesigned and ordered in Mérida
Winter term 2006 studentstaking GPS measurements at Chen Ha cenote (Astronomy in Mexico)
Winter term 2001 studentspracticeusing Maya farmimplementthecoa (Commerce in theYucatan)
Students will be divided into leadership teams to coordinate various aspects of the course. The guidelines below describe behaviors of leadership teams and the corresponding grades. Once during the course, the faculty members will talk with each team to negotiate a midterm grade. It is likely that many teams will exhibit attributes from more than one level listed below. For instance, a team might have performed at a mix of B-level and C-level behaviors, leading to a grade that is somewhere between a B and a C.
A-level Teams: These teams perform well-above the expectations outlined in the Functional Leadership descriptions. They take initiative and are creative in the ways they fulfill their team mission. They might ask professors for advice, but will more often brainstorm independently to determine how they might be a better team. These people are often volunteering to help out other groups by doing things not necessarily included in their own team’s objectives. Team members are consistently punctual when meeting for group events.
B-level Teams: These teams attempt to excel in the roles outlined in the Functional Leadership descriptions. They will often ask professors for advice on how to better fulfill their team objectives. Team members may occasionally be sought out by the Security Team for lagging behind but do not hold up the group by missing departure times. Members of these teams also seek out ways to help other groups fulfill their own objectives as needed.
C-level Teams: These teams perform exactly what was asked of them at the beginning of the course in the Functional Leadership descriptions. Team members may hold up the rest of the group by being excessively tardy or absent-minded, but this only happens once or twice. While this team completes its own objectives, its members rarely assist other groups in any capacity beyond their pre-determined roles.
D-level Teams: On a few occasions, this team has neglected its prescribed duties as outlined in the Functional Leadership descriptions and someone else was required to do it for them rather than helping them. These team members have likely developed a reputation for being late and will hold up the group more than once. These team members do not cooperate well with one another.
F-level Teams: These teams neglected duties as outlined in the Functional Leadership descriptions, leading to a costly error for the class or an individual. They failed to perform tasks when explicitly asked to by an instructor. They might have been left behind by the group for failing to meet at a scheduled rendezvous point. By acting irresponsibly, a member of this group may have endangered the group. It is possible that this team is so dysfunctional that it must be dissolved.
Winter term 2009 studentsvisitingwith Zapatista leaders in Oventic, Chiapas (Advanced Spanish and Maya Worlds)
Winter term 2008 studentsenacting a Maya weddingceremony in Zinacantán, Chiapas (Advanced Spanish and Maya Worlds)