Blast Off Conference State Staff Planning Guide

Transcription

1 Blast Off Conference State Staff Planning Guide sjacques 1/1/2009

2 TABLE OF CONTENTS Welcome Letter... 1 Identifying Your Conference Needs... 2 Building Your Conference Schedule... 2 Session Descriptions & Learning Objectives... 4 Conference Supplies Trainer Travel Expenses Blast Off for Non-FFA Students Program Sponsorship Program Staff Contact Information Sample Schedules... 15

3 Welcome to the 2015 Blast Off Conference! Whether you are a newcomer to the Blast Off conference or are well-acclimated to this program, we are excited to work with you to design a high-impact training experience for your newly-elected state officers. The conference consists of nine standard sessions that are included in each conference. You can then customize your conference by choosing from ten modules which allow your officers to take the material to a deeper level while developing skills that they will utilize throughout their year of service. The curriculum also offers three optional enhancement sessions, Understanding Agriculture, StrengthsQuest, and Me-in-a-Box. The menu style format of this conference allows you to pick and choose the content that will best suit the needs of your officers and your state association. Student feedback over the past several years indicates that, while the conference is a valuable training experience, the amount of content can sometimes be overwhelming. For that reason, we are limiting each conference to roughly seven (7) hours of content per day. This decision ensures that state officers can digest the curriculum while taking into account factors such as meals, breaks, and time for reflection. This guide will further explain this decision and assist you in building a successful learning experience for your students. As always, we are proud to offer Blast Off at virtually no cost to your state association. Through the generosity of our sponsors, we are able to cover the trainer s stipend and transportation expenses as well as the full cost of the conference materials. The only cost for your association is the cost of lodging and meals for the trainer while he/she is on-site. Additionally, if you wish to purchase Franklin Covey Planning Systems for your officers or StrengthsQuest Codes for state staff, those will be at your expense. Staying true to tradition, there is no registration fee for Blast Off. We hope that you will participate in Blast Off this year! This conference is a valuable service to your officers and your association. Conference registration is open until March 2, Please use this planning guide as a resource for designing your conference. Should you have any additional questions, please do not hesitate to contact us! Best wishes, Austin Large Education Specialist Cindy Hefner Program Manager

4 Identifying Your Conference Needs Designing a successful conference begins with identifying the needs of your state officers. This can be challenging since you are likely registering for the conference prior to knowing your state officers and their skill set. There are several considerations to make when tailoring your Blast Off program. Here are some questions to consider when selecting sessions for your conference: What are the needs of my state association? What role do my state officers play in meeting those needs? What activities typically fill my state officers calendars? What do I expect to get out of Blast Off? What other training opportunities will my officers have throughout the next year? You may wish to enlist the help of your current state officer team in designing Blast Off for their successors. Having gone through the conference themselves, they may offer some perspective as to which modules were the most beneficial. In this conference planning guide, you will find a description of each standard session as well as each module. Included with each description is the overall goal for that session and, where applicable, the session s learning objectives. Building Your Conference Schedule Once you ve identified the needs of your state officers, you can begin building your conference. Each conference allows for seven (7) hours of educational content per day. With this in mind, a three-day conference typically contains up to 21 hours of content; a four-day conference contains up to 28 hours of content; and a five-day conference contains up to 35 hours of content. This change has been instituted as result of consistent feedback from students and conference staff indicating that the schedule does not allow adequate time to process the material. Page 2

5 There are eleven (11) hours of general instruction required at Blast Off. These hours are dedicated to the nine standard sessions which are considered vital in providing a foundation for officers to build upon throughout their year of service. The remaining number of hours may be comprised of any combination of module sessions or the two enhancement sessions. Standard Sessions Module Sessions Opening Session 1 hour Communicating the Brand 2 hours Summarizing Leadership 2.5 hours Etiquette & Protocol 2 hours Positive and Purposeful Influence 1 hour Written Communication 1.5 hours Modeling Expectations 0.5 hours Time Management 3 hours* Building Relationships 0.5 hours Respecting Diversity 1.5 hours Performing Consistently 0.5 hours Conversation Skills 2 hours Examining Responsibility 2 hours Emceeing Skills 2 hours Modeling an Attitude of Improvement 1.5 hours Speech & Presentation Development 3.5 hours Examining Service 1.5 hours Speech & Presentation Delivery 2.5 hours Sound Bites & Responding to Questions 2.5 hours Enhancement Sessions Understanding Agriculture 2 hours *States not using Franklin Covey time management systems StrengthsQuest 2.5 hours only need to allocate 1.5 hours for this session. Me-in-a-Box 2 hours Please remember that the total hours of content are solely hours of instruction time. These totals do not include time for meals, breaks, or any other activities that you have planned outside of conference instruction for your state officers. Once a conference trainer has been assigned to your state, he or she will begin working with you to assemble a conference schedule that includes not only instruction, but breaks and meal functions as well. While seven hours per day is an ideal, we realize that the flow of the conference might require some days to run long while other days run short. At the suggestion of some state staff, we have included some examples of what a typical conference might look like. You will find these examples beginning on page 15 of this guide. Please note that these are only a few examples. You are not limited to the options provided. Your trainer will consult with you in order to meet your needs while providing adequate time for the conference content. Page 3

6 Blast Off Conference Session Descriptions & Learning Objectives General Session 1 Opening/Welcome How do you prepare students for an intense and powerful learning experience? This session sets context for the entire conference. The trainer will open the conference with impact, enroll the students in the conference, form a community or culture with the state officers and provide closure as they transition into the remainder of the conference. To mentally prepare the students for the performance-based learning environment that they are about to experience. General Session 2 Summarizing Leadership Leadership is influence! But what does that mean? This survey session explores the core tenants of leadership as it relates to the role of state office. Officers consider how they will practice leadership to meet needs at the local, state and national level within the FFA. This session culminates in officers drafting a philosophy of leadership statement describing their approach to practicing leadership. Students draft a philosophy statement describing their approach to leadership that presents their perspective on concepts from the content of the session. 1. Describe core tenants of transformational leadership. 2. Identify roles of a state FFA officer in meeting leadership needs at the local, state and national levels. General Session 3 Positive and Purposeful Influence Everyone has influence. However, it s how you influence that matters. Officers explore principles for creating and using an effective mission statement. The session culminates in state officers drafting a personal mission statement to guide their year of service. Students draft a personal mission statement 1. Generate relevant concepts to be included in a personal mission statement. Page 4

7 General Session 4 Modeling Expectations Modeling expectations is essential to influence. This session sets up the modeling of expectations and encompasses topics that will be essential to making a great first impression with audiences. Each of the module sessions represents an area for modeling expectations. Students create a journal entry that demonstrates an awareness of the context for modeling expectations as a state officer. Module Session 4a Communicating the Brand The FFA Code of Ethics becomes the vehicle for students to identify appropriate ways to model the FFA brand. Students will practice skills in areas such as answering the question, What is FFA?, dressing neatly and appropriately for any occasion, demonstrating sportsmanship as a state-wide ambassador, and demonstrating an awareness of programs and activities. Students develop an elevator speech that models mastery of guidelines for communicating and living the FFA brand. 1. Describe the FFA brand. 2. Describe actions consistent with the FFA brand. Module Session 4b Etiquette & Protocol Etiquette goes way beyond posture and picking up a napkin. Students will use a peer-teaching approach to cover pertinent topics regarding table manners, travel tips, and even appropriate use of personal technology such as ipods and cell phones. Students develop a mini-workshop to teach FFA members about one area of etiquette that models awareness of the guidelines provided in the session. 1. Identify protocol for etiquette within the following areas: a. Giving and receiving graciously b. Table manners and restaurant etiquette c. Travel tips d. Being a gracious guest e. Personal Technology Page 5

8 Module Session 4c Written Communication This module provides officers with practice in writing skills, avoiding common mistakes, and using various forms of communication as appropriate to the situation at hand. Students write a thank you note demonstrating mastery of the guidelines for effective written communication. 1. Investigate how to write a letter 2. Identify common pitfalls and how to avoid them 3. Determine which form of written communication is right for the situation Module Session 4d Time Management Effective time management makes an impression! Students with busy schedules learn and begin to practice modeling several principles for time management. This session may be enhanced by the Franklin Covey Time Management System but explores other systems and tools as well. Students complete 100% of the items on a checklist for setting up their planning system. 1. Set up a time management system. 2. Identify key time management practices. General Session 5 Building Relationships Once an officer has established positional influence, it s time for them to begin developing quality relationships. The development of quality relationships opens the door for deeper, authentic influence. This session sets up context defining how relationships occur and will lead the officers to think of different actions that will produce purposeful relationships. Students create a journal entry that demonstrates an awareness of the context for building relationships as a state officer. 1. Explore the concept of a partner a. What is a partner? b. Why are partners important? Page 6

9 c. What is your responsibility? Module Session 5a Respecting Diversity Current trends indicate a significant change in the makeup of the U.S. population in the next 10 years. Understanding and practicing actions that demonstrate respect toward this diverse population will make state officers relevant to the organization s future. Students complete a diversity self-assessment and develop a commitment for broadening their spectrum or service. 1. Identify inclusive actions to practice when building relationships with an audience. Module Session 5b Conversation Skills An officer s ability to develop and sustain meaningful conversation with members and advisors is a key to building a relationship that influences others at a deep level. This session provides both information as well as practice in finding successful conversation topics, and overcoming common barriers to meaningful conversation (including techniques for remembering names). Students role-play models for remembering names, finding conversation topics and overcoming common conversation barriers. 1. Identify components of the stack as a common model for finding conversation topics. 2. Brainstorm techniques for remembering names. 3. Identify solutions for common conversation barriers. General Session 6 Performing Consistently A state officer s performance encompasses many actions consistent performance in the area of spoken communication will be the focus for this discussion. Consistent performance, in this sense, is essential to building influence. Many students and advisors will determine their choice to follow based upon the officer s ability to provide consistent, meaningful presentations and speeches. This session provides a working definition for speaking and presenting which the module sessions then apply in various settings. Students create a journal entry that demonstrates an awareness of the context for performing consistently as a state officer. Page 7

10 Module Session 6a Emceeing Skills A state officer s ability to deliver consistently will determine an audience s choice to be influenced. This session will engage officers with some basic skills that will initially build their confidence before trying their hand at more involved speaking engagements. The module culminates with students developing and delivering a self-introduction, introducing another speaker and a greeting or send off message. Students demonstrate mastery by delivering a self-introduction, an introduction for another speaker, and greeting or closing remarks using the guidelines provided in the session. 1. Identify common components of emceeing. 2. Identify appropriate guidelines for the development and delivery of: a. Self-introduction b. Greetings or closing remarks c. Introductions for other speakers. Module Session 6b Speech & Business Presentation Development This session is designed to prepare state officers for developing speeches (typically 7-10 minutes) to student and teacher audiences or presentations (typically minute) using an appropriate topic to a professional or civic audience. Students explore principles for constructing effective components (introduction, body and conclusion). Students will be introduced to the Magic Formula a template consisting of nine icons that packages the principles for effective speaking into a useable and memorable format. To complete the session officers develop a 5-7 minute speech or a minute presentation using the instruction provided. Students demonstrate mastery with the Magic Formula model for speech and business presentation construction by: a. Composing a 3-5 minute speech outline or manuscript, OR b. Composing a minute business presentation outline. 1. Select your target audience and investigate background information. 2. Identify a structure for developing a speech (Magic Formula). Page 8

11 Module Session 6c Speech & Business Presentation Delivery Development of quality speech or presentation material is only 50 percent of the final product. Effective delivery is essential to developing proficiency in the art of public speaking. This module provides officers with an introduction to the foundations of effective and engaging delivery. Students demonstrate mastery of speech delivery skills by delivering a speech, personal story, or business presentation that demonstrates actions within the following areas: visual paragraphing, economy of language, and engaging modalities. 1. Identify guidelines and techniques for the following areas of delivery: a. Visual paragraphing b. Economy of language c. Engaging modalities Module Session 6d Sound-bites and Responding to Questions The use of sound-bites provides a short, powerful way to provide information and affect either a behavioral or attitudinal change in an audience. This session effectively prepares officers to be influential ambassadors for FFA, agricultural education, agriculture, education and youth. Students demonstrate interaction with the guidelines for selecting and delivering sound-bites by role-playing responses to questions from key audiences: general public/media, partners, administrators and parents. 1. Identify sound-bite checklist and relevant messages. 2. Identify guidelines for selecting sound-bites for an audience. 3. Identify tips for sticking to sound-bites when responding to specific audience questions. Page 9

12 General Session 7 Examining Responsibility Leaders who understand responsibility know that everything speaks - the way you show up in your attitudes and interactions with others reveals both character and competence. This session explores how to model an attitude of responsibility. Students synthesize a course of action that models living above the line, principlecentered actions, and transparent communication concepts. 1. Describe actions that demonstrate an attitude of responsibility. 2. Identify responsible actions on social networking sites such as Facebook and MySpace. General Session 8 Modeling an Attitude of Improvement An attitude of improvement results in increased value of a person or position. A focus on improvement keeps one relevant to others in the organization. After exploring several options for modeling an attitude of improvement, students create a personal growth plan, identify a mentor and prepare a list of coaches for skill development. Demonstrate interaction with guidelines for self-improvement by developing a personal growth plan with three SMART goals, identifying a coach for a specific skill set and identifying a mentor. 1. Synthesize performance goals using the SMART checklist. 2. Identify guidelines for selecting coaches and mentors. General Session 9 Examining Service This session provides a brief exploration of the concept of service and its different avenues. The atmosphere is geared to foster a sense of pride among the students for the role they have to serve others. In addition, the session brings closure to the conference by revisiting the guiding statement and reviewing key skills and concepts. Create a letter to FFA members explaining the officers commitment to service. 1. Students define service through the concept of general reciprocity. 2. Students analyze what they have to give and the necessary sacrifices involved with service. 3. Students will collaborate on the rationale for an attitude of service. Page 10

13 Enhancement Session Understanding Agriculture As ambassadors for agricultural education, state officers are often expected to know quite a lot about the agriculture industry in general. This session takes students inside some general themes associated with agricultural issues and encourages students to stay informed on key topics. Students create a team plan for becoming advocates for agriculture by staying current on state and national agricultural issues throughout the year. 1. Students process the facts about American agriculture production. 2. Students investigate current key issues and resources for gathering information. 3. Students discover how to become an advocate for agriculture. Enhancement Session StrengthsQuest First offered as a module in 2004, this session has been widely popular. The discussion during this session is based upon the results of the Clifton StrengthsQuest profile. Students will explore the core concepts involved in developing talents into strengths. NOTE: This session requires students to complete the StrengthsQuest online assessment prior to the start of Blast Off. Assessment access codes will be provided to state staff well in advance of Blast Off. Students create an individualized action plan for developing talents into strengths that demonstrates an awareness of the core tenants of the strengths-positive psychology philosophy. 1. Identify the core tenants of the strengths movement philosophy. 2. Discover personal talent themes and teammates talent themes. 3. Identify principles for developing talents into strengths. Enhancement Session Me-in-a-Box This is a long-standing tradition at Blast Off. Students share items, which further define who they are, in an effort to develop community with other team members. State Staff are also encouraged to participate in this activity. NOTE: This session requires preparation on behalf of students prior to the start of Blast Off. Directions for this session will be provided to state staff well in advance of Blast Off. Page 11

14 Conference Supplies National FFA will provide most of the conference supplies needed for Blast Off. These items will be shipped to your attention at the address that you designate on the conference registration form. The supplies should arrive within one week of your conference. If, for any reason, you need the supplies to arrive at an earlier date, please contact Cindy Hefner to make such arrangements. Additionally, your conference trainer will provide some supplies. However, due to logistical and travel limitations, the hosting state association may need to provide some supplies and equipment. Typically, this is limited to audio-visual equipment (i.e. LCD projectors) and tear sheet pads. Your trainer will consult with you well in advance of your conference to determine any such needs. Several items are available for purchase that can enhance your Blast Off conference. These items are not covered by program sponsorship however they are available at cost to the. Franklin Covey Planning Systems These planning systems are great tools that add value to the time management session. Several options are available at different prices. It is NOT required that you purchase these items in order to select the time management module. That session can still serve as a stand-alone piece should you decide not to order planning systems for your students. Options and pricing are available on the conference registration form. StrengthsQuest Codes In late February, State Staff will receive an with access codes for the StrengthsQuest Assessment. The will contain one access code for each officer plus one access code for state staff. If you would like to order access codes for additional state staff, you may do so at cost to your state association. These additional items can be ordered on the conference registration form. The state association will be invoiced for the cost of these items. Payment is not needed at the time of order. Page 12

15 Trainer Travel Expenses Corporate sponsorship of the s Blast Off programs covers travel expenses to and from the trainer s home to the conference location. This includes airfare or rental car costs, meals during travel, and other related costs incurred during the normal course of travel to and from the host state. State associations hosting the conference are required to provide on-site lodging and meals for the conference trainer. Depending on the conference schedule and travel times, a trainer may be required to arrive the evening before the first day of the conference and/or depart the morning following the last day of the conference. In such cases, the state is responsible for providing lodging for these nights. Blast Off for Non-FFA Students National FFA is glad to provide the Blast Off conference for student leaders of other Career and Technical Student Organizations in conjunction with your conference. Since sponsorship of the program is intended solely for FFA students, there is a registration fee of $35.00 per student for all non-ffa participants. This registration fee covers the cost of all conference supplies and materials (conference learnbooks, printed resources, StrengthsQuest codes, etc.). Additionally, conferences with more than twenty participants will require a second conference trainer. The host state is responsible for assuming all costs of the second trainer including stipend and travel costs in addition to on-site meal and lodging costs. All additional trainer costs as well as registration fees will be invoiced to the hosting state FFA association. It is the responsibility of the state FFA association to recover these costs from the other student organizations as they see fit. Due to the nature of Blast Off, some portions of the curriculum are geared specifically toward FFA and Agriculture Education. Your conference trainers will consult with you to build a schedule that accommodates all audiences without sacrificing the pertinent content that is specific to state FFA officers. If you would like to explore the possibility of offering Blast Off to other student organizations, please contact Cindy Hefner at National FFA immediately to make arrangements. Additional conference participants require additional materials that need to be ordered in advance of the scheduled conference date. Page 13

16 Program Sponsorship The Blast Off program is sponsored by Cargill, BASF and BNSF as a special project of the National FFA Foundation. Thanks to the generosity of these partners, we are pleased to offer the program at virtually no cost to your state association. We are fortunate to work with partners who want to actively engage with our students. That being said, you may be contacted by your conference trainer or by National FFA indicating that one or more of our sponsors is interested in visiting with your state officers during the Blast Off experience. We appreciate your flexibility in allowing such visits to take place. Program Staff Contact Information Curriculum and Building a Conference Schedule: Austin Large Education Specialist, Blast Off (317) alarge@ffa.org Registration, Trainers, and Supplies: Cindy Hefner Program Manager, Blast Off (317) chefner@ffa.org Page 14

17 Sample Conference Schedules As previously mentioned, the options below are only a few examples of what a conference schedule might look like. We realize that in order to complete a session, a conference day may run a bit longer than seven hours. Your trainer will consult with you in order to meet your needs while providing adequate time for the conference content. EXAMPLE A 3 Full Days (22 hours) TIME DAY ONE DAY TWO DAY THREE 8:00 8:30 9:00 Session 1 Session 2 Session 4C 9:30 Break 10:00 Session 6C 10:30 Session 4D Break 11:00 11:30 Session 5 Lunch 12:00 Lunch 12:30 Session 3 1:00 Session 6 1:30 2:00 2:30 3:00 StrengthsQuest Session 6B Session 7 Lunch Session 8 3:30 Break Break 4:00 Session 4 4:30 5:00 5:30 6:00 Session 9 7 hours 7.5 hours 7.5 hours Page 15

18 EXAMPLE B 3.5 Days (24.5 hours) TIME DAY ONE DAY TWO DAY THREE DAY FOUR 8:30 9:00 9:30 Session 1 Session 4D 10:00 Break 10:30 Session 2 Session 5 11:00 11:30 12:00 12:30 1:00 1:30 2:00 Session 5B Session 6B Lunch Lunch Lunch Session 3 Session 5B cont d 2:30 Break StrengthsQuest 3:00 3:30 4:00 Break 4:30 Session 4 5:00 Session 6 Session 6A Session 7 Break Session 8 Understanding Agriculture Session Hours 6.5 hours 7 hours 3.5 hours Page 16

19 EXAMPLE C 4 Full Days (27 hours) TIME DAY ONE DAY TWO DAY THREE DAY FOUR 8:00 a.m. 8:30 a.m. 9:00 a.m. 9:30 a.m. 10:00 a.m. 10:30 a.m. 11:00 a.m. 11:30 a.m. 12:00 p.m. 12:30 p.m. 1:00 p.m. 1:30 p.m. 2:00 p.m. Breakfast Breakfast Breakfast Breakfast Session 1 Session 2 Lunch Session 3 Session 4 Session 4A Lunch Session 5 Session 5A 2:30 p.m. Break Break 3:00 p.m. 3:30 p.m. 4:00 p.m. 4:30 p.m. 5:00 p.m. 5:30 p.m. 6:00 p.m. StrengthsQuest Session 6 Session 6A Session 6B Lunch Session 6C Understanding Agriculture Session 7 Lunch Session 8 Break Break Session 9 7 Hours 7 hours 6 hours 7 hours Page 17