2015-2016 State Executive Council Handbookmnfccla.org/wp-content/uploads/download-manager-files/state-office… · Exec Council Leadership June: Exec Council goals, Uniform coordination

2015-2016

State Executive Council

Handbook

2

Table of Contents Chapter 1 Responsibilities & Policies Events and Responsibilities page 5 Task Management page 6-24 Performance Code page 25 General Policies page 26-27 Responsibilities by Organization Level page 28 Relationships page 29-30 Official Dress page 30

Chapter 2 FCCLA Facts & Knowledge What is FCCLA? page 31 Mission page 32 Case Statement page 32 Creed page 32 Eight Purposes page 33 State Structure page 34 Levels of the Organization page 34-35 Policymaking page 36-37

Chapter 3 Leadership Development & Peer Education What is leadership? page 39 What is your leadership style? page 40-42 Power page 43-44

What is peer education? page 45 Planning Process & Program Involvement page 46 Student Leadership Challenge page 47

Model the way Inspire a shared vision Challenge the process Enable others to act Encourage the heart

Chapter 4 Presentation Skills Pre-presentation Details page 49-50 Making Presentations page 51 Quotes page 52 Presentation Disasters page 53 Tips for Meeting with your Principal page 54 Developing Workshops page 56-57 Writing tips page 58-59 Visual Aids page 60-61 Communication page 63-64 Power point Advice page 65-66

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Chapter 5 Networking and Meeting People Introducing People page 70-71 Working a Room page 74-75 Elevator Speeches page 76

Chapter 6 Forms Medical Release Form page 78 Class Schedule page 79 Authorization Form Page 80 Permission Form page 81 Monthly Report page 82

Chapter 7 Resources Important Contact Information page 85

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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CHAPTER 1

Responsibilities and

Policies

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

5

Events and Responsibilities

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 if

officer is in good

standing

Meals, lodging,

transportation,

registration

Camp-Dynamic

Leadership I

Bethel College Some meals Lodging, meals,

transportation

September Exec Twin Cities Some meals Lodging, meals,

transportation

PENDING

November Exec

Twin Cities Some meals Registration and

lodging

PENDING

November Cluster

Meeting

Various locations Optional- attend at

your cost Registration,

transportation

Optional- attend at

your cost Registration,

transportation

January Exec Council Roseville or

Bloomington


transportation

Shadow Day –February

or early March

St. Paul Some meals Lodging, meals,

transportation

Pre-State Wednesday

prior to State

Conference

Doubletree

Bloomington


transportation,

State Conference Doubletree

Bloomington


transportation,

registration,

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Task Management State Teams/Groups Leadership

State Officer State

leadership

Team State Conf Working

on

trainings

Courtney Heppler

State President

Skill Events

Challenge events

Region VP

Coordination of

Region Officers- All

STAR process

State

Elections,

Skill events

Promote Skill

events

Jacob Just

State Pres Elect

Promote and

Publicize, Chapter

Website on line

Region Presidents

FCCLA Board of

Directors

STAR Mtg Promote and

Publicize,

Chapter

Website on

line

Ella Holtz State

Secretary

STAR Event NP

in Action

Financial

Fitness

Region Secretaries Financial

Fitness

Workshop

STAR Event NP

in Action

Financial

Fitness

Tatym Zins

State Treasurer

Skill Event

Demonstration

events

70th Anniversary

Committees

Skill Events Promote skill

events

Ali Juntunen

VP of PR

Horizon, PR Junior High Council NP in Action

Student Body

NP in Action

Student Body

Andrew Backman

Rep to Board

Career

Investigation, NP in

Action Career

Connections

Chapter Presidents

FCCLA Board of

Directors

NP in Action

Career

Connections

Career Inv,

Advocacy, NP

in Action

Career

Connections

Brekah Backer

VP of R and D

NP in Action FACTS Region Treasurers NP in Action

FACTS

FACTS Summit

NP in Action

FACTS

McKenna Larson

VP of Service

NP in Action-

Leadership Service

in Action

Peer Ed Team NP in Action

leadership

Service

GYSDAY

NP in Action

leadership

Service

Courtney Dinsmore

VP of Partnerships

Early Childhood

STAR Event, NP in

Action Families

First

Outreach/ Partners Early

Childhood

STAR Event,

NP in Action

Families First

Career Fair

Coordination

of state

officers

involvement

in asking for

partnerships

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Julia Adams

VP of Marketing

Competitive

Events- Skill

Events Toys that

Teach, Focus on

Children

Outreach to possible

partners

Career Fair Skill Events

Megan Juliar

VP of Outreach

FACS of Lifeskills,

Senior Buzz

70th Anniversary

Commitee

FACS of

Lifeskills,

Senior Buzz,

Knowledge of

FAcs, FACS of

Lifeskills,

Senior Buzz

Hope Norenberg

Natl Candidate

VP of _______

NP in Action STOP

the Violence

70th Anniversary

Committee

FCCLA Board of

Directors

STOP the

Violence

sessions

TBD

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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1. Task Management by Officer-State President: Courtney Heppler- Fulda HS

Task Description/Timeline – Leadership For Officers, Membership, Skill Events

Exec

Council

Summer: Develop All STAR criteria with Exec Council

Prepare for June and July Exec Council meetings with staff

July: Train Campers at Dynamic Leadership I-Camp

Fall: Support fall meeting efforts

All Year: Communicate with State Officer Team

Jan: Plan for celebration of 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 July: 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

Leadership

Training

RegionVice Pres.

June: Determine goals for promoting camp

August: Train campers at Dynamic Leadership I-Camp

Fall: Encourage participation at Local Officer Training workshop on national programs Fall: Encourage involvement in the year Fall-April: Promote national programs through Horizon, website, workshops, mailings,

etc

Exec

Council

Leadership

June: Exec Council goals, Uniform coordination

July: NLC Committees, V Delegate

July: Coordinate camper greeting/activity for Leadership Camp Coordinate S.O. led family groups

Coordinate State Conference schedule development

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.

March/April: Select ALL STAR officer selection and notification.

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Officer

Selections

Fall: Encourage potential candidates

Dec/Jan: Prepare topics for stage and workshop. Prepare test & key

(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

Projects for local chapters

June: Support involvement of FCCLA with Minnesota chapters

August: Attend Training at Dynamic Leadership I-Camp

Fall: Encourage participation by chapters

Nov: TBD 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 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.

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Roles of

President’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 of State Conference.

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2. Task Management by Officer State President-Elect: Jacob Just- Morris

Task Description/Timeline –STAR Events

Region Presidents Summer: Develop ALL STAR criteria with Exec Council

July: Train Reg 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 -Presidents to run for State

April: Select Regional President ALL STAR

STAR Events June: Work with Exec Council to determine topics

July 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

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 - Speech at Fall Region Conferences Legislative Day- Shadow Day


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Board of

Directors

July: Participate in board meetings

All year: Prepare reports for Board of Directors meetings of the Exec Council activities.



Roles of Pres Elect’s

Advisor

All Year: Communicate with officer about tasks and deadlines, check

communications, letters, written work. Check on project 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 judge’s 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 of state conference.

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3. Task Management by Officer State Secretary-Ella Holtz- Kasson- Mantorville

Description/Timeline- Financial Fitness

Region

Secretaries

June: Determine goals and direction for Reg Secretaries Develop ALL STAR Criteria

July: Train Reg Sect at Dynamic Leadership I-Camp

Fall: Support the efforts of the Region Secretaries at region meetings

All year: Communicate with Region Secretaries

Feb: Encourage them to run for state offices

April: Select ALL STAR Reg Sect.

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

Financial Fitness June: Determine goals and campaign For Financial Fitness project

July: Train members at Dynamic Leadership I -Camp


Nov: TBD

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 Speech at Fall Region Conferences

Legislative Day- Shadow Day


Membership

Campaign



Roles of

Secretary’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 of State Conference.

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4. Task Management by State Treasurer Tatym Zins- Fulda HS

Task Description/Timeline –Financial Fitness

Regional

Treasurers

Information

June: Review Region treasurers information with Shelly

Prepare for training at July-Dynamic Leadership I

July: 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

March/April: Select ALL STAR Reg Treasurer

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



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.


Roles of

Treasurer’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

of State Conference.

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5. Task Management by State VP of Public Relations: Ali Juntunen, Deer Creek

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

July: - 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 / 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

JHC June: Determine goals and direction for Jr High Council. 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 JHC

Feb: Encourage JHC to run for state offices

March/April: Select ALL STAR JHC

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NP in Action-

Student Body

June: Develop a campaign with Exec Council for Student Body 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



Roles of

VP of PR’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 of State Conference.

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6. Task Management by Rep to the Board Andrew Backman- Herman Norcross

Task Description/Timeline –Career Connections

Chapter

Presidents

Coordination

June: Determine goals and direction for Chapter Presidents .

July: Train Sec- Dynamic Leadership I

Fall: Support the efforts of the local officers at region meetings

All year: Communicate with JHC

Feb: Encourage presidents to run for region or state offices

Board of

Directors

August: Participate in board meetings




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

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 Speech at Fall Region Conferences



Membership

campaign



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Roles of

Rep to Board

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, of State Conference.

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7. Task Management by State VP of Resource Dev: Brekah Backer- Goodhue

Task Description/Timeline

FACTS

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

March/April: Select ALL STAR Reg Treasurer

FACTS June: Determine goals and campaign For FACTS projects August: Train Reg Secretaries at Dynamic Leadership I -Camp


Fall-April: Promote program through Horizon, website, workshops, mailings

General State

Officer Duties




State Conference: Develop plans and execute them for the resource

Development efforts at state conference (Silent Auction)

Membership

campaign



Roles of VP of

Resource

Development’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

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8. Task Management of State V P of Community Service: McKenna Larson-Wheaton, HS

Task Description/Timeline -Leadership Service in Action, Outreach Project,

Global Youth Service Day, NLC Service project.

Peer Ed team June: Set goals for Peer Ed Team for Service programs Prepare for training at Dynamic Leadership I-camp

Help collect National Conference service donations July: Train Peer Ed Team at Dynamic Leadership I. Learn about National

Outreach Service project Lead2 Feed

Sept-April: Communicate about Service programs with Peer Ed Team and all Chapters 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




Membership

campaign



Roles of

McKenna’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 of State Conference.

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9. Task Management of State V P of Partnerships: Courtney Dinsmore-Wright Co

Technical

Task Description/Timeline –Early Childhood Life Event Planning and NP in Action Families First

Families First June: Determine goals and campaign for Families First projects July: Trainings at Dynamic Leadership I -Camp


Fall-April: Promote program through Horizon, website, workshops, mailings,

etc

STAR Events-Early

Childhood Life

Event Planning

and NP in Action

Families First

June/ July: Assist with STAR Events categories development July: Leadership Camp trainings Fall- April- Promote program through Horizon, website, workshops, mailings,

etc

General State

Officer Duties




Membership

campaign



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 of State Conference.

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10. Task Management of State V P of Partnerships: Julia Adams-Wright Co Technical

Task Description/Timeline –Skill Events- Toys that Teach, Focus on Children, Partnership Coordination

Early Childhood

Life Event

Planning and NP

in Action Families

First

June/ July: Assist with STAR Events categories development July: Leadership Camp trainings Fall- April- Promote program through Horizon, website, workshops, mailings,

General State

Officer Duties




Membership

campaign



Roles of

Courtney’s

Advisor


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11. Task Management of State V P of Partnerships: Megan Juliar-St Clair

Task Description/Timeline –FACs of LIfeskills, Senior Buzz, Outreach

70th Anniversary

Campaign

June/ July: Attend conference call meetings of committee, Develop plans for the 70th Birthday year.

Fall: Promote chapter involvement in 70th Birthday year.

FACS of Lifeskills,

Senior Buzz

June/ July: Determine new questions for FACS event. Develop new questions for Senior Buzz event. Give to Shelly Barrett.

July: Promote FACS of Lifeskills and Senior Buzz at Dynamic Leadership I -

Camp



etc

General State

Officer Duties




Membership

campaign



Roles of Megan’s

Advisor


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12. Task Management of State V P of

National Candidate Hope Norenberg- Wadena Deer Creek

Task Description/Timeline –N P in Action STOP, 70th Anniversary Committee

70th Anniversary

Campaign

June/ July: Attend conference call meetings of committee, Develop plans for the 70th Birthday year.

Fall: Promote chapter involvement in 70th Birthday year. State Conference: 70th Birthday events

NP in Action STOP

the Violence

June: Determine goals and campaign for STOP the Violence projects July: Trainings at Dynamic Leadership I -Camp



etc

General Officer

Duties




Board of

Directors

July: Participate in board meetings




Membership

campaign



Roles of Hope’s

Advisor


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Performance Code for State Officers

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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General Policies 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.

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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

28

State Officer Responsibilities by Organization Level 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

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Relationships

State Executive Council Members It is important to treat other members

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.

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.

projects and plans at region

meetings and bringing concerns or

ideas from the regions to Executive

Council meetings.

Throughout the year your family will

provide many different kinds of

support. They most likely are very

enthusiastic and proud of your

accomplishments. Keep your family

informed and involved with your

activities as a State Officer.

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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.

Official Dress

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.

31

CHAPTER 2

FCCLA Facts & Knowledge

32

What is FCCLA? 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.

Mission

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 (career and technical education) preparation

Case Statement

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.

Creed 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.

33

FCCLA Eight Purposes

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

State FCCLA Structure 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.

34

Levels of the Organization

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

State Board of Directors

State Exec Director

State Teams

State Executive Council

Region Officer Team

All advisors & members

State Staff

35

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.

36

Policymaking 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

37

MN FCCLA Decision Making

Type of Decision Initiated By Processed Final Decision

All policies

Long term strategies

Board members,

EC, staff

Board of Directors Board of Directors

Day to day FCCLA

management

Annual program,

events, carrying out

policies

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, Board of Directors Board of Directors

New projects B.O.D, staff, 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 , State Officers

Exec Council and

Board of Directors

State Officers

Board of Directors

38

CHAPTER 3

Leadership Development

& Peer Education

39

Leadership Development 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

What is leadership? 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

40

My definition of leadership is: ___________________________________________

_____________________________________________________________________

____________________________________________________________________

What is your leadership style?

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.

Questions:

Point total:

Transfer your highest score to the next page to see the leadership style most natural

to you.

A B C

1, 2, 4, 8 3, 7, 9,11 5, 6, 10, 12

________

_________ _________

41

What is your leadership style? Highest Score A B C

Style Autocratic Participative Free Rein “Lasa

Fare”

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:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

42

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.

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.

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 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.

43

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.

44

Information for this section was adapted from the National FCCLA “Get

Connected to Student Body” peer education resource.

What is Peer Education?

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.

Why use Peer Education?

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!

What does Peer Education involve?

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

45

FCCLA Peer Educators:

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.

46

The Planning Process

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

47

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

48

CHAPTER 4

Presentation Skills

49

Presentation Skills

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.

Pre-presentation Details

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

50

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.

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.

51

Making Presentations

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.

52

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.

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

53

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.

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.

54

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.

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”?)

55

Be in the outer office ahead of time- at least 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.

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.

56

Developing Workshops 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”

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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:

Magic

Hawaiian

Fiesta

Sports

Rodeo

Hollywood

Jungle

Mystery

Music

Decades

Movies

Circus

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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 Bloomington

Doubletree 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/ Advisers

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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Visual Aids

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

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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

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

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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

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 Poor color combinations with low contrast:

contrast:

Black & white Black & dark blue or dark purple

Black & yellow Orange on red

Black & red Yellow & violet

Red & white Blue & green

Dk blue & white 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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Communication

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:

64

Your name

Your address

Date

Name of letter recipient

Address Dear Mr./Mrs. ____

Body of letter

Sincerely, (Signature)

Your name

Your title

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

Email 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:

[email protected]

[email protected]

[email protected]

[email protected]

Some appropriate options include:

Using your name or initials

Ex) [email protected]

Using an E-mail address provided by your school


Using a combination of FCCLA, your name and/or numbers


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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

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

66

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.

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.

67

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.

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.

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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.”

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.

69

CHAPTER 5

Networking and

Meeting People

70

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 Mark Dayton, governor of the

State of Minnesota.” Among friends, of course, “The Honorable Mark Dayton”

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

71

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.

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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

30second 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.

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.

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NETWORKING AND REMEMBERING PEOPLE

Repeat the name Repetition is one of the best ways to commit information to memory. The next time you’re introduced to someone, make it a point to repeat their name a few times during the conversation, i.e. instead of simply saying “Nice to meet you,” say “Nice to meet you, Jane.” If the person has a particularly unique name, ask them how they spell it. The idea is to use the name enough times that it becomes engrained in your memory. Just remember to pace yourself. Using their name in every sentence is probably overkill and could sound strange.

Put it in context Sometimes remembering where you met someone or under what circumstances can put a familiar face in context and help you recall their name. Sometimes, just seeing someone won’t help you remember their name, but when you place them in a certain context, other clues about what was happening around you when you met them may jog your memory.

Employ mnemonic devices A mnemonic device is any method or trick that helps you recall information. From word association and rhyme to musical melodies, there are a wide variety of common mnemonic techniques you can employ to help set a new name to memory. For example, you can remember “Nelly from the deli,” or “Mark from the park.” Obviously, they won’t always work out that perfectly, but you can switch between mnemonic devices depending on which best fits the situation.

Make a conscious decision to remember Making a conscious decision to remember someone’s name before you even approach them is often enough to put yourself in the right frame of mind. As you approach, mentally prepare yourself to focus on putting a name and face together. If you know you have a hard time remembering names, continually prepping your brain to retain important information will eventually become automatic.

Sometimes, you just have to ask What’s more embarrassing: admitting you forgot someone’s name or calling them the wrong name throughout a conversation? Sometimes, simply saying, “I’m sorry, can you remind me what your name is?” is necessary. It may feel awkward, but being upfront and honest actually shows more respect for “Dave” than calling him “Doug” over and over again.

http://www.refreshleadership.com/index.php/2013/12/10-quotes-stand-crowd/

http://www.refreshleadership.com/index.php/2013/12/10-quotes-stand-crowd/

http://www.refreshleadership.com/index.php/2013/12/5-characteristics-highly-successful-people-questions-answer/

http://www.refreshleadership.com/index.php/2013/12/5-characteristics-highly-successful-people-questions-answer/

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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?

Over the years I have helped over 100,000 youth become better leaders and develop career

skills.

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 into effective leaders who will positively affect our

world for years to come.

My job is the 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.

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!

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CHAPTER 6 Forms

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Medical Release Information

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 from home and

attending MN FCCLA meetings and activities.

Signature: __________________________________________________

In case of emergency please call:

Name: ________________________________________ Phone: _____________________

Name: ________________________________________ Phone: _____________________

79

State Officer Class Schedule

Name: ________________________________________________________

School: _______________________________________________________

School phone:______________________________________

Period Time Class Teacher

Lunch hour: _________________________

Best time to call: ________________________

Do not call: __________________________

My advisor & I meet: ____________________________________

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Authorization Form

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: _______________________

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Permission Form-State Executive Council

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.

8.

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.

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: _________________________________________________

82

Date:________________________________________________________________

State Officer Monthly Report Form 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).

83

PRIOR APPROVAL OF

“STATE OFFICER OPPORTUNITIES”

Avoiding Conflicts.

Prior to applying for a grant for your chapter or for your state officer work, prior

to applying for a scholarship, prior to applying for a state or national council, or

any additional thing where you state that you are a “STATE OFFICER, NATIONAL

OFFICER, PEER ED TEAM, REGION OFFICER OF MN FCCLA” so that this would

influence your ability to get the opportunity, you need to get prior applval from

MN FCCLA.

Example:

Your adviser nominates you for an honor which may reqguire tyou

to have conflicting dates.

Your state officer project is leadership and you could be on a state

youth council.

You want to get a grant to help to do your state, national or

regional project.

YOU and YOUR Adviser need to clear

this past MN FCCLA State staff FIRST.

BEFORE YOU APPLY!

Discussions will involve:

How does this relate to your role in MN FCCLA?

Who gets the resources?

Who benefits from this?

What are the dates and possible conflicts?

How can resources be used for your state or regional project?

This will involve a review of the application, the opportunity, researching about it

and discussion with state staff.

84

Chapter 7

Resources

85

Important Contact Information

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 [email protected]

[email protected]

[email protected]

Shelly Barrett

Membership Coordinator 651-330-2855 [email protected]

[email protected]

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

[email protected]

2015-2016 State Executive Council Handbookmnfccla.org/wp-content/uploads/download-manager-files/state-office… · Exec Council Leadership June: Exec Council goals, Uniform coordination

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