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2015-2016State Executive Council

Handbook

Table of Contents

Chapter 1 Responsibilities & Policies Events and Responsibilities page 5Task Management page 6-24Performance Code page 25 General Policies page 26-27 Responsibilities by Organization Level page 28Relationships page 29-30Official Dress page 30 Chapter 2 FCCLA Facts & Knowledge What is FCCLA? page 31Mission page 32 Case Statement page 32 Creed page 32Eight Purposes page 33 State Structure page 34Levels of the Organization page 34-35Policymaking page 36-37 Chapter 3 Leadership Development & Peer Education What is leadership? page 39 What is your leadership style? page 40-42Power page 43-44 What is peer education? page 45 Planning Process & Program Involvement page 46Student 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 54Developing 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 78Class 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

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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

PENDINGNovember Cluster Meeting

Various locations Optional- attend at your cost Registration, transportation

Optional- attend at your cost Registration, transportation

January Exec Council Roseville or Bloomington

Some meals Lodging, meals, transportation

Shadow Day –February or early March

St. Paul Some meals Lodging, meals, transportation

Pre-State Wednesday prior to State Conference

Doubletree Bloomington

Some meals Lodging, meals, transportation,

State Conference Doubletree Bloomington

Some meals Lodging, meals, transportation, registration,

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Task Management State Teams/Groups Leadership

State Officer State leadership

Team State Conf

Working on

trainingsCourtney Heppler

State PresidentSkill Events

Challenge eventsRegion VP

Coordination of Region Officers- All

STAR process

State Elections,

Skill events

Promote Skill events

Jacob JustState Pres Elect

Promote and Publicize, Chapter

Website on line

Region PresidentsFCCLA 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 ZinsState Treasurer

Skill Event Demonstration

events

70th Anniversary Committees

Skill Events Promote skill events

Ali JuntunenVP of PR

Horizon, PR Junior High Council NP in Action Student Body

NP in Action Student Body

Andrew BackmanRep 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 BackerVP of R and D

NP in Action FACTS Region Treasurers NP in Action FACTS

FACTS Summit

NP in Action FACTS

McKenna LarsonVP of Service

NP in Action-Leadership Service

in Action

Peer Ed Team NP in Action leadership

Service

GYSDAYNP in Action leadership

ServiceCourtney DinsmoreVP of Partnerships

Early Childhood STAR Event, NP in

Action Families First

Outreach/ Partners Early Childhood

STAR Event, NP in Action Families FirstCareer Fair

Coordination of state officers

involvement in asking for partnerships

Julia Adams Competitive Outreach to possible Career Fair Skill Events

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VP of Marketing Events- Skill Events Toys that Teach, Focus on

Children

partners

Megan JuliarVP of Outreach

FACS of Lifeskills, Senior Buzz

70th Anniversary Commitee

FACS of Lifeskills,

Senior Buzz,

Knowledge of FAcs, FACS of

Lifeskills, Senior Buzz

Hope NorenbergNatl CandidateVP 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 staffJuly: 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 DelegateJuly: 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’sAdvisor

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


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 Mid Winter Conference involvement as a state officer

Board of Directors

July: 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 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 Fall: Encourage participation by chapters Nov: TBD Fall-April: Promote program through Horizon, website, workshops, mailings, etc


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

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


July: Games/ presentations for Dynamic Leadership I –Camp Fall Conference involvement as asked by your regions and one or two other regions -assigned National Conf. trainings sessions Speech at Fall Region Conferences Legislative Day- Shadow Day Mid Winter Conference involvement as a state officer

Membership campaign

June: Develop a membership campaign with Exec Council August: Prepare to introduce campaign at Camp Fall: introduce and promote campaign to all chapters. July/Jan: Determine awards for chapters; prepare for reward at State Conference with State Office April: Reward chapters completing the campaign at State Conference

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 JHCFeb: 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



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 JHCFeb: Encourage presidents to run for region or state offices

Board of Directors

August: Participate in board meetings All year: Prepare reports for board of Directors meetings of the Exec Council activities.


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


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 Legislative Day- Shadow Day Mid Winter Conference involvement as a state officer

Membership campaign

June: Develop a membership campaign with Exec CouncilJuly: 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

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 projectsAugust: Train Reg Secretaries at Dynamic Leadership I -Camp Fall: Encourage participation by chapters Fall-April: Promote program through Horizon, website, workshops, mailings


July: Games/ presentations for Dynamic Leadership I –Camp Fall Conference involvement as asked by your regions and one or two other regions -assigned National Conf. trainings sessions Speech at Fall Region Conferences Legislative Day- Shadow Day Mid Winter Conference involvement as a state officer 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 FeedSept-April: Communicate about Service programs with Peer Ed Team and all ChaptersDevelop 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



Membership campaign


Roles of McKenna’sAdvisor

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 projectsJuly: Trainings at Dynamic Leadership I -Camp Fall: Encourage participation by chapters 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 trainingsFall- April- Promote program through Horizon, website, workshops, mailings,

etc



Membership campaign


Roles of Courtney’sAdvisor

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 trainingsFall- April- Promote program through Horizon, website, workshops, mailings,



Membership campaign


Roles of Courtney’sAdvisor


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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 Fall: Encourage participation by chapters Fall-April: Promote program through Horizon, website, workshops, mailings,

etc



Membership campaign


Roles of Megan’sAdvisor


12.Task Management of State V P of

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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 projectsJuly: Trainings at Dynamic Leadership I -Camp Fall: Encourage participation by chapters Fall-April: Promote program through Horizon, website, workshops, mailings,

etc

General Officer Duties


Board of Directors

July: Participate in board meetings All year: Prepare reports for board of Directors meetings of the Exec Council activities.


Membership campaign


Roles of Hope’sAdvisor


Performance Code for State Officers

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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.

Reimbursement of Expenses—Expenses need prior approval.

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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 State Officer Responsibilities by Organization Level

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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

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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.

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.

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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.

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CHAPTER 2 FCCLA Facts & Knowledge

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.

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.

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

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.

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

MN FCCLA Decision MakingType 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

CHAPTER 3 Leadership Development

& Peer Education

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

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:

A B C

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

________ _________ _________

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

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: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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 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.

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.

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

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.

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

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

CHAPTER 4 Presentation Skills

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 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.

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.

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

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.

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”?)

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.

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”

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: MagicHawaiianFiestaSportsRodeoHollywoodJungleMysteryMusicDecadesMoviesCircus

BE TECHNICALLY CORRECT………Writing Hints1. 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?

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.

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

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

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 & whiteFont 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.

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:

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 Ex) [email protected] Using a combination of FCCLA, your name and/or numbers Ex) [email protected] 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 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.

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.

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.

CHAPTER 5 Networking and

Meeting People

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 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 TitlesCommissioned 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. 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

Meaning – If a name has a well-known meaning, associate the person with the known meaning of the name. Bill Fisher – imagine him struggling to land a big fish Tom Mason – imagine him laying bricks Mind Picture – If a name is long and involved try dividing the name into syllables and construct a picture out of them. Make it absurd and exaggerated so that you will remember. Warlawski – Dress Mrs. Warlawski in a uniform. Under her arm is a law book and she is wearing on ski – war-law-ski. Similar Name – Associate a person with someone you know who has the same or a similar name. Make a mental picture of the new person doing something with the person you already know – such as shaking hands or having a conversation.

Working a RoomTip #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.

NETWORKING AND REMEMBERING PEOPLE

Repeat the nameRepetition 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 contextSometimes 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 devicesA 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 rememberMaking 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 askWhat’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/2013/12/5-characteristics-highly-successful-people-questions-answer/

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

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!

CHAPTER 6 Forms

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: _____________________

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: ____________________________________

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: _______________________

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: _________________________________________________ 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).

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.

Chapter 7 Resources

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]

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