DEVELOPING LEADERSHIP CAPACITY -
LESSON 4:

IDEA TO ACTION FRAMEWORK

DEBRIEF: WE LEAD THROUGH OUR ACTIONS, NOT JUST THROUGH OUR WORDS OR THE POSITIONS WE MAY HOLD. SOMETIMES WE NEED TO BE GOOD FOLLOWERS AND SUPPORT THOSE LEADERS WE BELIEVE IN, OR THOSE WHO ARE PROMOTING CAUSES WE WANT TO SUPPORT. DID ANY FOLLOWERS DE…

DEBRIEF: WE LEAD THROUGH OUR ACTIONS, NOT JUST THROUGH OUR WORDS OR THE POSITIONS WE MAY HOLD. SOMETIMES WE NEED TO BE GOOD FOLLOWERS AND SUPPORT THOSE LEADERS WE BELIEVE IN, OR THOSE WHO ARE PROMOTING CAUSES WE WANT TO SUPPORT. DID ANY FOLLOWERS DELIBERATELY MISLEAD THE STUDENT IN THE MIDDLE? WHAT MIGHT THIS TELL US?

PART 1- INTRODUCTION

Rationale

So often, we have great ideas shared at student leader meetings. From special events to free dress days, fundraisers to competitions. But how do we get these ideas to actually happen in our school? This framework will outline some of the strategies that could be used to move from idea to action.

Learning objectives

By the end of this lesson, learners should:

  • select an idea to focus their leadership energy

  • transform one idea into an action plan, using the framework

PART 2- GETTING IDEAS INTO ACTION- (25 MINUTES)

  • In pairs or groups of 3, decide on a project your team could do to positively influence people at your school. Some examples or ideas are: litter in school grounds, supporting a school sport team, academic effort, joining a band or raising money for a charity.

  • Decide on one project and complete the idea to action framework for this project. The "idea to action framework" can be found here, or also in your Leadership Builder workbook.

  • The best idea (including completed action framework) should be selected by the class / cohort and taken further.

PART 3- MUTE LINE UP ACTIVITY- (15 MINUTES)

In this activity, the group (class or year level) are to form one straight line according to a set criteria. The only rule is that they must do it without talking.

Some criteria teachers may use:

  • height

  • shoe size

  • Date of Birth (not including the year)

  • Favourite animal (alphabetical, based on charade)

DISCUSS:

  • At the end of the activity, teachers facilitate a class discussion about the level of success experienced.

  • What would have made this activity easier for our group? Outline the need for regular, quality communication in teams and from leaders.