● Recap key learnings from the last session.

● Re-visit the “Accepting Hands and ROPES, and key guidelines: “Wounding
Messages”, “Power of One”, “I over E”.

o What did we do?

o Why did we do that?

o Why would the activities matter to youth community leaders?

● Invite group members to share comments or thoughts on Session 3.

Set-up>

● Bring the whole group back together into a large circle.
● Ask each group to share their definition of change.

o What do these stories tell us about change itself? About the change
process?


Processing change as a whole group >

Discussion: Guide the discussion.

● What is an example of a natural change?

● When might change be voluntary? When might change be forced upon us?

● What are the different outcomes of change? (physical, emotional, etc.)

● What is an example of external change? Internal change?

● If change is needed what steps would be necessary?

● What are the obstacles to making a change (internal and external)?

● What are some ways that obstacles to change can be negotiated and mediated?

● Where does responsibility lie in the change process?

● Identify basic principles of change.

● Begin by having everyone jot down how they would complete this sentence: Change is ______________.

o Why is change important for us to understand as leaders?

This Kanji is made up of the characters for both opportunity and crisis/danger.

The important message to share is that The Symbol represents BOTH crisis and opportunity.

You don't have to show the actual Chinese symbol, but say: "In the end, isn't that really what we've discussed tonight? Change as both crisis and opportunity?"


WRAP-UP >
● So what does this have to do with family leadership?
● By bringing in symbolic items from a time of change, you explored your personal
perceptions and experiences with change.
● You recognized that change is both internal and external; how change can occur, and the
problems as well as the unanticipated gains in what might be a situation of loss, or
personal transformation.
● Through the experience this evening, you accumulated skills to recognize and respect
change. ''
● You noted the factors that create change in you.
● You observed why understanding the change process is critical to a leader.

This Kanji is made up of the characters for both opportunity and crisis/danger.

The important message to share is that The Symbol represents BOTH crisis and opportunity.

You don't have to show the actual Chinese symbol, but say: "In the end, isn't that really what we've discussed tonight? Change as both crisis and opportunity?"


WRAP-UP >
● So what does this have to do with family leadership?
● By bringing in symbolic items from a time of change, you explored your personal
perceptions and experiences with change.
● You recognized that change is both internal and external; how change can occur, and the
problems as well as the unanticipated gains in what might be a situation of loss, or
personal transformation.
● Through the experience this evening, you accumulated skills to recognize and respect
change. ''
● You noted the factors that create change in you.
● You observed why understanding the change process is critical to a leader.

GOALS >

● To learn the elements of an effective interview
● To practice non-verbal communication
● To develop skills for asking questions

Facilitator Tips >

Pick a 2-3 minute clip of an interview that feels relevant for your group. We have used the below interview clips before because they are all one-on-one interviews without an audience. These interviewers all have very different styles — you might want participants to watch more than one for examples of different styles. While all the interviews are lengthy, watch 3-4 minutes of the interview from the recommended time. Participants will probably have to watch the clip more than once. It might
also be helpful for them to watch part of the interview with the sound off if you want them to focus on
non-verbal behavior.

● Nas on Charlie Rose: (start at 2:30)
https://charlierose.com/videos/17897

● Michael Jackson on Oprah (start at 4:50)
https://www.youtube.com/watch?v=22e2wseJdgE

Not found
● Michael B Jordan/Ryan Coogler on Tavis Smiley, talking about Fruitvale Station (start at 4:00)
o http://video.pbs.org/video/2365048462/
● Amy Tan on Tavis Smiley
o http://www.pbs.org/wnet/tavissmiley/interviews/amy-tan/

What did the interviewer do to make the person feel comfortable?
● How did they set up the space?
● What did they ask at the start of the interview?
● What did the interviewer do to make the person feel listened to? How did they
sit? What non-verbal cues did they give? What verbal cues did they give?
● What type of question did they ask the most?
● Give an example of an open question they asked.
● Give an example of a closed question they asked
● Did they keep a neutral tone or not? How could you tell?
● Did they ask any locked questions or questions that felt too personal?
● What, if anything, did they do to keep the person talking and to get long
answers?
● Did they paraphrase? When?
● The interviewer has a list of prepared questions and topics they want to discuss.
What do they do to make these prepared questions seem natural?
● What do they do to steer the conversation the way they want to?
● How did interviewing each other feel?
● What does this have to do with being a leader?

What did the interviewer do to make the person feel comfortable?
● How did they set up the space?
● What did they ask at the start of the interview?
● What did the interviewer do to make the person feel listened to? How did they
sit? What non-verbal cues did they give? What verbal cues did they give?
● What type of question did they ask the most?
● Give an example of an open question they asked.
● Give an example of a closed question they asked
● Did they keep a neutral tone or not? How could you tell?

● Did they ask any locked questions or questions that felt too personal?
● What, if anything, did they do to keep the person talking and to get long
answers?
● Did they paraphrase? When?

● The interviewer has a list of prepared questions and topics they want to discuss.
What do they do to make these prepared questions seem natural?
● What do they do to steer the conversation the way they want to?
● How did interviewing each other feel?
● What does this have to do with being a leader?

Process:

● Have you ever done a pitch before? What was that experience like?

When are times we might want to get attention for our project?

Today we will practice reaching out to others.
What is an elevator pitch?

Imagine you get into an elevator and only have the time in the elevator to explain your project and why you are doing it. There are times when we know we are going to give pitches and times when it happens unexpectedly. We will practice both circumstances. Get eight volunteers to demonstrate the techniques in the “Elevator Pitch Skits” strips. In each, you will need one volunteer to play the person listening to the pitch and one volunteer to play the person delivering the pitch.

The listener should respond as they normally would in that situation.

Break into groups of 3-4. Each group will get an “Elevator Pitch” worksheet and brainstorm ideas for each situation. Groups should be prepared to demonstrate any of their examples:

● Talking to a teacher about doing a presentation in a classroom.

● Talking to a student you don’t know about an upcoming meeting.

● Talking to a friend about attending a rally at school.

● Talking to someone in administration (dean, assistant principal, principal) about
signing a petition.
After they have completed their brainstorm, have each group come up and demonstrate one situation (you or someone from another group can be the person listening).

We don’t always have the time to prepare what we are going to say. Sometimes people
ask us or the opportunity strikes, so you have to be ready to talk on the spot about your project and what you need.

Class should get in two lines. The first person in line 1 will pick from the “Actions” and
the first person in line 2 will pick from the “Roles.” The Line 1 person will try to outreach to the person in line 2. All of these should be quick situations. The group can decide whether they were successful by applause, show of hands, or thumbs-up thumbs-down. After they have gone, they will go to the back of the opposite line so that everyone has a chance to be both people at least once. It does not matter if Roles and
Actions are used more than once.

Link to Video: https://www.youtube.com/watch?v=96raDY1vyuM