1. Challenge the process
   1. Accept a mindset of change and innovation
   2. Think about radical departures from the past
   3. Consider doing things no one has ever done before
   4. See yourself as a "change agent," acting as a catalyst to move the organization forward
   5. Be prepared to take risks
2. Imagine the future
   1. Free your mind of rigid constraints
   2. See, feel, and sense the future in as much detail as possible
   3. Be creative/be unique
3. Articulate the future
   1. Be passionate and clear about the vision
   2. See yourself as a person who "focuses the projector"; no matter how much input others have in shaping the vision, the leader must articulate it
   3. Create slogans/themes that capture your vision
4. Enlist others in the vision
   1. Foster commitment from the group by pulling others into the dream
   2. Seek input and innovation from others - listen!
   3. Utilize "key" people to promote change
   4. Make work valuable and do-able

1. Briefly describe a change you would like to see initiated in your organization or on your campus.
2. What are the forces which could help you make that change?
3. What alternative strategies could you follow to increase the strength of these forces?
4. What are the forces blocking the change you desire?
5. What alternative strategies could you follow to decrease the strength of these forces?

1. Be prompt. Announce an impending change as quickly as possible. Don't give the rumor mill a chance to grind out stories that aren't true but are hard to deny.
2. Explain the reasons. Tell members why the change is important and how it affects them. Will it help do work better and faster? Why is it better than the old way? Will it help the organization and members prosper? If you distort the reasons, members will be doubly antagonistic when they learn the truth.
3. Explain what the change means to the individual. Try to let each member know how the change will affect him. Explain the benefits and pledge to protect your people against losses.
4. Ask for advice. Many experts overlook the good first-hand experience they can get from people who do jobs. Your members can often point out the real pitfalls in a plan that looks perfect on paper.
5. Invite participation. Get your members into the act whenever you can.
6. Don't change for the sake of change. Some leaders try to prove their own worth by making frequent shake-ups in routines. Members know this and resist every change, even the worthwhile ones.
7. Avoid trivial changes. It might seem wise to move a file cabinet, but if it causes a fight, why bother? Save your energy for more important changes.
8. Avoid surprise. Lay the groundwork carefully. Discuss the problems caused by the old method and then suggest, "Let's try it this way and see how it works."
9. Be careful of status. Every group has status symbols that are zealously sought and jealously guarded. Don't let a change build one member's status at the expense of another's.
10. Keep out the ruts. A good way to pave the way for progress: have members alternate duties as much as possible. A planned program of job movement won't let people become firmly entrenched in private little procedures. Two extra benefits: it cuts down boredom and makes your work force more flexible.
11. Avoid chain reactions. Don't unsettle your members by springing a batch of changes, one right after the other. Try to space them out or make one big change.
12. Sweeten one change with another. If you've got to make a change that won't be popular, try adding some benefits that make it more palatable.
13. Don't accuse members of resisting change. It may be true, but most people don't realize it or won't admit it. You'll only force them to try all the harder to prove that a new method won't work.
14. Allow plenty of time. Don't expect any new procedure, idea, equipment, or layout to be an instant success. It takes a while for people to adjust.
15. Watch for red flares. Hard-core resistance signals that something is wrong. When you face it, don't try to bulldoze the change through. First, find out why people don't like the change, and work from that point to soothe their fears or even think more about the proposed change.
16. Don't be afraid to say "forget it." If a change really isn't any good (and some of them aren't), why not call the whole thing off? You don't gain anything by forcing your members to adjust to something they know isn't necessary.

1. Develop a mission statement
   1. What is a mission statement?
      1. written creed or purpose statement
      2. rational description of why the organization exists
      3. may include:
         • What do you want the organization to be?
         • What do you want the organization to do?
         • Values and principles upon which your organization is based
      4. to an outsider, it makes "what the organization is all about" clear, simple and understandable
      5. defines integrity of the organization
      6. allows for visualization and clarity of focus
      7. helps members achieve their potential through the leadership it provides
   2. Questions to consider when developing a mission statement:
      1. Why do we have the National Fraternity and local chapters?
      2. Who are our constituencies and how do we serve them?
      3. What do we want our organization to be? What do we want our organization to do?
      4. What values and principles is the organization based upon?
   3. Organization's mission statement worksheet
      1. Organization you wish to write a mission statement for:
      2. The benefits a mission statement would bring to this organization:
      3. People that should be involved in writing this mission statement:
         Remember, without commitment, there is no involvement.
      4. Preparations I can make for writing this mission statement:
      5. Next steps to be taken:
2. Conduct a needs assessment
   It is important that you provide the opportunity for your constituencies to tell you what types of services they need or want. Get their input on the roles of the chapter. It is important to share your mission statement when doing this and get the buy-in from your constituencies.

   Needs Assessments can take on many forms. They can be simple or complex. They can be administered in a variety or ways: through the mail; in a workshop, retreat, or meeting format; or through personal conversations. The most important aspect is that results are tallied, discussed, and used as a basis for determining roles and goals for your chapter.

3. Clarify mission statement by defining roles
   1. What are the various roles that chapters and the National organization play?
   2. What are the roles of the various executive officers in relations to servicing your constituencies?
   3. What roles do committees play in regard to the mission statement?
   4. What role can the chapter play in stimulating the growth and development of its members?
   5. How do we serve the masses with so many differences in an organization?
   6. Does our role change with changes in the chapter, the National, the IFC, or the University?
4. Define goals of the organization
   Goals are plans for the future that will provide direction for the coming year and define how we achieve or roles.
   1. Why set goals?
      1. to provide a focus for the group's efforts
      2. to give direction and provide a course of action for your organization
      3. to motivate members
      4. to clarify and communicate what your organization is striving for
      5. to provide a basis to measure success and accomplishments
      6. to save time by allowing your organization to plan and prepare for the future
      7. to define your group
      8. to allow the group to better manage energy and available resources
      9. to create an opportunity for the group to control its destiny and develop greater group esteem
   2. Elements of good goals
      A GOAL is statement of what WILL be accomplished; NOT the problem at hand. Wanting to achieve a goal, believing it can be achieved, and expecting that it will be achieved are three necessary steps for goal realization. Remember that GOALS should be:
      1. realistic, but represent enough of a challenge to make it worth striving for
      2. attainable
      3. acceptable to membership - it should represent the feelings of the members of the group
      4. by consensus - members are not motivated to work for that which they don't feel is important
      5. prioritized
      6. measurable
      7. divided into short and long term - it is a statement of what the group wants to accomplish within a time frame
      8. specific
      9. properly defined
      10. operational
      11. financially feasible
      12. constructive
      13. flexible
      14. relevant - it ties back to the basic purpose or mission of the group
   3. Steps for setting goals
      1. brainstorm goals as a group
         • evaluate past group successes and failures
         • address new things the group wishes to accomplish
         • use information from the Needs Assessment
      2. from the brainstormed list, choose those goals to focus on for the coming year. Remember to be realistic in what can be accomplished
      3. prioritize the chosen goals
      4. develop an action plan by breaking each goal into the steps necessary to achieve it
         • set timelines and deadlines for each step of the goal
         • determine what is to be done
         • determine how each step will be accomplished
         • assign a person responsible for the goal/step
         • determine resources necessary (people, money, material and time)
         • define desired results and how they will be measured
         • enlist the support of others
         • make sure everyone is included in establishing and carrying out the goals
      5. continually evaluate your progress
         1. many groups fail to reach their goals because they don't follow through with the action stages of goal setting
         2. be flexible - allow your goals the change to meet circumstances
         3. be accountable to due dates
         4. criteria for evaluation should be clear when the goals are set
         5. reward the group when a goal is accomplished
         6. if unsuccessful, determine why you did not succeed, then adjust and try again
         7. use assessments to help set goals (university, IFC, or National standards, programs or award applications)
      6. make your goals visible. Let others know.

1. Definition: The means through which goals are achieved.
2. Criteria for a good objective statement:
   1. It relates directly to established goals.
   2. It specifies a single key result to be accomplished.
   3. It is specific. It is observable, countable, verifiable.
   4. It specifies a target date for completion.
   5. It specifies the"what" and "when" needed to accomplish the goal in question.
   6. It is realistic and attainable, yet challenging.
   7. It is consistent with available resources and with organizational rules, policies, and practices.
   8. Objective statement should be compatible with each other.

1. Is it a guide to action?
   1. Does it facilitate decision making
   2. Does it identify a course of action
2. Is it specific?
   1. Is it concrete
   2. Is it time and place specific
   3. Can it be duplicated
3. Can it be controlled and measured?
   1. Can the final product be graded objectively in some manner
   2. Is it possible to identify milestone points for progress checks
   3. Can it be altered and managed externally
4. Is it ambitious and challenging?
   1. Does it call for involvement above current responsibilities
   2. Is there a "stretch point" that identifies expectations
   3. Is there a level of vitatlity attached to the event
5. Is there an understanding of internal and external constraints?
   1. Is there adequate internal motivation to ensure commitments and completion
   2. Do legal or procedural constraints exist that could alter or inhibit follow through
6. Can it be related to the broader vision?
   1. Is the external motivation significant?
   2. Does peer incentive exist? Is the goal or objective positioned as valuable in the organization (internal motivation)

The chapter leadership needs to make the decisions on behalf of all chapter members. You were elected for a reason - to lead! This does not mean that you make decisions that will purposely alienate chapter members or lead to hostility; rather, it means that you must decide to do what is right (corresponds to the values and ethics of your organization) and is in the best interest of the chapter. Most decisions should help achieve your vision - will it or will it not help you achieve your desired state?

It is wise to discuss important decisions at an executive board meeting prior to a general meeting. During this time, the chapter leaders can discuss the issue, all of the options, the pros and cons of each alternative and all possible outcomes. Then, the chapter leadership should make a decision. Once a decision is made by a majority of the executive board, it needs to be presented to the chapter in a unified fashion. To be effective in leading a chapter, the executive board must present a unified front. Even if you initially disagree with a decision, once it is made, it is your job to support it and the chapter leadership.

When making decisions, it is always important to listen to dissenting views, but what is best for the chapter as a whole should determine the outcome. You will never please everyone, but as leaders, you must make the decisions.

1. How is the problem similar to other situations? Different from others?
2. What is its history?
3. What are the major advantages of the current situation? The major disadvantages?
4. What are the major functions to be performed in this situation?
5. What functions are being neglected?
6. What is the situation related to, both in the past and currently?
7. What are the latest relevant developments in the field?
8. Are there opposing opinions?
9. What does the future appear to hold?
10. What further avenues should be investigated?

1. Put them at ease
2. Find out what they already know about the job
3. Get them interested in learning about the job
4. Place them in the correct job for their abilities

1. Tell, show, illustrate and question carefully and patiently
2. Stress key points
3. Instruct clearly and completely, one point at a time, but never more than the workers can master

1. Have them perform the job for you
2. Have them tell, show and explain the key points to you
3. Ask them questions and correct their errors
4. Continue until you are confident that they know

1. Put them on their own
2. Check them frequently
3. Make sure they know who to go to for help
4. Encourage questions
5. Get them to look for key points as they progress

"Who will help me harvest the wheat" she asked.
"Not I," said the pig. "I don't know how."
"Not I," said the cow. "I'm too clumsy."
"Not I," said the dog. "I'm too busy with some other things."

"Who will help me grind the wheat into flour?" she asked.
"Not I," said the pig. "That is another vocation in which I'm untrained."
"Not I," said the cow. "You can do it much more efficiently."
"Not I," said the dog. "I'd love to, but I'm involved in some matters of greater urgency. Some other time perhaps."

"Who will help me make some bread?" asked the Little Red Hen.

That evening when guests arrived for her big dinner party, she had nothing to serve expect bread. She had been so busy doing work that could have been done by others that she had forgotten to plan a main course, prepare dessert, or even set the table. The evening was disaster, and she lived unhappily ever after.

Moral: A good leader will find a way to involve others to the extent of their ability. To do the job yourself is the chicken way out!

Delegation is an ethical responsibility you owe to yourself, to those with whom you work, and to your organization.

1. Yourself
   1. allows time for planning
   2. allows time for organizing
   3. allows time for non-organizational pursuits
   4. teaches valuable lessons in how to work with and develop others
   5. builds trust
   6. encourages open communication
2. Members
   1. motivates
   2. builds self-esteem
   3. encourages creative problem solving
   4. stimulates initiative
   5. trains future leaders
   6. build trust
   7. facilitates communication
   8. stimulates creativity
   9. allows significant contributions
3. Organization
   1. promotes perpetuation
   2. opens new avenues of creativity
   3. promotes increased productivity
   4. improves overall efficiency/effectiveness

   A leader cannot do everything for an organization. There are only so many hours in a day and so many tasks one person can do. Besides, an uninvolved member soon becomes apathetic, unmotivated member who most likely drops out of the group. A good leader learns to use the skill of "delegation" to help his organization develop to its fullest potential.

1. Assigning responsibility to others does not lessen your responsibility. It gives you the capacity to handle greater responsibility.
2. Never assign tasks to a member solely because this task is unpleasant to you.
3. Delegate only if you have confidence that the member is capable of handling the task
4. When delegating, be sure to back up the member when his authority is called into question
5. Delegating entails allowing another to complete a task his way, not necessarily exactly as you would have it done
6. Even though you may be able to do the task better or faster, delegating allows for the growth of others
7. Delegating sometimes involves teaching someone how to complete a task. How else will your members know how to operate the group when you've graduated?
8. Delegating can be a significant motivator in retaining members as it gives them a sense of accomplishment when a task is successfully completed.
9. Delegation is most successful when someone expresses an interest in the task, when he has a specific skill which would suit the task, or when he would benefit from the responsibility.

1. Ask for volunteers in a meeting. (Show of hands or sign-up sheet)
2. Appoint someone (in a meeting or after a meeting)
3. Assign it to a committee (sometimes in a smaller group, people are less intimidated to volunteer)
4. Break up jobs into logical parts and spread the work to a few people
5. Find out your member's interest/skills/time commitment, then find a task to suit them
6. Most of all, let go and let them do the work. Follow up to make sure details are being taken care of, but don't jump back in and take over. Give feedback to members on their performance.

1. What to do before you delegate
   1. Tell the person what you expect
   2. Make the work valuable
   3. Make the work "do-able"

      V + E = M (Vision + Enthusiasm = Motivation)

2. What to do to keep the job moving
   1. Give quality feedback
   2. Build upon success
3. What to do once the job's done
   1. Debrief/learn from the experience
   2. Reward
   3. Reassign

A process whereby a group pools their collective thoughts and ideas to formulate a list of ideas and suggestions about a project, promotion, problem or program.

In setting up a brainstorming session for your group, here are some ground rules that should be explained to all participants before you begin. Remember: Spontaneity and outrageous ideas often yield the best solutions!

1. All participants and ideas should hold equal weight
2. Ideas should be placed on a board or flipchart
3. A time limit should be set
4. One specific problem or issue should be dealt with at a time
5. Quantity (lots of ideas) should be the goal
6. Everyone should be encouraged to speak often
7. Piggy-backing (building on one another's ideas) should be encouraged
8. Quality of ideas should be disregarded
9. Negative and critical remarks should not be allowed

Now that you have tons of ideas, it's important to examine your list and pick the best solution.

1. Combine two or more ideas to make a great idea and improve on the rough thoughts thrown out in the brainstorming session.
2. Discard ideas which are impractical, impossible, not feasible, or illegal.
3. Choose the three best ideas by having everyone vote for three ideas and taking the top three vote getters.
4. Examine each of your top three ideas. Discuss all their possibilities, potential and problems. Keep in mind your monetary and human resources and the time you have to complete the proposed project and solve the problem.
5. Pick the strongest one out of your top three, and go with it.

1. What needs to be done differently to achieve this goal?
2. What steps need to be taken?
3. What "old" program ideas can we redesign and use again?
4. Who will be involved in carrying out the new program's components?
5. What resources can we use to implement our ideas?
6. Are our ideas something the chapter will do?
7. Are they within our budget?
8. Are they too difficult to accomplish?
9. Are they activities that will help achieve the goal?
10. What is the key pattern?

1. Determine the needs, interests, and concerns of the members.
2. Develop a strategic plan for your organization.
3. Identify your program committee.
4. Brainstorm for program ideas and identify the program. (Make sure that it falls in line with the organization's strategic plan.)
5. Define the purpose, goals, and objectives of the program.
6. Identify the program's components and sequence of events.
7. Determine the budget and funding options.
8. Logistics
   1. Select a date
      1. check calendars and other resources to avoid conflicts with other events
      2. select an alternate date
      3. remember to avoid holidays
   2. Select a location
      1. size of the group
      2. possible distractions
      3. cost of using facilities
   3. Select the time
9. Develop a timeline of program details.
10. Assign responsibilities to committee members.
11. Determine sources of publicity. (Newspaper, invitations, posters, radio, banners, table tents)
12. Evaluate the program.
13. Send appropriate follow-up correspondence.

Here are some additional details to think about when you are planning your programs. Not all apply to every type of programming.

1. Before the program
   1. formulate ideas, set goals
   2. get input from group members; appoint a committee
   3. check campus programming resources for possible time conflicts
   4. identify a location
   5. do appropriate paperwork for the University, reserve a campus location
   6. set the date and time
   7. budget the cost of the program, investigate and secure funding for the event
   8. plan timeline of program details
   9. make arrangements for accommodating the needs of presenter(s) - food, lodging, etc.
   10. make arrangements for equipment - audio-visual needs, etc.
   11. plan publicity schedule
   12. confirm all plans one-two weeks prior to a major event; one-two days prior to smaller event
   13. send invitations to appropriate university administrators or advisors, and National representatives
   14. arrange to have program video taped if appropriate (get presenter's permission)
   15. prepare programs to hand out (can include information about organization)
   16. make sure contracts are signed and correct
   17. send written confirmation to speakers in advance
   18. utilize your presenters (see if they can do a small group discussion prior to large group program)
   19. plan reception for program (if appropriate)
   20. prepare introductions and/or comments that you will make
   21. make sure all policies are followed
   22. arrange for committee to arrive early to assist with final details
   23. arrange for payment or thank you gift to be there that day
   24. keep notes of what was done and evaluation of each segment
   25. hold practice sessions if program involves speaking on behalf of students
   26. run detailed plans of program by an advisor
2. Immediately prior to and during the program
   1. arrive early, set up room, test equipment, finalize details
   2. make certain room is well lighted, well ventilated, and temperature controlled
   3. greet presenter(s) and special guests
   4. introduce presenter(s)
   5. make participants feel welcome and comfortable
   6. have payment or thank you gift there to be given after program
   7. relax and enjoy the program
3. After the program
   1. verbally thank the presenter(s) and audience
   2. hand out and collect program evaluations from participants
   3. ask presenter(s) for feedback on presentation
   4. return equipment
   5. pay bills
   6. remove publicity from campus bulletin boards
   7. evaluate the program - use audience, presenter(s), and committee feedback
   8. send thank you note(s) to presenter(s)
   9. thank committee members verbally or with thank you note
   10. consider follow-up programs based on evaluation
   11. write up final notes including suggestions on how to make more successful
   12. congratulate yourself on a job well done

1. The ability to arouse self-involvement. We work more effectively doing a job we want to do and that we feel is ours as opposed to something someone else wants us to do.
2. The ability to give freedom and keep control. Delegation fosters a feeling of confidence and gives an opportunity for independent and individual expression.
3. The ability to identify with others. Some chapter leaders fail to achieve their goals because they are either low in warmth or inhibited in expressing it. They are too serious to engage in chit-chat or too busy to give someone a pat on the back. A chapter officer must walk a tightrope between the best interests of the individual and those of the chapter. He must be interested in the members of the chapter as individuals and try to be liked by them, but cannot let this hoped-for popularity become an end in itself.