Guiding and The Promise and Law

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					Guiding and The Promise
        and Law

 What the Promise and Law mean to
 How you live the Promise and Law.
 How you pass on the message of the
 Promise and Law.
What does the Promise
and Law mean to me?
Why we have a Promise and Law.
What the Promise means.
What the Law means.
Why we have a Promise
and Law

“I belong to Guides not through outward
  signs, but through accepting and living
    up to what is important to Guiding.”
Why we have a Promise
and Law

 “The Promise and Law is a code of
   action which directs my journey
            through life.”
What does the Promise
       I promise to do my best,
To be true to myself, my God/faith and
           I will help others,
     And accept the Guiding Law.
What does the Promise
                         Do my best

                                               Be true to
    Help others                                  myself

            Be true to                Be true to my
             Canada                     God/faith
What does the Promise
Your team will be assigned one aspect of
the Promise
Think about it briefly
– Why do we promise this? What does it
  mean? What behaviours/actions does it
  imply? What does this mean for our
Use the craft supplies to make a mural
that represents your team’s aspect of the
What does the Law
 The Guiding Law challenges me to:
 – Be honest and trustworthy
 – Use my resources wisely
 – Respect myself and others
 – Recognize and use my talents and
 – Protect our common environment
 – Live with courage and strength
 – Share in the sisterhood of Guiding
How do I live the
Promise and Law?
   How the Promise and Law affect our
   What the Law means to our everyday
What’s your bag?

“It is not through making a Promise, but
     through keeping it, that I show my
     worth as a person and as a Guide.”
What’s your bag?
How closely related are your inner and outer
How can the Promise and Law help us make our
outer self reflect our inner self?
How are self-esteem and personal expectations
tied to perception of oneself?
How does the Promise and Law help or hinder
self-esteem and personal expectations?
What factors influence how much we reveal of
ourselves to others?
Does Guiding encourage us to present our inner
or outer self? Why?
Living the Promise and

 The Promise and Law challenge us to
 examine the way we live our lives and
         the choices we make.
Living the Promise and
 Be honest and trustworthy

  “If a Scout says a thing is so, then it is so,
      just as if he had taken a most solemn
                            -Lord Baden-Powell
Living the Promise and
 Use your resources wisely

   “Before committing myself to making a
    promise or taking on responsibility, it is
    important to take time to consider the
     implications that making this promise
                  would have.”
Living the Promise and
 Respect yourself and others

  “I must not be so positive about my values
     that I don’t allow others to develop their
Living the Promise and
 Recognize and use your talents and

  “The aim is to get girls to learn how to be
       women – self-helpful, happy and
                         -Agnes Baden-Powell
Living the Promise and
 Protect our common environment

   “Leave this world a little better than you
                   found it.”
                            -Lord Baden-Powell
Living the Promise and
 Live with courage and strength

  “We never fail when we try to do our duty,
   we always fail when we neglect to do it.”
                        -Lord Baden-Powell
Living the Promise and
 Share in the sisterhood of Guiding

 “Guiding belongs to the girls of today. It is
   up to us as their Guiders to see that they
        have fun living by a code they
Living the Promise and

 “In the multicultural world we live in,
   Guiding can celebrate the diversity
    around us by exploring all that is
  happening and providing us with the
    life skills to make discoveries for
How do I pass on the
message of the Promise
and Law?
How to incorporate the Promise
and Law into all areas of the
Creating Promise and Law
related activities

 Build Skills in Communication
Creating Promise and Law
related activities
1.   Have girls act out an argument
     based on communication error.
2.   Guider suggests Law that could have
     helped resolve argument.
3.   Have girls re-act skit, but fix the
     argument by using the Law.
Guiding and the Promise
        and Law

This module is intended to help you:
   • Gain an understanding of Guiding around the world and the role WAGGGS plays
   • Bring international activities into your unit

In this module, we will learn about the following areas:
    • The World Association of Girl Guides and Girl Scouts
    • The Canadian World Friendship Fund
    • Challenges to do with your unit
    • The Four World Centres
    • Twinning
    • World Thinking Day and Thinking Day in Canada

                              Training Participant Handout
                                      January 2008
Eye Opener

   1. What statement intrigues you?

   2. What item do you agree with?

   3. What do you question?

   4. Which one offers you a new and valuable piece of information?

   5. Which statement causes you to rethink something you thought you knew?


Defining WAGGGS

In your group, brainstorm everything you already know or have heard about WAGGGS. Here are some
questions to get you thinking:
    • How many countries belong to WAGGGS?
    • How many Girl Guides and Girl Scouts belong to WAGGGS?
    • Why does WAGGGS exist?
    • What issues do you think WAGGGS works on?
    • How is it structured?
    • How does WAGGGS affect your life and the lives of the girls in your unit?

International Guiding:                                                        Page 2 of 11
Participant Handout
Challenges to Do With Your Unit – Different Ways With Paper
From WAGGGS: Our Rights; Our Responsibilities: The Right to Work Together

To demonstrate that we all have different ways of doing things and that no one person's way is
necessarily better than another's - it is just different!

Give each person in the group one sheet of 8 ½ x 11paper. Everyone also needs the following
instructions (you can read them out or write them down). Everyone must follow the instructions. No one
is allowed to ask questions and every person must concentrate on their sheet only - no peeking to see
what someone else is doing!

- Fold your piece of paper in half.
- Fold it diagonally.
- Rip off a corner.
- Fold it in half again.
- Fold in one third.
- Rip off a corner.

Ask everyone in the group to unfold their sheets of paper. What do they look like? Are they all
different? Discuss the fact that everyone had an identical sheet of paper, followed the same instructions
and yet ended up with a different result! Think about how this could affect the smooth running of a
group or team. Girls could be asked to devise their own set of instructions for a task that they expect to
have an exact outcome.

This activity has been devised to make Girl Guides/Girl Scouts think about how important it is to the
smooth running of a group to give explicit instructions that can only be interpreted in one way (unless a
specific outcome is not required). Also it should make members more aware of the necessity of
tolerance when dealing with people who all have the right to express their ideas and feelings on a
subject or do things in their own way.

All ages.

As with all activities, it is important to enjoy this activity. Allow everyone to take their own time or to
devise a task of their choice. The activity demonstrates that it is easy for even simple instructions to be
misinterpreted - especially if ambiguous words are used or the recipient does not (or can not) ask for

International Guiding:                                                                   Page 3 of 11
Participant Handout
Learning about the Four World Centres

Our Chalet: Scherenschnitte (pronounced shear-n-SNIT- a)

Scherenschnitte is the traditional Swiss paper cutting craft. It is done by tracing a simple picture
(preferably symmetrical) onto black paper (or thin card), then cutting it out and gluing it onto white
paper. This takes patience, but the result can be quite impressive!

You will need black paper, white paper, scissors, glue and a lot of patience!

Pax Lodge: Origami Peace Doves

You will need sheets of 8 ½ by 11 paper and scissors.

                              1. Start with a square piece of paper which you can make from any
                                 rectangle simply by folding up a short edge diagonally to meet the
                                 long side and cut off extra. Open flat.

   2. Fold square paper in half into rectangle and unfold again to lay flat.

                3. Fold (2) corners in to center line.

   4. Fold paper in half with triangles inside.

                  5. Fold head down about 1/4 of top edge, creasing well.

   6. Fold head backwards on the same crease again creasing well.

International Guiding:                                                                   Page 4 of 11
Participant Handout
                 7. Fold (2) Return head to original position and push down on top fold, reversing the
                    middle crease.

   8. Draw triangle shape and cut away shaded area to make wing and tail.

                 9. Fold up wing. Turn Dove over and fold up other wing.

   10. Completed Dove can be decorated or hung just like this.

Our Cabana: Weaving

Here is an easy way to introduce weaving to your unit. Use it to make a headband or belt. Or sew
several strips together for a scarf.
You will need:
   • Plastic drinking straws cut in half. 3-8 pieces per person (the more straw pieces, the wider the
   • Yarn in bright colours
   • Scissors
   • Measuring tapes
   • Large blunt yarn needles

   1. Each person needs to cut as many pieces of yarn as they have pieces of straw; each piece of
       yarn needs to be 15cm longer than the desired finished piece.
   2. Make a very large knot at the end of each piece of yarn and then one piece of yarn through one
       piece of straw. If necessary, use the needle to help. These are your warp threads.
   3. Slide the straw up to the knotted end.
   4. Cut another piece of thread about a metre long. This is your weft thread.
   5. Hold the straws together, knots upward, in one hand. They should be just far enough apart for
       the yarn to slip through.
   6. With the weft thread in the other hand, start weaving in and out across the straws, around the
       end straw and then in and out again, above the first row in the other direction. Leave 10cm of
       yarn at the starting end.
   7. Continue weaving, in the same way, working up the straws towards the knots. As you work,
       gently slide the woven part down onto the warp threads below.
   8. When the weft thread runs out, attach another piece with a square knot; try to keep all knots on
       the same side of the weaving.
   9. When the strip has reached the length you want (about 5cm from the end of the warp threads),
       tie the bottom ends of the warp threads and the end of the weft thread by twos in square knots,
       close to the weaving.
   10. At the top, cut off the knots, slide the straws off and tie the warp threads and the end of the weft
       thread by twos in square knots.
   11. Trim close to knots at both ends or cut evenly for fringe.

International Guiding:                                                                  Page 5 of 11
Participant Handout
Sangam: Diwali Lantern

Diwali is held in October and is a Hindu celebration. It is also called the Festival of Lights. It is
celebrated by displaying lights and worshipping Lakshmi, the goddess of wealth and prosperity. Light a
candle for Diwali this year with your own lantern!
You will need:
    • Small jam jar
    • Sheets of coloured tissue paper
    • Shiny paper/foil/sequins
    • Glue/double-sided sticky tape
    • Scissors
    • Tea lights

   1. Cut a strip of coloured tissue paper that is long enough to wrap around the jam jar.
   2. Decorate your tissue paper by using shiny paper/foil and sequins! For the best looking effect,
      use just small pieces of paper or foil. This way all the colours will be lit up by the light from the
      tea light!
   3. Now wrap your tissue paper around the jam jar using glue or sticky tape.
   4. Finally, put the tea light in the bottom of the jam jar and light the wick carefully. Make sure that
      none of the tissue or card is on the inside of the jam jar!

Why not try making a few lanterns with lots of different colours. They make perfect garden lights!

Safety: Make sure that none of the tissue or card is on the inside of the jam jar and ask an adult to light
the candle for you.

International Guiding:                                                                   Page 6 of 11
Participant Handout
Canada and the World
Supporting the Canadian World Friendship Fund

Our Idea for Raising Money for the CWFF:

Our Plan:
(Don’t forget to include the who, what, when, where, why and how!)

Twinning: What it is and what your unit can do

As you work through the training, answer the following questions:

What is Twinning?

What are its objectives?

Who is Canada’s twinning partner for 2007-2008?

Why has Canada twinned with this country?

What can units do to participate in the Twinning


International Guiding:                                               Page 7 of 11
Participant Handout
Challenges to do with your unit
Dominica Language Sheet
Although English is the official language of Dominica, the majority of the population also
speak kwéyòl (Creole), a French-based patois (although in the north-east villages of
Marigot and Wesley you might also hear a pidgin English called 'cocoy').

The following information comes from

Days of the Week                    Numbers                             Pronouns

Dimanch Sunday                      Nòt 0         Tjenz 15              Mwen/Mon I
Lendi Monday                        Yonn 1        Sez 16                Ou You (singular)
Madi Tuesday                        Dé 2          Disèt 17              I He/She/It
Mèkwédi Wednesday                   Twa 3         Sizwit 18             Nou We
Jèdi Thursday                       Kat 4         Diznèf 19             Zò You (plural)
Vanwédi Friday                      Senk 5        Ven 20                Yo They
Sanmdi Saturday                     Sis 6         Twant 30
                                    Sèt 7         Kawant 40
                                    Wit 8         Senkant 50
                                    Nèf 9         Swazant 60
                                    Dis 10        Swazant Dis 70
                                    Wonz 11       Katwaven 80
                                    Douz 12       Katwaven Dis 90
                                    Twèz 13       San 100
                                    Katoz 14

Colours               Months of the Year          Useful Sentences

Wouj Red              Janvyé January              Sa ki non’w? What is you name?
Vè Green              Fevwiyé February            Non mwen sé Paul. My name is Paul.
Woz Pink              Mas March                   Bon jou, Misyé. Good day, sir.
Blé Blue              Avwi April                  Bonn apwé midi. Good afternoon.
Kako Brown            Mé May                      Bon swé. Good night.
Gwi Grey              Jen June                    Mon vlé yon bwé. I want a drink.
Nwè Black             Jwiyé July                  Mon swèf. I am thirsty.
Owanj Orange          Awou August                 Mon fen. I am hungry.
Jòn Yellow            Sèptanm September           Mon pa fen. I am not hungry.
Blan White            Òktòb October               Jodi sé yon bèl jou. Today is a beautiful day.
                      Novanm November             Lapli ka tonbé. It is raining.
                      Désanm December             I byen cho jòdi. It is very hot today.
                                                  Wela mon sa tape yon legalize? Where can I find a

International Guiding:                                                                 Page 8 of 11
Participant Handout
Thinking Day in Canada

February is a special month for Girl Guides and Girl Scouts worldwide. Each year, on February 22, both
Movements celebrate Thinking Day, the birthday of our Founder, Lord Robert Baden-Powell and his
wife, the World Chief Guide, Lady Olave Baden-Powell.

Canada also celebrates Guide-Scout Week from the Sunday before Thinking Day until the Sunday
after. At this time, Members of Girl Guides of Canada (GGC) and Scouts Canada plan and hold special
activities to promote our Movements. Although Guiding and Scouting are two separate organizations,
this dedicated week is an excellent time for holding joint activities/events that celebrate our joint history.

If there is a Scout group in your area or within your community, please consider getting together to
celebrate with them. If, however, you don’t have contact with a Scout group or if they decline to
participate, just go ahead and showcase Guiding during this special week. Guide-Scout Week is a time
to let the public know we are proud to belong to the world’s largest organization for girls and women,
and that we are alive and well and are accepting new members.

International Guiding:                                                                    Page 9 of 11
Participant Handout

                                                                  2 For 2007-2008, Canada is
                                                                    twinned with this country.
                                                                  7 There are this many regions
                                                                    that make up WAGGGS.
                                                                 10 Guide-Scout Week is dedicated
                                                                    to celebrating this.
                                                                 11 These are documents and
                                                                    resources that Guiders can use
                                                                    in their units to help girls
                                                                    understand different concepts
                                                                    and ideas.
                                                                 12 This was the first World Centre.
                                                                 15 This is the week from the
                                                                    Sunday before Thinking Day to
                                                                    the Sunday after.
                                                                 16 This is what WAGGGS wants
                                                                    to do for girls and young
                                                                 17 This World Centre means
                                                                    "coming together" in Sanskrit.

     1 Twinning Projects are an example of this.
     3 In Canada, the money we raise and donate goes to this fund.
     4 When 2 Member Organization of WAGGGS create a partnership to share friendship, skills
       and support, it is called this.
     5 In 1932, Olave wrote to all Girl Guides and Girl Scouts to ask them to donate this on
       Thinking Day.
     6 February 22 was chosen for Thinking Day because it is this for both Lord and Lady Baden-
     8 WAGGGS works with this organization to raise our profile worldwide.
     9 These are where young women can meet people from around the world.
    13 This is the official umbrella organization for all national Girl Guides and Girl Scouts
       organizations around the world.
    14 This is how many World Centres there are.

International Guiding:                                                          Page 10 of 11
Participant Handout

Check out for Girl Guide publications that can help you discover more about
Guiding around the world.

   o   Canadian Guider
   o   Guider e-News


In order to fill out an evaluation of this training module, please go to the web link provided below and
complete your evaluation online.

If you have any comments or questions about training, please contact:

Training Coordinator, Girl Guides of Canada-Guides du Canada
50 Merton St., Toronto, ON M4S 1A3

International Guiding:                                                                 Page 11 of 11
Participant Handout

This module is intended to help:
   • give you an understanding of what a team is and how it works
   • give you skills to improve the teams you lead or are a member of

In this module, we will learn about the following areas:
    • what a team is, focusing on the characteristics of an efficient team
    • how a team is created, focusing on team development and team building
    • what a team leader is, focusing on the characteristics of a leader
    • how a team leader leads, focusing on the preparation and facilitation skills needed to be a better

                                 Training Participant Handout
                                        September 2007
What is a Team?
Characteristics of an Effective Team

       Every member:

       •   has a clear understanding of, and shared belief in, the purpose and goals of the
       •   is fully aware of, and has a part in creating, the rules, procedures and activities of the
       •   contributes her best to, and feels a sense of ownership over, the team’s successes
       •   understands her role and her responsibilities within the group, but she doesn’t feel
           restricted to doing only one thing
       •   has clear and challenging goals to work towards, that stimulate individual
           accountability, that equalize workloads and that encourage self-evaluation
       •   knows that while the work of the team is most important, the individual is recognized
           for her contributions to the team’s success
       •   is valued for her unique skills and abilities and these are used in the team as team
           members work together to share leadership and responsibilities

       There is:
       •  full participation by every member in the team’s leadership, decision-making and
       • respect for all members and their feelings and ideas; differences of opinion and
          diverse perspectives are seen as beneficial for the team
       • a lot of discussion where every member is free to express her thoughts and where
          decisions are made once there is general agreement
       • a clear and effective organizational structure including a facilitator, a timekeeper, a
          recorder, a scribe etc., but one person doesn’t always play the same role at every
       • The expectation that all team members will work interdependently; one person’s
          work completes the work of someone else so that no one person can succeed
          without the work of others
       • open and honest communication that leads to positive and constructive feedback
          that is frank, comfortable and never lays blame
       • encouragement for new ideas, innovation, change, creativity and risk-taking
       • an informal atmosphere with a balance between socializing and doing business that
          makes every member feel comfortable and relaxed

Team Roles

   •   The Leader is a director. She is responsible for the task and she motivates the team to
       successfully complete it. To this end, she ensures that the team has what it needs to
       accomplish its task, that every member is contributing, that no members are dominating and
       that communication is occurring. While the leader sets the agenda, monitors progress and
       facilitates the meetings, she cannot be an authoritarian and does she does have the authority to
       make decisions. She may suggest certain actions, but it is up to the team to decide what
       actions to take. The leader is also lucky enough to be responsible for recognizing and
       celebrating her team’s accomplishments.

Building Strong Teams                                                                            2 of 10
Participant Handout                                                                      September 2007
   •   The Facilitator is a manager. She is responsible for ensuring that the meeting runs smoothly
       and that the team stays focused. Often, the facilitator is not a member of the team. This allows
       her a level of neutrality when it comes to decision-making and conflict resolution. In this neutral
       position, she doesn’t tell her team what they should do; she instead uses many tools to direct
       them to their goals. This is achieved by managing the group processes such as ground rules
       and reminding the team of these processes; helping the team through brainstorming, prioritizing
       and parking ideas in order for them to properly consider all possible options; making
       suggestions that remind the team of the work they have done and the directions they had hoped
       to take; ensuring all necessary and relevant topics are addressed; and managing the
       personalities of team members to ensure they are contributing their best.

   •   The Record Keeper is the secretary. Every effective team has a record keeper. She is
       responsible for taking the minutes at meetings, noting the official key points, new ideas and
       important decisions of the team. Often, the record keeper will need to record unofficial ideas
       from brainstorming and other idea generating processes. Whether official or unofficial, the
       record keeper needs to record exactly what a team member says. It is not appropriate for her to
       edit, judge or alter anything that another team member has said. If team members are going
       too fast for the record keeper, she can ask them to slow down and repeat themselves, or two
       record keepers could be used. Also, preparation and organization help the record keeper to do
       her job; she needs to review the agenda and predict where there will be a lot of team

   •   The Time Keeper is the monitor. She pays attention to how much time the team has and
       where that time is spent. The time keeper’s job is to ensure the team follows time limits that
       have been set and tracks the time spent on each part of the meeting to see if time is being
       allotted and used wisely. During the meeting, she updates the team on their time progress and
       works with the team to assess changes to the schedule and the agenda in order to remain on

   •   The Team Members: there are many different roles that team members play as they work
       together. In Guiding, we could say that some of them are like:

           o   Sparks: “Share and Be a Friend.” They try to ensure harmony exists within the team.
               These team members respect the opinions and values of all the team mates, regardless
               of whether they agree. They care for the individual team members and try to resolve
               problems and reach consensus through negotiation and active listening. They hope to
               create a positive work environment within the team.

           o   Brownies: “Lend a Hand.” They put a lot of energy and action into inspiring other team
               members to progress and improve. These team members work hard to make sure that
               each team member has the opportunity to contribute her ideas to the discussion and to
               be involved in the task.

           o   Guides: “Be Prepared.” They look at all sides of an issue to uncover talent and
               capability in situations and people. These team members ask questions – all sorts of
               questions – in order to discover new insights, find weaknesses in assumed truths,
               explore new ideas, expose the team to other view points and stop the “group think”
               mentality from occurring.

           o   Pathfinders: “Listen; Learn; Lead; Live!” They look at the “big picture.” These team
               members summarize the ideas of the team to clearly show what options are available
               and allow the team to think carefully and accurately about those options. They work

Building Strong Teams                                                                         3 of 10
Participant Handout                                                                   September 2007
               hard to clarify ideas and information to produce a better understanding and a clearer
               picture of any situation.

           o   Rangers: “Share my Skills.” They are the experts in any team. These team members
               have knowledge and the expertise and they want to share it with the entire team. They
               can clarify a technical issue, give an explanation, demonstrate how things work and
               solve many problems.

           o   Cadets: “Develop my Skills.” They are problem solvers. These team members apply
               imagination, originality and creativity to the most difficult problems in order to discover
               new alternatives and different perspectives. They have experience in searching for
               solutions so they are able to deal with the most urgent matters and come up with great
               action plans.

           o   Junior Leaders: “Develop and Share my Skills.” They show enthusiasm for, and
               commitment to, the team’s purpose and goals. These team members are positive and
               see things through to the end. They prioritize the most important issues in order to focus
               team discussions on the most valuable topics. They work hard to make sure that all jobs
               work well.

How is a Team Created?
The Five Stages of Team Development

       Just like any other developmental process, such as child development, the stages of
       team development are guidelines, not hard and fast rules, and they don’t always happen
       in a linear way. Teams can move back and forth between stages. However, it is
       important to know what the stages are, what happens during a particular stage and why,
       generally speaking, it happens. This will allow you, as the team leader, to help your
       team be effective and productive, regardless of the stage they are in. The five stages
       are commonly recognized as Forming, Storming, Norming, Performing and Adjourning.

       Forming is the stage when the team first comes together. At this time, team members
       are curious about the goals of the team, excited to be involved and eager to start work,
       but they are also very nervous about their role in the new team, whether they have the
       right skills and abilities for the team and what the other team members will be like.
       Therefore, team members are full of questions and are extremely reliant on the team
       leader. It is at this time that the team leader must work to help members create a clear
       structure for the team including goals, direction and roles. There won’t be much work
       done during this stage as most energy will be focused on creating and defining the team.
       As team leader, you direct the team, introducing activities that will help to build trust and
       aligning members to the goals of the team by playing team building games, having an
       orientation, and generally helping team members to get to know each other.

       Things don’t go well during the Storming stage. Team members are trying to find their
       place in the team as well as trying to clarify the purpose and goals of the team. Team
       members might begin to feel frustrated or angry with the team, specific team members,
       the progress of the team or the team leader. Power struggles may occur and cliques
       may be formed. Generally, team members are less polite with each other and often
       disagree over goals, expectations, roles and responsibilities. As team leader, you need
       to recognize that team members are being distracted by emotions and relationships, so
       you need to coach the team to get them past the frustrations in this stage and get them
       refocused on the goals. It may be necessary to redefine the goals of the team and the
Building Strong Teams                                                                           4 of 10
Participant Handout                                                                     September 2007
       roles of the team members. Your conflict management skills will be tested during this

       Things are starting to calm down to a normal level during the Norming stage. Team
       members are able to come to a consensus on group decisions, to accept their roles and
       responsibilities and to feel comfortable expressing their true feelings and ideas.
       Commitment to the team is growing as team members accept each other, are flexible,
       value diversity, welcome constructive criticism and begin to socialize with each other.
       Fun activities outside the task are important, and team members may even begin to
       create their own language and inside jokes. At this stage, team members make a
       conscious effort to resolve problems and work together – they look after each other. As
       team leader, it is time to facilitate, sharing leadership with the team and allowing the
       team to develop its own work style and process. If this happens, the team will respect
       their leader.

       Performing is when all the real work gets done. Team members are satisfied with their
       team and feel confident in their abilities. They have a shared vision and feel a part of
       something greater than themselves. At this point, the team is able to stand on its own
       without help or intervention from the team leader. They are aware of their own strengths
       and weaknesses and the strengths and weaknesses of the others so they readily take
       on other people’s roles as necessary, but they appreciate differences among team
       members and use those differences to the advantage of the team. At this stage the
       leader delegates – the team is able to prevent problems and resolve conflict on their own
       and most conflict revolves around work problems not people anyhow. Generally the
       team doesn’t need to be helped by the leader. However, they will feel comfortable at
       this stage to come for help if they need it. Performance should be measured against
       goals and achievements should be celebrated at this stage.

       Adjourning is the end of the team. Hopefully, if all went well, the team is ending because
       they successfully completed their task. Feelings are mixed at this point. Team
       members can feel happy and satisfied that their task has been successfully completed.
       They may feel sad about the break-up of their team and the loss of relationships. They
       may feel anxiety or insecurity about the future and about the change to their roles and
       responsibilities. They can even feel all of these emotions at once. As team members
       become aware of the ending of their team, they can either lose focus and become less
       productive because of their emotions, or they can become more focused and productive
       as they try to work harder to avoid feelings of sadness. As team leader, you need to
       evaluate the team and their work by focusing on what they have learned from their
       experience. This will help them when they work with other teams in the future. Also,
       you need a formal celebration that recognizes the work of the team and the contributions
       of individuals.

Team-Building Games

Team-building exercises allow team members the chance to learn about themselves, their fellow team
members, the relationships among team members and the way the team functions. Games allow this
to happen in a safe, fun environment.

There are hundreds of ideas for team-building exercises. Here are some examples:

Building Strong Teams                                                                        5 of 10
Participant Handout                                                                  September 2007
                                         NUMBER CRUNCHES

Explain that you will call out a number and the larger group must form themselves into smaller groups
of this number. The rules are:
               • Participants can’t speak, but may use non-verbal signals
               • No one can be stopped from joining or leaving a group
               • No one can be questioned as to the group they have joined
               • When someone is “out” (there isn’t a group to join), they go to the side of the room

Start by calling numbers into which the group can easily be divided without anyone being left out (if
possible) and then move on to numbers that will leave one person out. Call out “1” every now and then
for which participants space themselves out over the room. Keep calling out one number until each
group is the right size, then move on to another.

               •   why team members acted the way they did
               •   who left a group and when
               •   how the decision was made to leave or not leave
               •   who felt rejected and why did they feel that way
               •   who rejected people

The game should last for about 20 minutes.

                                     SELVES AND POSSIBILITIES

Materials needed:
              • 6 blank 3” x 5” cards per participant
              • pens

Give each participant 6 cards and explain to the group that you are going to ask them to think about
themselves in different situations. For each situation, they will need to come up with two or three
adjectives to describe themselves when in that situation. You will call out one situation at a time and
the participants should use one card for each situation. The situations are:
                • What I am like when I am Guiding.
                • What I am like when I am at home.
                • What I am like when I am by myself.
                • What I would like to be like when I am Guiding.
                • What I would like to be like when I am at home.
                • What I would like to be like when I am by myself.

Ask them to discuss in pairs what the differences are between their present and the ideal state, and
what might be the best way of reconciling the two.

If they feel comfortable, ask them to share anything they wish with the larger group.

The activity should last for about 25 minutes.

Building Strong Teams                                                                           6 of 10
Participant Handout                                                                     September 2007
What is a Team Leader? How does the Team Leader Lead?
What is Facilitation?

              “Of the best leader, when the job is done the people say, we did it ourselves.’”
                                                                                   Lao Tzu, Tao Te Ching

                                            The facilitator is a servant
                                            to her team. She guides
                                            them without telling them
                                                    what to do.

               Staying On Track:                                               The facilitator is the
          The facilitator ensures that                                     impartial manager of team
          there is a workable agenda                                         meetings. She does not
            and a list of acceptable                                       contribute to the content of
            ground rules. She sees                                          the meeting and does not
                that the meeting                                           make decisions. Her work
           progresses smoothly and                                           focuses on guiding and
              that ground rules are                                            assisting her team.
          followed. Her job is to see
             that issues are closed.

                                             making an action
                                             or result easier,
                                              less difficult or
                                                more easily
                 Communicator:                   achieved
             The facilitator ensures
                                                                                Group Process:
            complete understanding
                                                                           The facilitator focuses on
          within the team. She fosters
                                                                              how the meeting and
              full participation while
                                                                            team work, not on what
             discouraging individual
                                                                            they work on. Her work
             domination. Her work
                                                                             focuses on designing
           focuses on protecting and
                                                                                 structures and
                encouraging team
                                                                             processes. She helps
                                           Symphony Conductor:                  make things run
                                               The facilitator helps                smoother.
                                           people work as a team.
                                           She supports everyone,
                                            reduces problems and
                                              improves the team’s
                                              efficiency. Her work
                                          guarantees that the team
                                          will accomplish their work.

Building Strong Teams                                                                                7 of 10
Participant Handout                                                                          September 2007
                                                Team Building Puzzle

Across                                                       Down
1. This is something good teams have.                        2. This happens during the Forming stage.
3. Team ____ games.                                          4. This is what the leader does during the Performing
5. This is something that is needed for every meeting.       stage.
7. This happens during the Storming stage.                   6. This is a negative characteristic of a team (two words).
13. This is something team members can feel during the       8. This is the number of stages in team development.
Adjourning stage.                                            9. Team members can ___ questions to be asked later.
14. A team leader should develop a responsibility ___ to     10. Team members should feel they have a ___ in how
remind members of their roles and responsibilities.          things are done in the team.
17. These help a team work well together (two words).        11. This is one possible role of a team leader.
18. This is one team role (two words).                       12. This is a positive characteristic of a team.
19. This is the stage when team members can come to a        15. These encourage fun and social interaction in
consensus.                                                   meetings.
                                                             16. Team leaders ____ lots of commitments and duties.
                                                             18. This is the number of things that team leaders need to
                                                             be effective.

                             Created by Puzzlemaker at
Building Strong Teams                                                                                    8 of 10
Participant Handout                                                                              September 2007

1. Communication: some other positive characteristics are shared objectives, sense of commitment and belonging
and mutual benefit.
3. Building: Team building games and activities help team members to develop communication skills, work as a
team and explore their roles in the team.
5. Agenda: An agenda explains what will be covered and when it will be covered during the meeting. Ensure that
team members have time to review the agenda before the meeting so that they know what they need to bring and
what they need to talk about.
7. Conflict: During the Storming stage, team members can feel frustrated and angry with other team members or
the team leader. This may lead to power struggles.
13. Insecurity: Due to the future break-up of their team, team members may feel anxious and insecure, or happy
and satisfied.
14. Matrix: A responsibility matrix allows team members to fully understand their roles and responsibilities within
the team and can help avoid conflict.
17. Ground Rules: Ground rules can cover any topic that is relevant to your team from policies on chatting before
or after the meeting to expectations regarding attendance and participation in meetings. Ground rules help team
members feel comfortable within the team as they understand and have had a say in how things are done in the
18. Time Keeper: She monitors where time is spent and makes sure that the team is staying on track time-wise.
19. Norming: As commitment to the team grows, team members accept their roles and responsibilities and can
start to work together to achieve their goals.

2. Orientation: When a new team comes together or when a new member joins, members need to be oriented to
their positions. Orientation can outline the positions, tasks, the organization, necessary skills and any products or
materials needed.
4. Delegates: At this point, the team is self-aware and will come to the leader when they need help. They are able
to predict, prevent and solve conflict on their own.
6. Group Think: Group think occurs when everyone in the group thinks in the same way. At this point, no new
ideas are being generated and the team is beginning to stagnate. Some other negative characteristics of teams
are a desire to avoid conflict, an authoritarian leader and participants who have little, or no, accountability.
8. Five: Forming, Storming, Norming, Performing and Adjourning.
9. Park: In order not to disrupt the flow of the meeting and to avoid discussing one topic over and over, have team
members “park” their questions. One example is to give team members slips of paper in a specific colour. When
they have a question, they write it on the paper and place it on the table in front of them. This is then identifiable
to the team leader and they can be asked for their questions at the end. Often however, they will find that their
question has already been answered in another part of the meeting.
10. Say: Have the team members create their own ground rules. This will make the rules more relevant to the
team than if the team leader had created them. If the rules are more relevant, members will take them more
11. Coach: A team leader is a coach, a facilitator, a negotiator and a communicator. She needs to be energetic,
responsible and committed to the people on her team and to the people her team serves.
12. Diverse: A team needs to have a diverse membership. Team members should have different skills, qualities
and experiences that complement each other.
15. Icebreakers: These games aren’t just for meeting people. They are also for learning more about yourself and
the people around you. Don’t spend too much time on them – 10-15 minutes during a meeting is enough.
16. Juggle: Leading a team requires a lot of energy as the team leader has many commitments and duties and
takes on different roles as needed. She has to know her team very well and help them to do their work better.
18. Two: Team leaders need preparation, what they do before a meeting such as knowing who will be attending,
where it will be and why it will take place. They also must engage in facilitation, what they do during the meeting
such as listening to the team, respecting their decisions, asking the right questions and sharing information and

Building Strong Teams                                                                                   9 of 10
Participant Handout                                                                             September 2007
Check out for Girl Guide publications and ideas that can help you with your
team building skills.

What is a Team?

Puzzled about Teams

Building Blocks for Teams

How is a Team Created?

Groups that Work

Working on Teams

What is a Team Leader? & How does the Team Leader Lead?

Group Facilitation Skills for Student Leaders

Basic Facilitation Skills


In order to fill out an evaluation of this training module, please go to the web link provided below and
complete your evaluation online. You can also find the direct link to the evaluation on the Girl Guides of
Canada-Guides du Canada national website.


Please note that any hard copies of this survey must be inputted manually by national office staff before
the information can be analyzed. For this reason, it is greatly appreciated if participants can complete
the survey online.

If you have any comments or questions about training, please contact:

Training Coordinator, Girl Guides of Canada-Guides du Canada
50 Merton St., Toronto, ON M4S 1A3

Building Strong Teams                                                                         10 of 10
Participant Handout                                                                    September 2007
                                 PUTTING THE

This module is intended to help you:
      Develop a sense of your own leadership style.
      Understand different models of leadership.
      Increase your skills and confidence as a leader.
      Give you an understanding of group dynamics and behaviour management to help you
      coordinate a group of girls.

You will learn about:
       Girl Power
       Successful Outcomes

                         Training Participant Handout
                               September 2007

          •     We are engaged in the community. Community service and creating an inclusive group are
                important aspects of the Guiding program.

          •     We strive for personal and spiritual well-being, regardless of cultural community. Self-
                esteem and self-concept are important. We encourage girls to feel pride in themselves and
                their communities, and to fulfill their dreams.

          •     We have the ability to handle change. While we may be uncomfortable with the unknown,
                we know change is often good for us.

          •     We understand risk. Risk management…

          •     We strive for diversity by identifying and reducing barriers to participation, so all women and
                girls can enjoy this exciting movement.

          •     We provide girl-centred activities. Our focus is to meet the needs of the girls rather than to
                adhere to rigid agendas.

          •     We learn everyday. Our knowledge and experience is valued and we have opportunities to
                learn more.

          •     We share leadership. Participative leadership allows everyone to have fun.

          •     We are flexible. Each situation needs to be assessed and addressed differently. Seize the
                moment and make the most of it!

         In the past, many viewed leadership as a task-oriented responsibility; the leader’s key role was to
         direct how thing were done. Today, leaders are more participative, which means they primarily
         empower others and keep the environment supportive, constructive and oriented toward

         There are many different ways to achieve the same objective:

     •        The Path/Goal leadership theory says that people will put maximum effort into what they want
              to achieve the most. This fits a girl-centred program well. When girls are involved in the
              planning of activities relevant to them, they will work hard to complete the project.

     •        The Leadership Substitutes theory says that when “followers” are familiar with certain facts,
              skills or regulations, some leadership actions are unnecessary. For example, when the girls
              know the sequence of the unit’s opening, the leader no longer has to intervene and lead the
              opening. It can even be detrimental.

     •        Charismatic leadership refers to those people who seem to be natural-born leaders. In reality,
              they work hard to put participation and empowerment first.

     •        Transformational leadership motivates girls to do their best by earning their trust, admiration,
              loyalty and respect. This happens when you encourage the girls to be more aware of the
Putting the Pieces Together:                                                                    Page 1 of 9
Training Participant Handout                                                                September 2007
          importance of task outcomes, teach them to put group and group activities first, and engage
          their need for things such as friendship and knowledge.

          Tips for creating leaders:
     •    Encourage young leaders to listen to all members of the group and be willing to try everyone’s

     •    Delegate roles and responsibilities equally and encourage equal participation by all members
          in the decision-making process.

     •    Model many types of leadership for your unit in your role as Guider. Display leadership
          qualities such as integrity, self-confidence, self-esteem and responsibility.

     Team Building

Different teams will be necessary in your unit, and a girl may belong to various teams at any given
            o Functional teams undertake specialized activities, such as planning the Mother’s Day
               Tea. They are formed with a specific goal in mind and disband when that goal is
            o Cross-functional teams are created for larger activities and include individual members
               of functional teams. For example, the cross-functional team planning the annual
               camping trip will include a member from the food team, the activities team, the
               equipment team etc.
            o Executive teams keep the unit running. They are responsible for attendance, dues and

•    All teams, no matter how small, need leaders to facilitate discussions and decision-making. If you
     model positive leadership and give everyone a chance to lead, your teams will be productive.


         Here are some key points to building girl power.

         Diversity means:
                Recognizing the individual strengths of each girl.
                Not focusing on a single skill all unit members should share.
                Recognizing and encouraging creativity in completing activities and problem-solving.
                Rewarding girls when they have done their best, even if it isn’t the same as everyone
                Including all cultures and belief systems in our program.
                Having girls draw on their own experience and background.
                Making sure all voices are heard.

         A Positive Environment:
               Is inclusive of all members.
               Allows girls the ability to participate in familiar routines.
               Provides the opportunity for success.
               Provides positive dialogue with other members and adults.
               Is encouraging.
Putting the Pieces Together:                                                              Page 2 of 9
Training Participant Handout                                                          September 2007
               Recognizes but doesn’t make an issue of special needs
               Celebrates accomplishments, large or small.
               Evaluates positively.
               Gives praise and rewards when deserved.
               Gives different kinds of praise/reward (tangible badges to intangible smiles).
               Focuses praise on deed not doer and makes it specific.
               Allows each girl to tell her side of the story.
               Doesn’t lecture.
               Doesn’t point out differences.
               Doesn’t demand answers.

        Expectations for Behaviour:
              Be clear and concise.
              Help girls to create and agree to a set of expectations for behaviour in the unit.
              When conflict or unkind behaviour happens, girls will be able to refer back to these
              expectations and correct the behaviour.
              Emphasize self-control, responsibility, accountability and choice.
              Use consequences to teach and to achieve positive results.
              Focus on present and future, not on past behaviours.
              Reflect the age, knowledge and ability of the individual girl.

        Needs Assessment

A needs assessment must contain information on the people involved (the girls and Guiders), the tasks
they will be doing (the activities) and the information they will deal with (the program and paperwork).

There are three ways to assess information:
   • Observe. For example, watch the girls on the first night. Do they know each other well or do
       they need to become better acquainted before moving on to program activities.
   • Interview. For example, before the trip to the zoo can happen, you need to interview the
       “experts”: ask the DC questions about paperwork, the local bussing company about types and
       costs for transportation, and parents about dates and supervision etc.
   • Review documentation. For example, learn more about how an activity can or needs to be done.
       Read the program requirements, learn about past years’ activities and review the girls’ health

       Planning and Evaluation

Goal Setting
  • Be specific when you write your goal. Ask yourself these questions:
          o What, exactly, is my goal? For example: If my goal is to exercise more, what kind of
             exercise will I do, and how often?
          o Is my goal realistic? Do I have a reasonable chance of reaching it? For example: No way
             will I ever run the Marathon. I'll go for three miles.
          o When do I reach my goal? For example: I'll give myself three weeks to train for a three-
             mile run.

   •    Make a plan.
          o First, brainstorm ways to reach your goal. A friend can help you. Write down all ideas,
Putting the Pieces Together:                                                              Page 3 of 9
Training Participant Handout                                                          September 2007
                even the ones that seem silly or impossible. Outrageous ideas can lead to ones that
            o Second, choose the best ideas for moving toward your goal.
            o Third, organize your ideas into a step-by-step plan. Ask yourself what order to take these
                steps, and when you should expect to complete each one. Then, consider any support
                you need from others.
     •   Take the steps.
     •   Evaluate.

The Girl Guides of Canada is ready to help, whenever you need assistance or support. Your District
Commissioner is there for you. She can provide you with contact information for district Guiders,
trainers, advisers and community resource people. You may even find another district Guider to be your
mentor and assist you, while you’re getting established. She’s likely encountered many of the same
challenges and would be pleased to share her insight! Trainers provide ongoing trainings and are often
willing to visit a unit to teach specific activities. They also facilitate the Leadership Development
Program’s face-to-face trainings. Each local area also has advisers for program, training, international,
and camping who are always ready to assist Unit Guiders.

1.   Safe Guide
2.   Canadian Guider
3.   Standard Financial Reporting Manual and Forms
4.   National News

Learning Organization:
Why a Learning Organization?

The Learning Organization (excerpted from Senge’s The Fifth Discipline) --

Performance, Learning, Leadership and Knowledge --

The Fifth Discipline. Peter Senge. Currency Publisher. C1994. ISBN: 0385260954

Bold Leaps Leadership Quiz --

Leadership Quotes & Proverbs – lots to think about from some of the world’s best leaders --

First Things First: To Live, To Love, To Learn, To Leave a Legacy. Stephen R. Covey

Leadership and Management of Programs for Young Children (2nd Edition)
by Cynthia Jones Shoemaker

Putting the Pieces Together:                                                             Page 4 of 9
Training Participant Handout                                                         September 2007
Learning to Lead: Effective Leadership Skills for Teachers of Young Children
by Debra Ren-Etta Sullivan

Critical Thinking & Problem Solving Skills from the Internet School Library Media Center --

Lesson Plans for Conflict Resolution –

Early Childhood Education Site – Active Listening --

Free team building games and tips --

Ready-to-use Conflict Resolution Activities for Secondary Schools. Ruth Perlstein and Gloria Thrall.
Jossey-Bass. 2002. ISBN: 0130429058

104 Activities that build: Self esteem, teamwork, communication, anger-management, self-discovery
and coping skills. Alanna Jones. Rec Room Publishing. 1998. ISBN: 0966234138

Girl Power:
Celebrating Cultural Diversity through Children’s Literature --

National Association of School Psychologists – Paper on Promoting Tolerance and Peace in Children --

Promoting Tolerance and Accepting Diversity --

Setting Consequences --

Setting Rules & Consequences with Teens --

How to Manage Children’s Challenging Behaviour. Bill Rogers (Editor). Paul Chapman Publishers. C
2004. ISBN: 1412902169

You Know the Fair Rule (2nd Edition). Bill Rogers. Pitman Publishing : London. ISBN:
0 273 632779 (c1998)

Successful Outcomes:
Needs Assessment, The First Step --

Needs Assessment Matrix --

Planning Skills, How to Plan Complex Tasks --

Time Management Guide --

Putting the Pieces Together:                                                                Page 5 of 9
Training Participant Handout                                                            September 2007
Time Management – Manage Yourself, Not Your Time --

Organizing from the Inside Out. Julie Morgenstern. Owl Books. C1998. ISBN: 0805056491

Meeting and Event Planning for Dummies. Susan Friedmann. C2003. ISBN: 0764538594

   Check your Guide Shop or catalogue for more resources. For more information on your unit, see
   your program books and check our website at:

   Guiding is a shared effort. Many people are available and happy to help you with your Guiding
   experience. Feel free to contact them with questions, for support and to supplement your own
   Guiding efforts.


To fill out this training module’s evaluation, please go to the web link provided below and complete your
evaluation online. The link is also available on the Girl Guides of Canada-Guides du Canada national


Please note that hard copies of this survey must be completed manually by national office, before the
information can be analysed. For this reason, we encourage you to complete the survey online.

If you have any comments or questions about training, please contact:

Training Coordinator
Girl Guides of Canada-Guides du Canada
50 Merton St.
Toronto, ON
M4S 1A3

Putting the Pieces Together:                                                              Page 6 of 9
Training Participant Handout                                                          September 2007

       Activity – Shoe
   • To focus on clear communication and problems that cause communication break-downs.
   • Several everyday objects depending on the number of players – the more participants, the more
      objects that will be needed. With fifteen participants, eight or more objects would be needed.
   • Assign different names to these objects. For example, a water bottle could be called a frog.
      Think of these names in advance, to save time and trouble during game play.

   • A - “This is a Shoe.”
   • B - “A what?”
   • A - “A shoe.”
   • B - “A what?”
   • A - “A shoe.”
   • B - “Oh, a shoe!”

   •    Write the dialogue above, on the board.
   •    Have the group form a circle (or two if the group is very big).
   •    Have everyone read the dialogue.
   •    Hold up one item (a pencil, for example). Turn to the person on your right and say, “This is a
   •    Encourage the person to say the next line, and the two of you complete the dialogue.
   •    At the end of the dialogue, give the pencil (shoe) to the person.
   •    That person will now assume the role of A in a dialogue with the person on her right.
   •    Allow the pencil (shoe) to go around the circle.
   •    When it gets back to you, keep it going on its way and introduce a new item (a stapler that is a
        hat, for example.) At this point, not everyone will be paying attention to you as the shoe
        conversation is still going on.
   •    Gauge how well the participants are doing with their conversations. Your assessment will tell
        you when to introduce new objects, and how many. If your players are doing well or you want to
        throw in a monkey wrench, send some objects the other way.
   •    It is important to keep the rhythm and to ensure that objects keep moving. Don’t let them stop.
        This may force some people to have two conversations at once, but that is the point!

   • At the end (when time is up or when chaos ensues), discuss where and how communication
      was or wasn’t achieved.

   • The abstract doesn’t need to be used. This game works just as well as a way to introduce new
       vocabulary, say, for camping equipment or computer parts. Simply use the real name of the
       object and circulate its picture, if the real thing is too awkward. It is a little difficult to pass a
       monitor around a circle!

Putting the Pieces Together:                                                                  Page 7 of 9
Training Participant Handout                                                              September 2007

     Activity – Anger Ball-Toss

   • To give participants the opportunity to express emotion.
   • To create a positive environment for this to occur.
   • A soft ball, bean bag or other soft easily thrown item

   • Write on the board, “I feel angry when….”
   • Have the group stand in a circle.
   • Have everyone read the beginning of the sentence on the board. Tell them to think of a
      conclusion for the sentence.
   • As leader, read the start of the sentence and your completion to the group.
   • Ask for a volunteer who is willing to restate what you’ve just said. Toss the ball to that
   • Have that participant restate your sentence and then say her own. She then tosses the ball to
      another participant (any one – they have to be listening to each other). She will restate the first
      participant’s sentence and then complete the sentence for herself.
   • This continues, always throwing the ball to someone who hasn’t already received it, until
      everyone has had the chance to express their emotion.

   • Discuss what it felt like to express an emotion in front of the group, to be listened to and to listen
      to other people’s emotions.

   • Of course, any emotion could be used for this game.

Putting the Pieces Together:                                                               Page 8 of 9
Training Participant Handout                                                           September 2007


                                       Goal-Setting Worksheet

Write your goal here. Remember to be specific, realistic and to set a time to
reach this goal!

Brainstorm ways to reach your goal. Choose the best ideas.

 Step-By-Step Plan

 Step:                                                                    Date to be completed:




People who might help/support:

 Evaluate the plan and take action.

Evaluate the results.

Putting the Pieces Together:                                                            Page 9 of 9
Training Participant Handout                                                        September 2007

This module is intended to help you gain the skills and knowledge to effectively manage the time you
spend Guiding and to use these skills to make your work within Guiding more enjoyable.

In this module, we will learn about the following areas:
    • Setting Priorities, focusing on ensuring you spend time on activities that match your priorities
        and goals.
    • Making a Plan, focusing on the process for planning and the tools needed for effective
    • Following through with the Plan, focusing on evaluating a plan, avoiding procrastination and
        discovering time wasters and savers.
    • Time and Stress, focusing on burnout and how to avoid it, including developing the ability to
        say, “No.”

                                 Training Participant Handout
                                        September 2007
Setting Priorities
Analyzing Your Time

We often say that time is money, and it is a pretty good analogy. But where it fails is that a dollar is a
dollar, no matter when or where we spend it.

Our dollar can be used when purchasing a coffee in the morning, a dress on the weekend, or an airline
ticket on a holiday. However, an hour in the afternoon is different from an hour in the evening. We
can’t use the hour in the evening for work because the office is closed. We can’t use the hour in the
afternoon for a Brownie meeting because all the Brownies are in school.

When analyzing your time, don’t only look at how much time you spend doing things. Look at whether
or not you are doing things at the right time.

Finding Your Priorities

There are a few things to remember about priorities:

   •   Your values and your goals create your priorities, so your priorities are very different from those
       of the people around you. Just because you are involved in the same activity doesn’t mean that
       your priorities will be the same. Remember this when someone asks you to take on one of her
   •   Priorities change over time. This can mean that you no longer have a particular priority, like
       when a student finishes college, or that your priorities might shift in level of importance, like
       when someone changes jobs. Always be aware of what your priorities are.
   •   To find out if an activity falls under one of your priorities, think about the costs and benefits of
       the activity, its relationship to your goals, its deadline, how enjoyable it is, any promises you
       have made regarding it and what personal needs it satisfies.

Matching Your Activities to Your Goals and Priorities

So you’ve gone through the Activity Log and the Priority and Goal handout and the Activity and Goal
Chart and you still aren’t spending time on your priorities. What’s going on? Can you be mistaken
about your priorities?

Sure you can. First of all, writing a list or filling in a questionnaire is not the same as living life. The
answers you put down might be the right answers for the time, but might not adequately reflect your life.
Second, you might have listed what you thought were the “right” answers. Social pressures can be
very strong and women especially are taught the importance of giving everything to others. It can feel
selfish to prioritize yourself or your desires. Thirdly, it might be too difficult to address your true
priorities. Sometimes doing the same thing or working towards other people’s goals can be an easy
out. You don’t have to spend time analyzing yourself or asking yourself difficult questions.

Just remember that the more honest you are with yourself, the more efficient you will be with your time
and the more effective you will be in all your jobs.

Time Management                                                                                 2 of 13
Participant Handout                                                                     September 2007
Making a Plan
The Pickle Jar Theory

One theory of time management is to imagine a very large pickle jar. Into this very large pickle jar, you
need to place about a dozen fist-sized rocks. You get them in and the jar looks full. But next, place in
some small stones and gravel. Carefully shake the pickle jar to get the gravel in between the rocks and
get as much gravel in as possible. The pickle jar looks pretty full now. Then get out some sand and
pour that in. Tip the jar so that the sand gets in among the rocks and gravel. The jar looks very full –
almost like nothing else could fit in. Except now you pull out a pitcher of water and pour that over top of
the rocks and gravel and sand. See how it gets into all the remaining nooks and crannies and how it
actually makes quite a mess of things.

The rocks, gravel, sand and water represent everything you have to do in life. The rocks are your big
priorities and goals. The gravel is all the little things you enjoy doing. The sand is the stuff we have to
do. The water is the stuff that clutters up our lives and gets in the way. If you tried it the other way –
start with the water and try to add stuff – nothing but water would get in your pickle jar.

This analogy tells us that it is most important to start our time management planning with our goals and
priorities and then move down the list, fitting in time for “clutter” at the end.

Making a Plan

To understand your “big rocks” when making your plan, you will want to be sure you have immediate
goals, short-term goals, and long-term goals. This will make sure that you have a vision for the future
and motivation for the present.

When setting your goals, make sure they are SMART.

Specific – well defined; explain the who, what, when, where, why, how
Measurable – have clear deadlines; allow you to be able to prove you were successful,
Attainable – important to you; allow you to stretch yourself a little, but aren’t out of your reach
Realistic – do-able; within your resources, knowledge, time and abilities
Timely – have a clear time frame; be specific about when you will work on them

Following through with the Plan

Reassessing your Schedule and Avoiding Procrastination

There are five simple reasons for procrastination:
   1. The first reason is being uncommitted to the task. If this is something that someone asked you
       to do, you don’t care about the project and now you wish you had said no, there will be little
       motivation to get the task started.
   2. The second reason is being afraid of the task. There are many reasons why you might be afraid
       to do it. You might think you can’t and be afraid to fail. You might be afraid that success will
       lead to further attention and demands.
   3. The third reason is placing a low priority on the task. You might underestimate its worth or its
       difficulty and think that it can be done later and no one will notice or care.
   4. The fourth reason is having a lack of knowledge about the task. You might have accepted a
       task only to realize that you don’t understand what the other person wants. You put off doing it
       because you are unsure of what to do.

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Participant Handout                                                                       September 2007
   5. The fifth reason is not wanting to do the job! You aren’t interested in the task, you think it is
      going to be horrible to do, or you don’t really like the person who asked you to do it.

There are some ways to overcome procrastination:

   1. Just start! That is often the hardest part as once you get working, you forget about all the things
      that were worrying you before you started.
   2. Do not say, “Yes” to more activities than you can handle, and most importantly, do not say,
      “Yes” to things you think are unimportant. When we say, “Yes” all the time, we end up fulfilling
      other people’s priorities instead of our own.
   3. Use a schedule to plan your activities with a clear start and stop time. You won’t always get the
      time right, but knowing that you can stop in half an hour or an hour will make starting that much
      easier. Follow your plan and monitor its success.
   4. If a task seems unmanageable, break it into smaller pieces and focus on one piece at a time.
      Not only will the task seem easier, but also it will be easier to fit it into your busy schedule.
   5. Set up an area that is devoted to work. Remove distractions and ask to be left alone when you
      are working. If you are distracted, get back on track by making a rule that you cannot leave
      your chair, get on the phone or surf the Internet until you have started in on your task again.

Time and Stress

Avoiding Burnout in Guiding

Some things to think about when you are feeling too much stress:

   1. See if you can negotiate a job change. Maybe you have been doing the same thing for too long
      – you are getting bored and need to learn and try something new. Is there another job you
      would like to take on? Or maybe you know someone who is getting tired in her position – can
      you switch jobs?
   2. It may sound trite, but slowing down is key to avoiding burnout. Some things you can do are too
      schedule more time between activities and meetings, avoid making plans for every weekend
      and try to distance yourself from the things that cause you stress. It is important that you
      schedule time for yourself and the activities that help you relax. If necessary, write it in your day
      planner – Tuesday, 8-9pm, bubble bath.
   3. Remember that Guiding is all about shared leadership. Look into job sharing options. Try to
      find someone that you could work with. Maybe there is a Guider who is looking for something
      new to do, but she is unsure about working on her own. Learning from you would be a great
      opportunity and it would be refreshing for you to be able to lighten your load and maybe learn
      some new things from her, too!
   4. Know your goals and priorities, and if something isn’t important to you, let it go. See if you can
      delegate the tasks to other people. If it is important to them, they will take it up. Sometimes we
      continue doing things because they have always been done. By pulling back from the things
      you find unimportant, you can assess the necessity of those activities.
   5. Say, “No” more often!

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Participant Handout                                                                     September 2007
The Importance of Saying, “No”

   •   Acknowledge that you have the right to say, “No” and that a reason is not required.
   •   Be polite and be firm.
   •   When the other person continues to ask, hold your position and repeat your answer, maybe in a
       different way.
   •   Keep a list of all your responsibilities and jobs in your day timer or near your calendar. When
       you are asked to do something, you have a handy list of all the things you are already doing.
   •   By saying, “No” to those tasks that don’t fit with your goals and priorities, you can maintain
       control over your life and your activities.
   •   Acknowledge that you cannot do everything. When you are overtaxed, you cannot perform any
       of your jobs well. Focus on the few that are most meaningful to you and let the other ones go

Saying, “No”

            • “I wish I could help, but I can’t right now.”
            • “Instead of _______, could I help with ______.”
             • “I’m not very good with that, but _____ loves this kind of work.”
             • “I know ______ would do a great job with this project.”
             • “I don’t have any experience with that.”
             • “Doing that makes me uncomfortable.”
             • “I’m not the most qualified person for the job.”
             • “My schedule is already full.”
             • “I have another commitment.”
             • “I’m in the middle of a number of projects right now.”
             • “I’m too busy to do a proper job for you.”
             • “I don’t want to do a mediocre job for you.”
             • “I don’t feel right about splitting my time and attention among many projects.”
             • “I’m not starting any new projects right now.”

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Participant Handout                                                                  September 2007

   1. Keeping track of where and how you spend your time in an activity log:

             a. changes your activities so that you manage your time better
             b. helps you to see your activities match your goals and priorities
             c. makes you procrastinate less and work more efficiently

   2. The time-management tool that helps you understand the limitations of the time available to you

             a. a schedule
             b. an action plan
             c. a to-do list

   3. Which of the following is a stage in the Time Management Cycle?

             a. adaptation
             b. integration
             c. experimentation

   4. Which of the following best describes job burnout?

             a. Physical exhaustion from too much activity leading to the inability to deal with large
                demands that can be alleviated with adequate sleep and proper exercise
             b. Mental and physical exhaustion from too much work with causes people to feel tired all
                the time.
             c. Mental and physical exhaustion which causes devoted people to feel frustrated and
                apathetic and which makes it difficult to make progress.

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Participant Handout                                                                  September 2007

   1. b) Keeping an activity log can help you to understand where your time is spent for all or any of
      the activities in your life. In general, keep a log everyday, writing down the time and activity
      every time you change activities. Try not to change your behaviour anymore than necessary!
      Some adaptations for an activity log are:
          a. use it for one activity in your life – tracking time spent on that activity
          b. use it for your entire life – tracking how activities overlap
          c. use it with a plan or schedule – tracking how well you plan
          d. write your emotions beside the activity – tracking your feelings throughout the day and
              during specific tasks

   2. a) A schedule helps you monitor your time by allowing you to see how much time you have,
      helping you understand the limitations on your time, helping you to understand the best uses for
      your time, allowing you to plan extra time for things that come up, and reducing the chance of
      committing to too many things.
      An action plan is like a to-do list that is created for a specific goal or objective. The goal or
      objective is broken into easily completed tasks and as tasks are finished, they are crossed off
      the action plan so that you can track your progress through the goal or objective.
      A to-do list is a list of necessary tasks that you want to accomplish over a specific period of time
      – daily lists being the most common. Prioritized to-do lists help you to know what tasks are the
      most important and encourage the completion of important tasks before unimportant tasks.

   3. a) The Time Management Cycle is:
         a. goal setting – the reason or context for managing your time
         b. time tracking – the activity log which tells you how much time you have, when you have
            it and where you use it
         c. making a plan – the schedule, action plans and to-do lists
         d. monitoring your actions – where you see how well your plan is working and how well you
            are working on your plan
         e. adaptation – where you make adjustments and corrections to your time management

   4. c) Burnout is simply the exhaustion of mental or physical energy usually from long-term,
      constant stress, too much work or excessive activity. However, what this means for us is that
      our bodies or minds cannot deal with the extremely large demands that we place on ourselves.
      This leads us to feel fatigued, frustrated and apathetic, making it difficult to make any progress
      or accomplish anything. The most unfortunate part of burnout is that it mainly affects those who
      are highly devoted to their work. Things that lead to burnout are:
          a. not knowing where our pressure comes from – what is good stress and what is bad
          b. having too much work – taking on too many commitments, not using our resources
          c. having politics or people problems – poor communication, being relied on by too many
              people for too many tasks
          d. being exhausted – not sleeping properly, not taking enough time off
          e. being disillusioned with our job – after all this negative stress, forgetting what it was that
              inspired us in the first place
          f. not taking burnout seriously – stress and stress-related problems are serious and if you
              are experiencing them you need to speak with your doctor

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Participant Handout                                                                    September 2007
Check out for Girl Guide publications and resources that can help you to
manage your time better.

Setting Priorities

What are you really living for?

Making a Plan

Time management
How to manage time

Following through with the Plan

Time management

Time and Stress
Identifying Burnout Pressure Points


In order to fill out an evaluation of this training module, please go to the link provided below and
complete your evaluation online. You can also find the direct link to the evaluation on the Girl Guides of
Canada-Guides du Canada national website.


Please note that any hard copies of this survey must be inputted manually by national office before the
information can be analyzed. For this reason, it is greatly appreciated if participants can complete the
survey online.

If you have any comments or questions about training, please contact:

Training Coordinator, Girl Guides of Canada-Guides du Canada
50 Merton St., Toronto, ON M4S 1A3

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Participant Handout                                                                    September 2007
                          TIME MANAGEMENT
                             ACTIVITY LOG


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Participant Handout                          September 2007
                                TIME MANAGEMENT
                               PRIORITIES AND GOALS

                      List your top 3 priorities (the things where you want to
                                  spend the majority of your time.)





                      List your top 3 goals (the things you would most like
                                           to achieve.)




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Participant Handout                                                         September 2007
                           TIME MANAGEMENT
                      ACTIVITY AND PRIORITY CHART

                           URGENT            NOT URGENT




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                      TIME      MON   TUES   WED   THURS   FRI   SAT   SUN



Time Management
Participant Handout










                                                                             TIME MANAGEMENT







       12 of 13
September 2007
                         TIME MANAGEMENT
                         AVOIDING BURNOUT
What 5 things in Guiding are the most meaningful for you?






What 5 things frustrate you the most about Guiding?






Where do your frustrations overlap with your joys?






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Participant Handout                                         September 2007

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