Stradford International College

MPU 2412

MPU 2412

Content

Training Manual

Pages

Stradford International College

MPU 2412

1.0

WHAT IS VOLUNTEER

2.0

WHAT IS VOLUNTEERING?.

3.0

VOLUNTEERING CAN DELIVER A WEALTH OF BENEFITS

2-3

4.0

WORKING OUT WHAT TYPE OF VOLUNTEER WORK YOU WANT TO DO

5.0

WHAT IS COMMUNITY SERVICE

3-9

6.0

5.1

High School Graduation and Community Work

5.2

Colleges

5.3

Community Service-Learning

5.4

Court Order Service

5.5

Corporate Social Responsibility

5.6

World Wide Examples

5.7

Religious Reasons For Serving

5.8

Personal Benefits For Serving

Choosing The Right Strategy

6.1

7.0
8.0

1.0

9 - 12

Community Service: Top 10 Reasons to Volunteer

Community Service Can Make Volunteering a Lifelong Habit

The Community Service Leadership Project
8.1

Purpose/Motivation for Project:

8.2

Outcomes for Project Assignment:.

8.3

Community Service Project Scope and Process

8.4

Deliverables, Assignments, Instructions and Due Date

12 - 15
15 - 18

WHAT IS VOLUNTEER

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A person that that actively takes on a task, responsibility, or project on his or her own accord
without needing to beassigned, ordered, or told to do so. Often a volunteer is notpaid
for the work that they provide. For example, a volunteer may desire to work at
a company's charitableevents with or without pay and may even request to do so without
being asked or told to.
.Act of taking the initiative on a task, responsibility or project. This could be as a response to a
request or bymaking the initiative to do so. For example, a group can volunteer
to research an issue as a response to a request.
2.0

WHAT IS VOLUNTEERING?

Volunteering is an activity which takes place through not-for-profit and community organisations
and projects or your local community and is undertaken:

to be of benefit to the community and the volunteer

of the volunteers own free will and without coercion

for no financial payment.

3.0

VOLUNTEERING CAN DELIVER A WEALTH OF BENEFITS

Self-worth, great fun, friendships and job opportunities can all be part of getting involved with
your community. Volunteering may be an outlet for your natural talents, a road-test for your new
career, or simply a handy way to meet new friends. Your strong beliefs and values may also
inspire you to volunteer.
Here are just a few of the goals that volunteering can help you achieve:

A means of building self-esteem or confidence.

A great way to learn or develop skills.

A pathway to enhance work experience.

Gain improved health and be active.

A way to meet new people or broaden your social set.

Make a difference in someones life.

A way of expressing gratitude for help you may have received in the past or giving
back.

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An opportunity to support a cause you feel strongly about.

Feeling needed and valued is satisfying in itself.

Make a difference within ones own community.

4.0

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WORKING OUT WHAT TYPE OF VOLUNTEER WORK YOU WANT TO DO

To help you decide how youd like to get involved as a volunteer, ask yourself:

What do I enjoy?

What skills and talents can I offer?

How can my skills and talents help a community organisation?

What values and experiences would I like to explore?

5.0

WHAT IS COMMUNITY SERVICE

Community service is performed by someone or a group of people for the benefit of the public or
its institutions. Performing community service is not the same as volunteering, since it is not
always performed on a voluntary basis. It may be performed for a variety of reasons:

it may be required by a government as a part of citizenship requirements, generally in

lieu of military service;

it may be required as a substitution of, or in addition to, other criminal justice sanctions
when performed for this reason it may also be referred to as community payback;

it may be mandated by schools to meet the requirements of a class, such as in the case
of service-learning or to meet the requirements of graduation.

in the UK, it has been made a condition of the receipt of certain benefits, including
disability-related ones.

5.1

High School Graduation and Community Work

Many educational jurisdictions in the United States require students to perform community
service hours to graduate from high school. In some high schools in Washington, for example,
students must finish 200 hours of community service to get a diploma. Some school districts in
Washington, including Seattle Public Schools, differentiate between community service and
"service learning," requiring students to demonstrate that their work has contributed to their
education. If a student in high school is taking an AVID course, community service is needed.

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Other high schools do not require community service hours for graduation, but still see an
impressive number of students get involved in their community.
For example, in Palo Alto, California, students at Palo Alto High School log about 45,000 hours
of community service every year. As a result, the school's College and Career Center awards
about 250300 students the President's Volunteer Service Award every year for their hard work.
5.2

Colleges

Though not technically considered a requirement, many colleges include community service as
an unofficial requirement for acceptance. However, some colleges prefer work experience over
community service, and some require that their students also continue community service for
some specific number of hours to graduate. Some schools also offer unique community
service courses, awarding credit to students who complete a certain number of community
service hours.
Some academic honor societies, along with some fraternities and sororities in North America,
require community service to join and others require each member to continue doing community
service.
Many student organizations exist for the purpose of community service, the largest of which
is Alpha Phi Omega. Community service projects are also done by sororities and fraternities.
Beginning in the 1980s, colleges began using service-learning as a pedagogy. A partnership of
college presidents began in 1985 with the initiative of boosting community service in their
colleges.
This alliance, called Campus Compact,[4] led the way for many other schools to adopt servicelearning courses and activities.
Service-learning courses vary widely in time span, quality, and in the balance of service and
learning stressed in the course. A typical service-learning course, however, will have these
three factors in common:

A service component where the student spends time serving in the community meeting
actual needs.

A learning component where students seek out or are taught information that they will
integrate into their service. Learning is often both interpersonal and academic.

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A reflection component that ties the service and learning together. Reflection is
sometimes symbolized by the hyphen in the term service-learning to indicate that it has
a central role in learning by serving. Reflection is simply a scheduled consideration of
ones own experiences and thoughts. This can take many forms, including journals,
blogs, and discussions.

Service-learning courses present learning material in context, meaning that students often learn
effectively and tend to apply what was learned. As the book Wheres the Learning in ServiceLearning? notes, Students engaged in service-learning are engaged in authentic situations;
they get to know real people whose lives are affected by these issues As a result they have
lots of questions real questions that they want to have answered.
Thus, students are interested and motivated to learn material in order to resolve their questions.
Community service-learning tends to connect or re-connect students with serving in their
community after their course is completed. It creates a bridge for the lack of community service
found among college-age people in the United States.
5.3

Community Service-Learning

Community service is a great, effective way to help your community. There are all sorts of
opportunities and ways to serve. Serving and giving your time towards community service is a
commendable endeavor.
Sometimes it is not enough to simply serve. The one serving needs to be able to take
something away from the experience and be able to use any new found knowledge or
interpersonal discoveries to improve their future servitude and the people around them.
However, in order to gain the most out of community service, there should be an element of
learning balanced with the serving aspect.
By learning and serving all at the same time, one can improve their community and
surroundings while learning life lessons and building character in ways that will help them to
further impact the world in the future.

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Community Service-Learning is about leadership development as well as traditional information

and skill acquisition. So therefore, the combination of people doing service and learning at the
same time, teaches them how to be effective and, more importantly, how to be effective about
what is important to them. It improves their overall experience and the amount of application
opportunities they will gain from it.
By adding service to learning, and balancing the two, community service can become more than
just the simple act of serving. It takes small steps to create big change and this is what servicelearning hopes to achieve. By being a classroom, a hands-on learning experience, and an
opportunity to change the community, people are able to not only serve, but impact themselves
as well.
5.4

Court Order Service

People convicted of crimes may be required to perform community services or to work for
agencies in the sentencing jurisdiction either entirely or partially as a subsitution of other judicial
remedies and sanctions, such as incarceration or fines. For instance, a fine may be reduced in
exchange for a prescribed number of hours of community service.
The court may allow the convict to choose their community service, which must then
be documented by "credible agencies", such as non-profit organizations, or may mandate a
specific service.
Sometimes the sentencing is specifically targeted to the convict's crime, for example,
a litterer may have to clean a park or roadside, or a drunk driver might appear before school
groups to explain why drunk driving is a crime. Also, a sentence allowing for a broader choice
may prohibit certain services that the offender would reasonably be expected to perform
anyway; for example, a convicted lawyer might be specifically prohibited from counting pro
bono legal service.

5.5

Corporate Social Responsibility

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Some employers involve their staff in some kind of community service programming, such as
with the United Way of America. This may be completely voluntary or a condition of
employment, or anything in between.
In addition, approximately 40% of Fortune 500 companies offer volunteer grant programs where
companies provide monetary donations to nonprofit organizations in recognition of their
employee's volunteerism (Ex. $500 volunteer grant after 25 hours of community service).[11]
5.6

World Wide Examples

Community

service

in

the United

States is

often

similar

to

that

in Canada.

In Europe and Australia, community service is an option for many criminal sentences as an
alternative to incarceration. In the United Kingdom, community service is now officially referred
to by the Home Office as more straightforward "compulsory unpaid work".
Compulsory unpaid work includes up to 300 hours of activities, such as conservation work,
cleaning up graffiti, or working with a charity. The Howard League for Penal Reform (the world's
oldest prison reform organization) is a prominent advocate for the increased use of community
sentencing in order to reduce the prison population and improve the rehabilitation of those
sentenced for criminal activity.
Starting in 2010, Danish High School students will receive a special diploma if they complete at
least 20 hours of voluntary work. The International Baccalaureate program requires 50 hours of
community service, together with a written reflection on the service performed, to fulfill the
requirement of 150 hours of CAS (Creativity, Action, Service) and receive an IB Diploma.
In the United Kingdom people are sentenced to community service if they have claimed state
benefits for longer than 6 months. The scheme is dubbed "the community action programme"
and users are required to work (a literary formality to avoid employment minimum/non payment
laws) in what is referred to as "mandatory volunteering" as part of a so-called "work based
activity". Subjects can be required to work for as much as six months at forty hours per week for
as little as sixty pounds sterling per week or face strict benefit sanctions of up to three years.

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Florence Nightingale exercised the entrepreneurship trait of nursing to help improve the
unstable conditions of hospitals during the mid 1800s. Her tasks compiled of planning ahead at
what needed to be different and how she was going to attempt to change things for the better,
acting upon the ideas she came up with, and finally leaving behind a notebook of ideas and
recommendations to help the next generation prevent the same disaster of extremely high death
rates from happening again.
Not only did she organize fundraisers to raise money for the hospital and arrange more stable
living conditions to improve the health of the soldiers in the hospital, but she also removed
people who were lapsed at their job and delegated tasks to more capable people, sometimes
having to do the work herself. She grew up with the desire to help people or anything that
needed a hand.
Her love for aid and service to others grew when she got older and despite her lack of support
from her family she pursued her dream and sacrificed her life for other people. Her work is an
epitome of community service. She wasnt afraid to do the hard things if she knew it was going
to make things better or as Niccol Machiavelli puts it,
There is nothing more difficult to carry out, nor more doubtful of success, nor more dangerous to
handle, than to initiate a new order of things[16] Florence Nightingale is quoted as writing The
first thought I can remember, and the last was nursing work. She served a specific group of
people and benefited the public- which is community service.
5.7

Religious Reasons For Serving

Beyond required community service, some religious groups emphasize serving ones
community. These groups and churches reach out by holding Vacation Bible Schools for
children, hosting Red Cross blood drives, having fall carnivals, or offering free meals. Through
these services, churches are able to benefit neighborhoods and families. Some churches create
non-profit organizations that can help the public. Crisis pregnancy centers are often run by
religious groups to promote pro-life values in local families. To meet impoverished peoples
needs, some churches provide a food pantry or start a homeless shelter. Also, certain churches
will run a day care so that busy parents can work, while their children are cared for by church
staff.

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5.8

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Personal Benefits For Serving

Community service also allows those participating to reflect on the difference they are making in
society. Some participants of a community service project may find themselves gaining a
greater understanding of their roles in the community, as well as the impact of their contributions
towards those in need of service. Because community service outlets vary, those who serve are
exposed to many different kinds of people, environments, and situations.
With each new community service project, some participants may gain insightful experience in a
variety of areas. Participants may also internalize the information that they found personally
insightful for future use. While simply performing community service is valuable to the recipients,
those serving often find it beneficial to pause and reflect on how they are changing society for
the better. Schools often take students on community service projects in order for them to gain a
greater understanding of how their individual actions affect the well being of the public.
Participants may find that the giving of themselves to the public good may result in a more
solidified view of self and purpose.
Those involved in community service learning may also find that after serving the community for
an extended period of time, they have an advantage in real-world experience. Eventually, the
skills and knowledge obtained while working with the community may be applied in future areas
of work. Community service may also increase a participant's social connectivity. Because most
community service opportunities allow others to interact and work with other individuals, this
service may help volunteers network and connect with others towards a common goal.
People gain the most from their community service projects when they volunteer their time to
help people that they have never interacted with before. This direct contact allows people to see
life from a different perspective and reevaluate their opinions of others. Many young people who
get involved in community service come out with a more well-rounded worldview.
Another benefit in participating in community service is a greater understanding and
appreciation for diversity. Appreciating other cultures and breaking down stereotypes is
important to becoming a responsible citizen and better person. By participating in a community
service project where interaction is required, personal relationships can begin to grow. These

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personal relationships allow people to have informal and consistent interactions that through
time will often lead to a breakdown of negative stereotypes surrounding one or both people.
These relationships can also lead to gaining more opinions and viewpoints surrounding various
topics that help the participants to grow in diversity. Stereotypes can be defined as, "believing
unfairly that all people or things with a specific characteristic are the same.
Stereotypes often reveal themselves in quick judgments based solely off of visible
characteristics. These judgments move into a biased opinion when you believe that these
judgments are always true. These stereotypes can be harmful to both personal relationships
and relationships within the work place.
Community Service helps people to realize that everyone does not fall into these preconceived
ideas. Along with breaking down stereotypes, community service work can assist people in
realizing that those they are helping and working with are no different from themselves. This
realization can lead to empathizing with others. Learning to understand the needs and
motivations of others, especially those who live different lives from our own, is an important part
of living a productive life.
This leads to a view of humanity that can help a person stay free of biased opinions of others
and can lead to a more diverse and ultimately more productive and thought provoking life.
6.0

Choosing The Right Strategy

As pointed out by de Tocqueville, America, in sharp contrast with other developed countries, has
had a formidable ability to form associations. Civilians have a unique desire and aptitude to
organize themselves apart from government to address the needs in their communities. But in
order for an effort to have the desired positive effect on society, it is indispensable that clear
analyzing and purposeful strategizing are done.
The root causes of the problems to be addressed must be identified and kept in mind
throughout the elaborating and implementation of each movement or project. Individuals, like
neighborhoods, cannot enjoy a permanent change if it is not an inner one. And the greatest form
of community service is encouraging the members of the group to do just that.

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Abraham Kuyper was an advocate of the sphere sovereignty, which honors the independence
and autonomy of the intermediate bodies in society, such as schools, press, business, the arts,
etc. He champions the right of every community to operate its own organizations and manage
its own groups. With the foundational belief that a parent knows what his child really needs and
that the local people are more capable of helping their fellow locals.
Those who are in agreement with his views perceive community service as a trampoline,
which seeks to launch their targets to better employments and lifestyles, avoiding at all costs the
encouragement of destructive decision making for the mal-established goals caused by poorly
developed community service efforts.
Amy L. Sherman, in her book Restorers of Hope, suggests that community service planning
should be made with the valuable opinion of the local residents, since they have firsthand
knowledge of the inside realities of their community's current state. Making them a part of the
movement, change or project creates in the members of the community a sense of belonging
and hope. Joint effort: relationships these make the difference.
6.1

Community Service: Top 10 Reasons to Volunteer

Thinking of becoming a volunteer? See a list of reasons that will help you make up your
mind.
#10: It's good for you.
Volunteering provides physical and mental rewards. It:

Reduces stress: Experts report that when you focus on someone other than yourself, it
interrupts usual tension-producing patterns.

Makes you healthier: Moods and emotions, like optimism, joy, and control over one's
fate, strengthen the immune system.

#9: It saves resources.

Volunteering provides valuable community services so more money can be spent on local
improvements.

The estimated value of a volunteer's time is $15.39 per hour.

#8: Volunteers gain professional experience.

You can test out a career.

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#7: It brings people together.

As a volunteer you assist in:

Uniting people from diverse backgrounds to work toward a common goal

Building camaraderie and teamwork

#6: It promotes personal growth and self esteem.

Understanding community needs helps foster empathy and self-efficacy.

#5: Volunteering strengthens your community.

As a volunteer you help:

Support families (daycare and eldercare)

Improve schools (tutoring, literacy)

Support youth (mentoring and after-school programs)

Beautify the community (beach and park cleanups)

#4: You learn a lot.

Volunteers learn things like these:

Self: Volunteers discover hidden talents that may change your view on your self worth.

Government: Through working with local non-profit agencies, volunteers learn about the
functions and operation of our government.

Community: Volunteers gain knowledge of local resources available to solve community

needs.

#3: You get a chance to give back.

People like to support community resources that they use themselves or that benefit people
they care about.
#2: Volunteering encourages civic responsibility.
Community service and volunteerism are an investment in our community and the people who
live in it.
#1: You make a difference.
Every person counts!
7.0

Community Service Can Make Volunteering a Lifelong Habit

Overall, volunteerism is on the rise across the country, and there are many websites designed
specifically for teens and tweens to help inspire them to step outside their sometimes egocentric
world and help others. According to IndependentSector.org, 59 percent of teenagers volunteer

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an average of 3.5 hours per week: thats 13.3 million volunteers totaling 2.4 billion hours at a
total value of $7.7 billion.
DoSomething.org, one of the largest organizations in the country for teens and social change,
says this about the 13- to 18-year-old set: We love teens. They are creative, active, wiredand
frustrated that our world is so messed up. DoSomething.org harnesses that awesome energy
and unleashes it on causes teens care about. Almost every week, we launch a new national
campaign. The call to action is always something that has a real impact and doesnt require
money, an adult, or a car.
An example of some past campaigns includes Teens for Jeans, where 125,000 teenagers
across the country collected more than a million pairs of jeans to give to those in need.
(DoSomething.org notes that one in three homeless people in the United States is under age
18). Another popular campaign was Thumb Wars, which had teens educate their friends at
school about the dangers of texting and driving. These simple initiatives made a big impact and
allowed teens to see they can be a part of something empowering.
Being outdoors is important to many teens and their parents, and there are numerous
community service options that allow kids to do so. Ally Colarusso, a teen from Wenham, Mass.,
is passionate about the beaches near her home. For the past several years, shes volunteered
to perform beach cleanups with COASTSWEEP, an international campaign organized by the
Ocean Conservancy in Washington, D.C.
The COASTSWEEP organization sends me everything I need for [each] cleanup, says
Colarusso, explaining that she receives a kit containing plastic gloves for collecting trash, as
well as bags and data cards with various categories where she lists the debris she picks up.
Colarusso says she and other volunteers typically find batteries, balloons, toys, cans, rope, and
fishing lines, and explains that not only is she helping beautify the beaches, but shes also doing
research.
Collecting the data on what type of trash our beaches have will help educate communities and
government agencies about the problem and hopefully minimize it in the future, she says.
COASTSWEEP cleanups are scheduled throughout the world in September and October each
year.

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To narrow the numerous volunteer options, parents should first have a conversation with their
child to understand the causes he cares about. Is he passionate about animals? Then maybe
helping at their towns animal shelter is something hed get excited about. What about the teen
boy who only wants to play his Xbox game of Battlefield? Maybe helping out a local organization
that ships packages to soldiers overseas would be something he could relate to and get behind.
Each child has his own personality and interestsand parents should tap into those interests to
ensure the community service project has an impact.
Here are 5 ideas for community service options for young and older teens:
1. Animals: Local animal shelters are always in need of volunteers even for simple tasks such
as cleaning cages, answering phones, or making holiday decorations for the shelter waiting
room. Contact a local shelter and speak with a volunteer coordinator to see what help is
needed. Dont have a local shelter or a way for your child to get to one? Have her visit
DoSomething.org and sign up for Pics for Pets, a soon-to-be-launched campaign where
volunteers snap photos of pets waiting to be adopted, which shelter staffers say can double an
animals chance of finding a permanent home.
2. Seniors: Every community has senior citizens who would relish the time and help that a teen
could lend. Most towns and cities have a senior center or a private nursing home where
volunteers are needed. The recreation director who helps plans activities for the seniors is a
good person to contact. Even a small amount of time with a senior can make a difference.
Teens could offer manicures to elderly women or perhaps help seniors learn to use a computer
and email to stay in touch with their own grandchildren.
Tweens could adopt a senior citizen as a grand-friend and write letters to him. Raking leaves
or shoveling snow for a senior citizen is often a welcome way to help. Even just going for a walk
with an elderly member of the community, delivering her a meal, or reading to an elder who is
housebound can make their dayand give your child some meaningful community service
hours.
3. Helping other kids: For student athletes, a great way to give back to others is to volunteer at
a Special Olympics event. There are hundreds of Special Olympics offices around the world,

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and all of them need volunteers at various times during the year. Find the Special Olympics
office nearest your home. Teens can help out at the actual sporting events as well as get
involved in Special Olympics Project UNIFY. This is an education-based project where all youth
are agents of changefostering respect, dignity, and advocacy for people with intellectual
disabilities.
4. Troop support: Volunteering to help support active duty U.S. servicemen and women is a
great initiative for tweens and teens. Begin by contacting an organization that ships packages to
troops, such as Operation Gratitude or Operation Troop Support. These and other organizations
collect donated items, which they package and send to individually named service members
deployed in hostile regions. The donated items can include snacks, entertainment items, and
personal letters of appreciation, as well as small items like socks, decks of cards, candy, and
even toothbrushes. Teens can organize a donation drive and collect some of the most needed
items. As the holidays approach, these organizations are also looking for volunteers to help
wrap gifts to ship to servicewomen and men, and kids can also write cards and draw pictures to
include in the packages. For the soldiers, receiving the cards is truly priceless, says Christine
Moody of Operation Troop Support.
5. The environment: Many teens care deeply about the threats facing our environment and
may have an interest in helping their community go green. Community service ideas include
planting a neighborhood garden or a tree for all to enjoy (with proper municipal permissions, of
course); launching a campaign to get friends to put their computers and other electronic devices
in sleep mode before going to bed, thereby saving energy; organizing (or participating in) a
community cleanup day; or helping clear hiking trails or performing beach cleanups.
8.0

The Community Service Leadership Project

Leadership is not just about you, its about giving back to others. We hope that our students
will leave here recognizing that the world is not just about for-profit business or about becoming
a CEO as quickly as you can, but about being a contributing member of a community. Chris
Riordan, Director, Institute for Leadership Advancement, Terry College

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8.1

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Purpose/Motivation for Project: The purpose of the community service team project

is to experience first hand the leadership concepts of contributing to the community and giving
back to others, to integrate what you are learning in class, and to learn more about your own
and others leadership skills.
8.2

Outcomes for Project Assignment:

To develop and implement a meaningful project in collaboration with the leadership of

a community service organization.

8.3

To learn about effective teambuilding and collaborative work.

To present project results to the project stakeholders.

Community Service Project Scope and Process

Early in the semester, your team will identify/target a nonprofit organization. In collaboration with
the leadership of that organization, your team will design and implement a meaningful project.
This is not a passive activity where you and your team members show up and volunteer for a
prearranged community service event (such as walk-a-thons, Habitat for Humanity, etc.). This
project requires project identification, planning, coordination and execution of effort from all
group members. Ultimately, the community service project you design should benefit the
organization in a meaningful way, utilize your teams resources in a creative way and help you
integrate what you have learned in class.

8.4

Deliverables, Assignments, Instructions and Due Dates

1. Community Project Proposal

Write a 1-page proposal to include the following:
-

Team number, team name and team member names

Organization name and address; name, email address, agency contact phone number

Descriptive Statement of Project. Include as many specifics as you can about your
potential project. (e.g., what you want to do (outcomes), dates, how obtain resources,
contact persons or organizations that you will use in providing services, etc.)..

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Project Status Reports: Throughout the semester, your team to provide status reports via
email or in-class update on how you are progressing on your projects. Keep a record of team
meetings both in class and outside of class, and a record of member attendance.
Leadership Role Assignments: Your team must determine who will hold the leadership role
at any particular time. However, you must appoint a different team member for each of the
following project segments:
1. Project Determination team leader until the team has decided upon the project it will
undertake and has received approval from the Instructor.
2. Project Planning team leader while the project is being planned and until the project
actually begins.
3. Project team leader while the team is performing its SLP project.
4. Presentation Preparation team leader while the team is preparing for the final
presentation.
Obviously, not every team member will be able to assume a team leadership role. For
those of you not appointed by your team, consider why your team did not choose you to
assume a leadership role, and what you would have done differently than each leader your
team chose.
Important!!! Your team may fire a non-performing member. Non-performance in a
teamwork and leadership project will not be tolerated. All remaining team members
must agree that it is appropriate to fire a member, and must meet with the Instructor
in person. Bring documentation (e.g., non-attendance records), and if the Instructor
agrees the non-performing team member should be fired, that student will receive an
F for the project.
2. Team Presentation: Show and Tell Time
Each group will be allotted 25 minutes to show and tell us about your project, plus 5 minute
questions and feedback time. See the categories and questions listed below to guide your
preparation for your team presentation. Contents should include a brief discussion of items
listed below in some way.
All team members are to be involved in the delivery of the presentation in some way.
Be creative in your delivery. Audio-visuals are encouraged and can be used in any form:
transparencies, flipcharts, posters, handouts, video, digital pictures etc. PowerPoint slides are
not required, but are very useful and effective. Please invite your organizational contact to
come to our class the day that you present. It is understood if they can not make it, but it would
be nice to invite them (parking passes can be arranged through the Transportation and Parking
Dept.).
Presentation Categories/Questions

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Stradford International College

MPU 2412

a) Project Team Identity: What is your Team name?

b) Service Organization Background: What is your Organizations name and mission?
c) Project Criteria and Selection: How did you select your agency? What criteria did you use
to make your selection? (Criteria)
d) Project Planning: Outcomes, Evidence and Motivation: What were your project
outcomes? What did you want to accomplish by the end of this project? (Outcomes) What did
you see, hear and feel to know that you were done? (Evidence) What did this project do for the
organization? Do for the community? Do for the team? (Motivation/higher level outcomes).
e) Project Coordination: Roles and Ground Rules: What role(s) did each member play on
the project? How did you integrate the expertise, skills and interest of your team members with
the outcomes of the community organization? How was the leadership role defined in the
team? (Roles) What were your main ground rules for working together with your community
agency? E.g. how did you communicate with each other? How were decisions made? How did
you deal with conflict? Etc (Ground rules)

f) Project Execution, Results: How did you execute/implement your project? When you
implemented your project, what evidence did you have that your team delivered the
results/outcomes the organization wanted?
g) Worthwhile Check: What did the organization gain by conducting this project with your
team? What did it lose? Was it worthwhile for the organization? Was it worth your teams
effort? On a scale of one to 10, did the organization and the team get their outcomes?
f) Lessons Learned: What were three most important lessons your team
learned about leadership from this project experience? What were the three most important
lessons you learned about teamwork?

g) Celebration: How did you celebrate your teams efforts?

h) Each team must write and submit the report, include a brief project description, outcomes
and evidence and final results.

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