Cal Corps Bonner Leader Program

Individual Development Plan 2008-2009

The Cal Corps Public Service Center strives to create healthy and just communities both on campus and in the wider East Bay community. Student leadership is at the heart of this vision. As part of this commitment to helping you grow as a person and as a leader, there is an expectation that you will engage in reflection so as to increase your self-awareness. Using the reverse page as a guide, please reflect on your 1) personal, 2) leadership, and 3) professional individual strengths and areas for improvement.

Name:______Date:______

Supervisor:______Cohort: ______

What are your strengths? See reverse for examples of “Leadership Competence” and list any others not on that list.

PersonalLeadershipProfessional

What skills and areas of leadership competence do you want to further develop?

PersonalLeadershipProfessional

What impact would you like to make through your Bonner position? Please be specific, as these will serve as your Service Objectives for your Community Learning Agreement. See reverse for examples of service objectives.

1)

2)

What skills, competencies, knowledge areas would like to learn through your Bonner position? Please be specific, as these will serve as your Learning Objectives for your Community Learning Agreement. Example: To learn new techniques for teaching teamwork to first time youth soccer players.

1)

2)

What specific social issues would you like to explore?

What else should we know in order to help you grow and develop as a person and leader this year?

AREAS OF LEADERSHIP COMPETENCE

Raising self-awareness: Introspectively learning to know yourself and to understand your impact on the others: Identify personal identities, analyze personal assumptions of “other” identities and impact on communication, act as an ally to underrepresented (student and community) voices, inventory individual strengths and weaknesses

Responding effectively to others: Hearing and being heard in an effort to be collaborative: connecting with peers and community members; deliberative talking such as public speaking; actively listening; effectively share information, demonstrate effective oral and written communication skills

Knowledge about communities, especially building healthier communities; articulate vision for healthy community; practice self-care consistently

Problem analysis: Consider multiple perspectives in order to determine possible courses of action in a complex environment: identify problems, involve others in seeking solutions, conduct appropriate analyses, search for best solutions, respond quickly to new challenges

Intervention skills, with a focus on root causes: Articulating how you and your group can best make change at the individual, group, and community level

Inspiring a shared vision: Coalescing varied interests into a mission and achievable projects to make that mission a success; describes vision/purpose of group, work in partnership with others, consistently model desired standards with other volunteers, work to understand perspectives of others, understands needs of constituents

Enabling others to act: Create a climate within which a wide variety of strategies can grow: articulate benefits of collaboration/groups, share/cultivate student leadership by delegating and modeling/making room for new leaders, utilize democratic facilitation and decision-making models

Encouraging the heart: Connect people to themselves and to each other, to develop their capacity to perform, and also to be more human: promotes cooperation, fairness and equity and shows respect for people and their differences;

Organizational Development: Understand what resources can put an idea into action: application of core management skills, including ability to manage tasks, balance academics, position and other responsibilities, set timelines for events/projects and follow through on timeline

Knowledge of Leadership and Change Theory:

Develop personal philosophy of leadership & service: understand one’s preferred leadership style, flex leadership style when appropriate/necessary

WHAT IS A SERVICE OBJECTIVE AND HOW DO I WRITE ONE?

An objective is: A precise, measurable statement of what you or your program intends to achieve during a specified period of time toward a particular desired outcome.

The basic components of an objective are:

Description of the activity or service to be provided (e.g. tutoring)

Expected result of the activity or service (e.g. increased reading level)

Tool to measure the impact of the provided service or the quality of the provided product

(e.g. pre/post reading level test).

Standard of success the project hopes to meet (e.g. average increase of at least one reading level)

Number of service recipients or individuals whom benefit (e.g. 25 middle-school youth).

Objectives should also be SMART:

S – specific

M - measurable

A - attainable

R – realistic

T - time-bound

Examples of objectives:

-I hope to assist in improving the math skills of the five children I am tutoring, so that they can do long division and multiplication of fractions without any help.

-To increate the awareness of 100 expectant mothers in the Running River Region of the health risks associated with smoking and drinking during pregnancy through an educational curriculum facilitated by the team with the result that 80% of participants show an improved understanding of the associated health risks as measured by a pre-event and post-event survey

-To provide 40 hours of parenting training to 100 teen parents, resulting in 80% enrollment and 50% participation in the activities of a six-month parent-child education program.