Important note regarding the copying of programmes

Aims / Objectives :
Aims:

• To consider what the most important qualities of a good leader are
• To consider what the most important elements of hadracha are
• To look at leadership in different contexts
• To illustrate the power and corresponding responsibility madrichim have
• To explore what motivates someone to become a madrich/a
• To illustrate the importance of ideology in holding a youth movement together

Trigger :
Trigger:

A bit like catchphrase - ‘dingbats’-style cryptic cartoons representing various words will be drawn of a flipchart. The person who can correctly guess each word wins some kind of biscuity prize. After doing 3/4 irrelevant words just for fun, the word ‘leadership’ will be introduced! Once it has been successfully guessed, we will move on to try and identify what we mean by leadership

Main part of the programme :
Part 1

What is leadership?

Working as a group, we will develop a working definition of ‘leadership’ that can apply to hadracha in ljy-netzer. The group will initially be split into smaller groups of 3/4. Each group will have a number of quotes relating to leadership distributed to them. These should prompt the participants to think about what qualities and attributes are important in leadership. After a few minutes of discussion in these smaller groups, aiming to identify some keywords that could potentially be part of a definition for leadership, we will come back together to make a list of these words as a whole group. We will also make a list of words or concepts that we would not associate with leadership, so as to be sure our definition is precise enough to exclude these.








Some points for the discussion:

1. Leadership is very difficult to define – our definition shouldn’t be considered the final word on the subject.
2. Should a definition of leadership include anything that could be described as bad leadership? Is bad leadership still leadership? Can leadership be effective, but bad?
3. Should we be more interested in the way leadership functions or what qualities are present in good leadership?
4. What separates a manager from a leader? Are all managers leaders? Are all leaders managers?
5. As madrichim are we automatically leaders? Is there an extra step we need to take to move beyond simply performing the day-to-day duties of a madrich/a on camp? Can chanichim be leaders?

(20 mins)
Part 2

What can leaders do?

The aim of this section will be to demonstrate how much power the madrichim have to define where it is that we are going as a movement.
Having clarified what we mean when we talk about leadership, we will move on to look at various examples of leadership and how they differ. We will again split into smaller groups of 3 or 4 for this section. Each group will have a table to fill in, challenging them to think about how different styles of leadership are appropriate for different situations.
We will look at the following examples. In each case there are people leading and people being lead.

• LJY-Netzer – Madrichim + Chanichim *
• British Political System – Government + Citizens
• The Army – Officers + Soldiers
• An Orchestra – Conductor + Musicians
• Workplace – Boss + Employees
• Religion – Religious Leader + Congregation
• Football Team – Manager + Players

* For the purposes of this exercise it should be stressed that we are interested in taking a more holistic approach to examining leadership in LJY-Netzer. We are not interested in specific examples such as leading games or sending children to bed, but rather the LJY-Netzer journey as a whole that our chanichim are going through.
It will be stressed that the main example to focus on is LJY-Netzer.







The groups will have to answer the following questions for each case study:

1. Who is leading?
2. Who is being lead?
3. How much power does the leader have?
4. What happens if those being lead do not comply with the leader’s will?
5. What ‘rules’ or checks are in place to restrict what the leader can do?
6. What happens if the leader does not comply with these rules?

E.g. Orchestra

1. Conductor
2. Musicians
3. Not a huge amount. Limited to what happens within the orchestra and has no power over the rest of their lives. Can hire/fire musicians, chooses which music to place and how to play it.
4. Could be sacked or demoted.
5. The collective will of the orchestra.
6. The members of the orchestra might leave or suggest a replacement for the conductor. They do not have to stay in the band.


From this analysis it should emerge that madrichim in LJY-Netzer are in a position of great responsibility. They have the power to influence their chanichim in a very significant way, particularly over 2 weeks of summer camp. They are of course to a certain extent restricted by the various sources of the movement’s ideology, and they should also be aware that a significant source the authority any leader has is the approval of those they are leading.
That said, the movement’s ideology is NOT static. Everyone at hadracha seminar is able to attend veidah and instigate change.
Bottom line:
‘The movement is now yours and you decide where it goes. This should be a large part of the motivation to become a madrich/a.’
(25 mins – activity + discussion)

Conclusion :
Part 3 (sikkum)

Why be a leader in LJY-Netzer?

At this point we will have a look at what the results were from the short questionnaire the madrichim filled in beforehand. We will move on to discuss whether or not anyone would change his or her mind in the light of any issues raised during the session. The aim is of this is to convey the importance of commitment to the values of LJY-Netzer in the hadracha we do.
(10 mins)

Resources:
Flipchart (or suitable substitute!), pens aplenty.

Notes:
None