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Inspiring Leadership in Immigrant Communities - ILRC

Inspiring Leadership in Immigrant Communities - ILRC

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<strong>Inspir<strong>in</strong>g</strong> <strong>Leadership</strong> <strong>in</strong> <strong>Immigrant</strong> <strong>Communities</strong>January 2003E. The group discusses other ways to conv<strong>in</strong>ce somebody to host a meet<strong>in</strong>g.F. The leaders participate <strong>in</strong> the role-play<strong>in</strong>g exercise. The leaders pair off. One person <strong>in</strong> eachpair plays the role of a leader try<strong>in</strong>g to conv<strong>in</strong>ce someone to host the meet<strong>in</strong>g. The other personplays a potential meet<strong>in</strong>g host—a m<strong>in</strong>ister, priest, nun, employer, teacher, etc.) who needs to beconv<strong>in</strong>ced to host a meet<strong>in</strong>g.G. Tra<strong>in</strong>ers and leaders critique each other on what worked well dur<strong>in</strong>g their practices and whatcould be improved.Before do<strong>in</strong>g a group critique, please review the follow<strong>in</strong>g rules on critiqu<strong>in</strong>g fellow leaders sothe critiques are helpful and serve as an aid to improvement. The tra<strong>in</strong>ers should be <strong>in</strong>strumental<strong>in</strong> mak<strong>in</strong>g sure these rules are strictly followed. The rules on critiqu<strong>in</strong>g others are:• First, give the leader who made the presentation a chance to critique himself orherself.• Always start with the positive—What was good about the role-play<strong>in</strong>g? As manygood th<strong>in</strong>gs about the performance as possible should be discussed.• Then talk about what could be improved. Avoid us<strong>in</strong>g the word bad. Only two orthree improvements should be mentioned so the person is not overwhelmed and canwork on improv<strong>in</strong>g his or her performance.• All <strong>in</strong>put must be specific rather than general so the leader can learn from it.• No personal attacks are permitted.Please note: S<strong>in</strong>ce time is limited, half the leaders should practice do<strong>in</strong>g role-play A and theother half role-play B (see below). After role-play A is complete, the tra<strong>in</strong>ers can switch groupsif they want so they can be with a different group dur<strong>in</strong>g role-play B. That will allow participantsto receive <strong>in</strong>put from a couple different tra<strong>in</strong>ers. The tra<strong>in</strong>er can do a similar switch before roleplayC, as well.§ 5.5 Role-Play<strong>in</strong>g Exercise B: How to Conv<strong>in</strong>ce Community Membersto Come to a Meet<strong>in</strong>gThis is the second of three role-play<strong>in</strong>g exercises on outreach. This role-play is designed tomodel how to conv<strong>in</strong>ce community members to attend a meet<strong>in</strong>g or presentation on a topic suchas the importance of apply<strong>in</strong>g for U.S. citizenship through naturalization. After a model roleplay,which the tra<strong>in</strong>ers perform for the leaders, the leaders take turns role-play<strong>in</strong>g the samescene. This exercise should take about 35 m<strong>in</strong>utes or longer, depend<strong>in</strong>g on how many leadersand tra<strong>in</strong>ers are participat<strong>in</strong>g.It is important to note that although the role-play<strong>in</strong>g exercises <strong>in</strong> this chapter are about apply<strong>in</strong>gfor U.S. citizenship through naturalization, tra<strong>in</strong>ers should create their role-play<strong>in</strong>g exercises onwhatever topic is most appropriate for their leaders. The skills will be applicable to any topic.5-4

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