Module Eight: Leadership Skills

MODULE EIGHT
Leadership Skills
Objectives:
Participants will:
• Develop effective public speaking skills.
• Define the qualities of an effective leader.
• Be effective team leaders and team
members.
• Understand how to effectively manage a
project and their peers.
• Develop peer educator skills.
Presentation Skills
Adapted from: Core Curriculum Guidebook

Project Jump Start
AZ AHEC
The Verbal Element
• Replace non-words (uh, uhmm) with

pauses
• Use language that is simple and direct
• Use words that feel natural
• People remember what is said first and
what is said last
The Visual Element
Element
• Stand erect with shoulders back,

suggesting confidence and enthusiasm
• Use movement to add energy and
variety
• Use eye contact to establish rapport
• Generally maintain eye contact for 4-5
seconds
• Gesturing adds emphasis
Visual Aids
Visual aids can be used to support
main points, but:
• Keep them out of sight until they are

to be used
• They must be seen easily
• They should be simple and
interesting
• When referring to a visual, face the
participants
Other Skills
•Be flexible and adaptable to the

group
•Keep presentation “light” and
enjoyable
Excerpts from: Presentations and Facilitation skills

Trainer manual. Center for substance abuse
Prevention, 1992
Important qualities
of a leader:
• Honesty, integrity, and responsibility are
important qualities in a leader.
• Effective leaders are also inspirational, caring,
hard-working, self-aware, confident, adaptable,
and service-oriented.
• They also have the ability to communicate well.
• And, they appreciate those who are under their
leadership.
Skills inventory:
• What are your strengths?
• How can you use your strengths when
working with others?
• What areas need strengthening or
improvement?
• How can you be aware of these areas
when working with others?
What is peer education:
A peer is a person who belongs to the
same social group as another person or
group. The social group may be based on
age, sex, sexual orientation,
occupation,socio-economic and/or health
status, etc. Education refers to the
development of a person’s knowledge,
attitudes, beliefs or behavior resulting
from the learning process.
*Adapted from the Peer Education Training of Trainers manual
UN Interagency Group on Young Peoples Health Development and Protection in Europe and
Central Asia Sub-Committee on Peer Education
Where does peer
education take place ?
Peer education can take place in small

groups or through individual contact and
in a variety of settings: in schools and
universities, clubs, churches, workplaces,
on the street or in a shelter, or wherever
young people gather.

Why use peer education?
• A young person’s peer group has a great influence on the way
he or she behaves.
• Youth peer educators are less likely to be seen as authority
figures ‘preaching’ about how others should behave from a
judgmental position.
• Young people get a great deal of information from their peers
on issues that are especially sensitive or culturally taboo.
• Peer education is also a way to empower young people: it
offers them the opportunity to participate in activities that
affect them and to access the information and services they
need to protect their health.

What do good leaders do?
• Help others
• Ask for help
• Motivate other people
• Achieve unity within their group
• Guide those who need guidance
• Establish goals and begin to work toward them
• Hold themselves accountable for their group’s
actions
• Listen to those they are leading
How do leaders lead?
• They lead by example
• They lead because they have a passion to
lead and passion for their cause
• They have good communication and
listening skills
• They are aware of and deal with their
strengths AND weaknesses
How do leaders learn?
• Listen to those they work with.
• Step back from each experience to appreciate
the lesson learned.
• Are open to change and improvements whether
from peers or supervisors.
• Seek guidance and advice from a community or
program leader.
Project management
involves:
• Setting goals.
• Being ready to take risks.
• Setting timelines.
• Sticking to the timelines.
• Evaluating the project.
• Modifying plans if necessary.
• Maintaining the group’s motivation.
• Encouraging completion of the project.
• Thanking those involved when
the project is completed.
Setting goals:
• Your goals must be specific and clearly defined
before beginning work.
• You must be able to measure the outcome of
your goals.
• Your goals should be flexible and adaptable.
• Keep your goals realistic and attainable.
• Is your goal reachable within your time frame?
How a leader motivates
others:
• Utilize an individual’s natural talents when
assigning tasks.
• Understand that everyone does not have the
same strengths.
• Make people feel as though they are
contributing something unique to the group.
• Make people feel as though their time and
efforts are valued.
• Make people feel appreciated for the job they
have done.
Effective leaders motivate
by:
• Making suggestions, not demands.
• Making sure everyone is contributing.
• Making sure others understand all
viewpoints and the details of what is
being said.
Problem solving:
• First, create a comfortable atmosphere.
• Determine and clarify the problem and issues.
• Make sure everyone is aware of the problem.
• Plan a solution as a group.
• Have everyone agree on the solution and ensure their
pledge to working toward it.
• Implement the plan as a group.
• Evaluate the solution as a group.
• Determine how to avoid new conflicts
in the future.
How do leaders improve
their leadership skills?
• By LISTENING to suggestions of those
they work with.
• By constantly reviewing their own skills and
work.
• By being open to constructive criticism.
• By continuing to read and educate
themselves on what it means to be a good
leader.
Who is a leader?
YOU ARE!
Qualities of a Peer Educator:
• Openness
• Honesty
• Confidence
• Committed to researching facts
• Maintains confidentiality
How to be a Peer Educator:
• Have knowledge of the subject you will be discussing.
• Research the topics you are interested in or already
have experience with.
• Don’t be afraid to admit you don’t know something or
to have to research something new.
• Be confident in your ability to discuss personal,
private, social, and ethical issues that affect yourself
and your peers.
• Be able to lead a free, open, and HONEST
conversation on the topic you will
be discussing.
Resources for the Peer
Educator:
• Libraries
• Schools
• Teachers
• World Wide Web
• Your local Area Health Education Center
• Textbooks
• Parents
Summary:
Congratulations on completing
all 3 tiers of the Health Service
Corps!
You should be very proud
of yourself!

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MODULE EIGHT

Adapted from: Core Curriculum Guidebook

• Replace non-words (uh, uhmm) with

• Stand erect with shoulders back,

• Keep them out of sight until they are

•Be flexible and adaptable to the

Excerpts from: Presentations and Facilitation skills

Peer education can take place in small

*Adapted from the Peer Education Training of Trainers manual

*Adapted from the Peer Education Training of Trainers manual

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