Explore Flipsnack. Transform boring PDFs into engaging digital flipbooks. Share, engage, and track performance in the same platform.
From magazines to catalogs or private internal documents, you can make any page-flip publication look stunning with Flipsnack.
Check out examples from our customers. Digital magazines, zines, ebooks, booklets, flyers & more.
Pre-made templates to create stunning publications in minutes
Here are eight reasons why you should consider choosing interactive, digital flipbooks instead of boring and static PDFs. Check them out!
LEADERSHIP SKILLS2 •Consider the resources—equipment, knowledge, skills, and attitudes. •Consider the alternatives. Brainstorm. •Reach a decision, evaluating each option. •Write the plan down and review it with the post. •Execute the plan. •Evaluate the plan. CONTROLLING GROUP PERFORMANCE A leader inuences the performance of the group and individual participants through his or her actions. Why is control needed? A group needs control as an engine needs a throttle— to keep it from running itself into the ground. A group works together best when everybody is headed in the same direction. If a plan is to be properly carried out, someone must lead the effort. Control is a function that the group assigns to the leader to get the job done. Control happens as a result of recognizing the differ- ence between where the group is and where the group is going. The leader is responsible for developing a plan to help the group get to its goal. Setting the example is the most effective way of con- trolling the group. When working with post participants, do the following: •Continually observe the group. Know what is hap- pening and the attitude of the group. •Make your instructions clear and pertinent. •Pitch in and help when necessary. •Quickly deal with disruption. Guide the post toward self-discipline. EVALUATING Evaluating helps measure the performance of a group in getting a job done and working together. It suggests ways in which the group can improve its performance. There are two basic categories of evaluation questions. After any event or activity, ask these questions: Getting the job done— •Was the job done? •Was the job done right? •Was the job done on time? Keeping the group together— •Were relationships between group participants helped or hurt? •Was participation equally distributed among group participants? •Did the group enjoy the activity? •Did the group handle conicts well? SETTING THE EXAMPLE Setting the example is probably the most important leadership skill. It is the most effective way to show others the proper way to conduct themselves, and is even more effective than verbal communication. With- out this skill, all the other skills will be useless. One way to think about setting the example is to imagine yourself as part of a group and think about how you would like your leader to act. SHARING LEADERSHIP While there are various ways to exercise leadership, the goal of Exploring leadership is exemplied in a quote from the ancient Chinese philosopher, Lao-Tzu: “But of a good leader . . . When the work is done, his aim fullled, they will say, ‘We did this ourselves.’ ” The Exploring leader wants to give post participants the skills he or she possesses, not to use those skills in ways that keep the post weak or dependent. He or she offers leadership opportunities to post participants and teaches them the skills they need. COUNSELING Counseling is important •To help people solve problems •To encourage or reassure •To help an Explorer reach his or her potential Counseling can be effective when a person is •Undecided—he or she can’t make a decision •Confused—he or she doesn’t have enough informa- tion or has too much information •Locked in—he or she doesn’t know any alternatives
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