| Because recruiting skilled facilitators to deliver youth | | | | candidates in action. |
| leadership training is serious business, I've suggested | | | | There's nothing like the real thing. You can approach |
| four strategies to help you make the best selections. | | | | this tactic in one of two ways. One is to ask if you can |
| They require more work on your part, but at the end | | | | sit in on one of the candidate's seminars or classes. |
| of the day, you'll have the right person for the job and | | | | This strategy will work for people who already teach, |
| peace of mind.o Hold auditions. | | | | train, or work with groups. Another is to invite the |
| When you post an advertisement in your local | | | | candidate to spend time with a group that you have |
| newspaper or online, indicate that all prospective | | | | assembled. Pay attention to how the person interacts |
| candidates are required to do a 30 minute presentation | | | | with the group of teens. Does the person seem |
| on a topic of their choice. Don't fret! You will not scare | | | | standoffish or uneasy? Is the person a natural? Once |
| people away by holding auditions. Skilled facilitators | | | | the candidate leaves, ask the group for feedback. You |
| respect and expect auditions. Establish the criteria to | | | | can rely on teens to give their honest opinions.o |
| be evaluated and how it will be rated. Also, assemble | | | | Request a writing sample. |
| a group of judges.o Ask behavioral interview questions. | | | | Here's your chance to kill two birds with one stone. On |
| During the interview, place a heavy emphasis on | | | | one hand, a writing sample allows you to evaluate |
| behavioral questions. This format allows you to gauge | | | | candidates' writing skills. On the other hand, you can |
| how a candidate might handle various situations. | | | | learn more about their personality and interests. Draw |
| Anyone who teaches or works with groups knows to | | | | the candidates out with carefully constructed questions |
| expect almost anything. Therefore, begin by making a | | | | or statements. You might instruct them to write a 500 |
| list of all the things that you know can happen when | | | | word essay that explains what they enjoy most about |
| leading a group with 15-20 teenagers. Then, take those | | | | working with youth. |
| issues and turn them into questions.o Observe | | | | |