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The Functional Leadership Model from Witness for Peace
Documents prepared by Donna Van Bodegraven
Contents
Witness for Peace ......................................................................................................................................... 1
The Functional Leadership Model................................................................................................................. 1
Sample team descriptions from various courses taught by Donna Van Bodegraven .................................. 3
Sample of special teams added for particular classes .................................................................................. 5
A grading scheme for the Functional Leadership Model (for a syllabus) ..................................................... 5
For questions or additional documents, contact Donna Van Bodegraven (dbodegra@elon.edu) or ext.
5646. ............................................................................................................................................................. 6
Witness for Peace started as a faith-based organization headquartered in Washington D.C. and
has maintained a permanent presence in Central America since 1983. They have now expanded to other
areas of Latin America. WFP organizes delegations of student-faculty teams, church teams and private
citizens to learn about issues in that area of the world so that they will then speak upon their return to
other U.S. citizens. According to the Witness for Peace website, their mission is: “Witness for Peace
(WFP) is a politically independent, nationwide grassroots organization of people committed to
nonviolence and led by faith and conscience. WFP’s mission is to support peace, justice and sustainable
economies in the Americas by changing U.S. policies and corporate practices which contribute to
poverty and oppression in Latin America and the Caribbean.” For further information, see
http://www.witnessforpeace.org/ . I co-led a WFP delegation to Guatemala with a colleague from
Central College in 1993.
The Functional Leadership Model: According to WFP materials dating from 1993,
“decisions will have to be made in certain areas when the team is in Central America or the Caribbean.
In a functioning leadership model, these areas are divided up and different delegates are given primary
responsibility for decision-making within their functional area. They exercise special leadership in their
assigned area as well as sharing in the group decision-making (Appendix III, p. 22)”.
One to four people were assigned to each of the functional areas. The WFP functional areas and the
corresponding leadership responsibilities from that year were the following. Notes regarding
application to Elon are in brackets and bold.
COORDINATING TEAM: Calls meetings, facilitates and helps the group reach decisions. Along
with the longtermers provides schedule overview and reminds the group of the delegation’s
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goals and activities. Makes sure everyone has key information. May be empowered to make
fast decisions for the whole team in a crisis. Facilitates coordination with the Long Term Team.
This team also has the responsibility of speaking to the press (not usually necessary) during the
delegation. [These duties should remain with the faculty members.]
SPOKESPERSON/MODERATOR: Responsible for making sure that someone is prepared to
introduce the group at public meetings and express appreciation on behalf of the group.
LOGISTICS: Handles group’s finances such as assisting Long Term Team in exchanging money and
collecting money for airport taxes. [Can be adapted to things like helping with check-in and
check-out in hotels, distribution of materials, bus clean-up etc.]
SECURITY: Knows where everyone is at all times through some established system. Accounts for
all members of the delegation being present when the delegation leaves for appointments. [Can
also be responsible for head count on buses.]
WORSHIP AND REFLECTIONS: Receives group’s ideas for worship and reflection. Assigns
delegates to lead daily group reflections that are sensitive to inter-religious and inter-faith
composition. [Probably does not fulfill any of the course goals and objectives. I have
eliminated this function in all of my programs.]
RECORDER: Keeps a daily group log, gets correct spelling of names and data on people and
places visited. Records other information useful for the final report; records group decisions and
keeps other group records. [Could be responsible for keeping up with Cannon Centre blog.]
HEALTH COORDINATOR: Ideally, a medically-trained or experienced person. Keeps the group
first-aid kit and handles any health problems.
VIBES WATCHER: Monitors the group’s emotional tone, feelings of anger that are not expressed,
people feeling frustrated at not being heard, people removing themselves from the group, etc.
Suggests creative ways for these problems to be acknowledged and dealt with. [Very useful on
an Elon program.]
HOUSEKEEPING: Helps to organize practical aspects of group life, clean-up, cleaning and
sweeping room at departure time, making sure that community areas stay organized, etc. The
housekeeping coordinator should set up the distribution of these tasks, not do them alone.
[Combine with logistics.]
TRANSLATOR: Helps the team with translating. Must be a fluent Spanish speaker. Helps other
group members with phrases to use in special situations. [Not applicable in all situations.]
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Sample team descriptions from various courses taught by Donna Van
Bodegraven
Ambassadorial
Persons to represent the group in thanking speakers, guides, etc. and to compose thank-you notes from
the group. Responsible for getting an accurate address. May be asked to introduce the group and
explain the purpose of our sojourn in Mexico. Spanish skills helpful, but not essential. In very formal
occasions, Dr. Van Bodegraven or Dr. Crider will assume this role.
Secretary
Person(s) to compose thank-you notes to speakers, guides, etc. from the group. Responsible for getting
an accurate address. Also makes sure that messages for participants are posted. Spanish skills helpful
but not essential. All notes will be checked by Spanish speakers before they are mailed. Secretary may
assign this role to others so as to not become overburdened.
Leisure
Informs students on schedule and options for independent time. Reads excursion and restaurant
reviews (e.g. Zagat’s, Lonely Planet) and provides suggestions to group. Students must report nonprogram travel plans to this group, including departure date, time, destination, means of travel and
anticipated return time and date. Informs faculty member of these plans.
Logistics
Handles things like checking for items left behind on group excursions, coordinating bus clean-up,
reminding of deadlines, double-checking attendance at all events. Also, gathers suggestions from group
members for a list of preferred restaurants close to hotel (with comments on cost and quality of food)
and shopping locations (for phone cards, bottled water, good souvenirs, etc.). Collects restaurant
nominations for final group meal.
Security
Assists faculty members in keeping track of everyone at all times. Organizes buddy system for keeping
track of everyone on field trips. Does a pre-departure head count on bus. Students must report non-
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program travel plans to this person, including departure date, time, destination, means of travel and
anticipated return time and date. Informs faculty member of these plans.
Reporters (Reporteros) and Photography (Fotografía)
Working with Embajadores (Ambassadors), gets correct spelling of all sites visited and all speakers.
Sends at least four updates (about 100 words each, in Spanish and English, must be proofread) with
digital pictures on unique group activities via email to Kathryn Wheet of the Isabella Cannon Centre for
posting on the winter term website. Takes group and activity photographs to visually document our
activities, being careful to balance academic, cultural and social activities. At end of the course, uploads
photographs to a location that will be available to all.
Health coordinator
Keeps track of first-aid kit and carries it (or assigns others to carry it) on field trips. Informs faculty
members when supplies are low. Helps with health problems as much as possible. Hears student
concerns about possible alcohol-induced behavior problems and intervenes as deemed appropriate.
"Vibes Watcher"
Is especially aware of group's emotional tone and individual manifestations of culture shock. Talks to
individuals who need someone to talk to. Informs faculty members of potential difficulties. Coordinates
scheduling of "How we doin'?" check-ups.
Vibes (and Health combined)
Informs students of schedule and options for independent time. Reads excursion and restaurant reviews
(e.g. Zagat’s, Lonely Planet) and provides suggestions to group. Students must report non-program
travel plans to this group, including departure date, time, destination, means of travel and anticipated
return time and date. Informs faculty members of these plans. Keeps track of first-aid kit and carries it
on field trips. Informs faculty members when first-aid supplies are low. Helps with health problems as
much as possible. Reminds students to eat, hydrate, sleep, and take prescription medication as
appropriate. Hears student concerns about possible behavior problems and intervenes as deemed
appropriate. Is especially aware of group's emotional tone and individual manifestations of culture
shock. Talks to individuals who need someone to talk to. Informs faculty members of potential
difficulties. Locates nearest hospital in each city.
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Financial assistant
Assists with the analysis of restaurant bills for group meals not included in program costs. When
separate checks are not provided, helps sort out bill. Requests a copy of menu for reference, collects
money from students and helps to calculate tip. Also collects fines that group deems appropriate.
Sample of special teams added for particular classes
Added for Astronomy in Mexico courses
Astronomy: Assists instructor in leading astronomy labs. Monitors weather forecast for each
evening. Sets up telescope as appropriate. Aids other students in identifying constellations in
the night sky. Learns details of astronomy software (e.g. Starry Night Backyard) usage firsthand
from Dr. Crider.
Software: Learns details of software (e.g. PTGui, GIMP, Starry Night) usage firsthand from Dr.
Crider. Aids other students in using software necessary for Maya Horizon Project.
Hardware: Carries and sets up “LAN in a Can” at each city. Ensures that equipment is secure and
functional at each site. Also distributes and collects GPS units and binoculars when necessary.
Photography: Learns details of photography software (e.g. PTGui, Photoshop Elements ) usage
firsthand from Dr. Crider. Aids other students in the field with shooting techniques and in using
software necessary for Maya Horizon Project. Carries and sets up “LAN in a Can” server at each
city.
A grading scheme for the Functional Leadership Model (for a syllabus –
primary author: Tony Crider)
Students will be divided into leadership teams to coordinate various aspects of the course. The
guidelines below describe behaviors of leadership teams and the corresponding grades. Once
during the course, the faculty members will talk with each team to negotiate a midterm grade. It
is likely that many teams will exhibit attributes from more than one level listed below. For
instance, a team might have performed at a mix of B-level and C-level behaviors, leading to a
grade that is somewhere between a B and a C.
A-level Teams
These teams perform well-above the expectations outlined in the Functional Leadership
descriptions. They take initiative and are creative in the ways they fulfill their team mission.
They might ask professors for advice, but will more often brainstorm independently to
determine how they might be a better team. These people are often volunteering to help out
other groups by doing things not necessarily included in their own team’s objectives. Team
members are consistently punctual when meeting for group events.
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B-level Teams
These teams attempt to excel in the roles outlined in the Functional Leadership descriptions.
They will often ask professors for advice on how to better fulfill their team objectives. Team
members may occasionally be sought out by the Security Team for lagging behind but do not
hold up the group by missing departure times. Members of these teams also seek out ways to
help other groups fulfill their own objectives as needed.
C-level Teams
These teams perform exactly what was asked of them at the beginning of the course in the
Functional Leadership descriptions. Team members may hold up the rest of the group by being
excessively tardy or absent-minded, but this only happens once or twice. While this team
completes its own objectives, its members rarely assist other groups in any capacity beyond
their pre-determined roles.
D-level Teams
On a few occasions, this team has neglected its prescribed duties as outlined in the Functional
Leadership descriptions and someone else was required to do it for them rather than helping
them. These team members have likely developed a reputation for being late and will hold up
the group more than once. These team members do not cooperate well with one another.
F-level Teams
These teams neglected duties as outlined in the Functional Leadership descriptions, leading to a
costly error for the class or an individual. They failed to perform tasks when explicitly asked to
by an instructor. They might have been left behind by the group for failing to meet at a
scheduled rendezvous point. By acting irresponsibly, a member of this group may have
endangered the group. It is possible that this team is so dysfunctional that it must be dissolved.
For questions or additional documents, contact Donna Van Bodegraven
(dbodegra@elon.edu) or ext. 5646.