Principle 2
Build Leaders
Build skilled and confident leaders
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Learning experiences should do more than teach people to complete tasks. Learners should be empowered to think big and use what they learn to make a lasting impact. I design learning experiences that equip people with practical skills to lead at any level and from any role, whether that means leading action-oriented meetings at a nonprofit or empowering educators to lead the charge on incorporating innovative teaching strategies. My approach emphasizes relevance and real-world application, ensuring that leadership development feels attainable and meaningful for all.
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I encourage this growth by creating a safe and supportive environment where learners can practice new skills through scaffolded activities. I give participants opportunities to experiment, make mistakes, and grow through hands-on practice. Feedback and coaching are central to this process. I not only work with learners to identify areas for improvement, but I also highlight strengths that learners can build upon. Learners leave with a vision of how they can make an impact in their own unique way as a capable leader.
Principle 2 In Action
Project Overview
CASA of Franklin County is an organization where trained advocates support kids in the child welfare system. We developed a peer support model where experienced volunteers lead collaborative problem-solving groups. The goal was to create a space where volunteers could share challenges, exchange strategies, and support one another in their advocacy work. To make this vision a reality, we needed to equip experienced volunteers with facilitation skills that would allow them to lead with confidence and empathy.
My Role
I led the design and implementation of a training program for volunteer facilitators. After consulting with CASA’s Peer Training Team, I identified the core facilitation skills needed to foster productive, inclusive group discussions. I then designed and facilitated a 3-hour hands-on training session that introduced best practices in groups facilitation.
Instructional Approach
The training emphasized relevance and learner ownership. Rather than delivering a rigid set of rules, I created a collaborative learning environment where facilitators could explore, adapt, and personalize facilitation strategies through guided discussion. I asked targeted, reflective questions that encouraged participants to draw on their own experiences and envision how they could foster spaces where every volunteer feels heard, supported, and successful. To support this process, I built in ample time for open discussion, allowing participants to surface challenges, share insights, and co-create solutions. My role was not only to provide structure but also to guide the conversation in a focused and productive direction. This approach helped participants feel empowered to shape their own leadership style and left them with a clear, personalized vision for how they could lead their support groups.
Outcome
Facilitators left the training with a clear understanding of foundational facilitation practice and a personalized plan for applying them. They expressed increased confidence and enthusiasm about leading their groups. To reinforce learning, I created a follow-up resource that documented both the best practices and the facilitators’ own ideas for implementation. Nearly a year later, the peer support groups continue to thrive, and volunteers consistently report that these groups are a valuable part of their CASA experience.