HOBY Application Form – Due to Gateway on or before Monday, October 13, 2008                        PLEASE PRINT

Name: _______________________________  ID #:_________HR/Teacher: _________________ Rm. #: ____

Visit:  http://www.hoby.org/   E-mail:_____________________________________________________________

HUGH O'BRIAN YOUTH LEADERSHIP - Empower - Lead – Excel.   Since 1958 (through HOBY) more than 355,000 high school students have been educated and motivated; approximately 14,000 sophomores participate annually.
HOBY PROGRAMS PROVIDE the opportunity for selected sophomores to participate in unique leadership training, service-learning and motivation-building experiences through unique weekend programs.  These programs are said to be:  Inspiring, educational, altruistic, energizing, enthusiastic, motivating, transforming, long-lasting, and life-changing.

THE VISION  To motivate and empower individuals to make a positive difference within our global society through understanding and action based on effective and compassionate leadership.  THE MISSION  Hugh O’Brian Youth Leadership provides lifelong leadership development opportunities that empower individuals to achieve their highest potential.  THE CORE VALUES:

• Volunteerism - Volunteerism is the heart and soul of our organization. We appreciate the myriad contributions of our volunteers, and recognize the power of thank you. We seek to promote and encourage volunteerism among our stakeholders. We recognize and value the power of good that volunteers can achieve working together.
• Excellence - Excellence defines who we are and how we conduct our programs, and run our business. We proactively examine our performance and strive to improve in a never ending quest to continually raise our programs and business to new levels of excellence. We pursue excellence with a passion in all we do.
• Organizational Integrity – Organizational integrity forms the foundation of our organization. We demand the highest level of ethics and grow our organization based on interactions that promote mutual trust and respect with our stakeholders. We strive to ensure the highest level of organizational effectiveness by continually reviewing our programs and processes to improve quality and efficiency.
• Diversity – We value and embrace diversity. We seek out views that reflect all walks of life, and reflect those views in our programs. We are sensitive to the special needs and diverse backgrounds of individuals. We give all individuals an opportunity to be heard and to benefit from our programs.
• Innovative Thinking – Our organization grows through innovative thinking. We are not constrained by fixed ideas. We learn from the past, but are not limited by it. We proactively approach challenges and opportunities with innovative thinking to develop creative solutions. We value innovative thinking that has the potential to expand our programs and better serve our stakeholders.
• Community Partnership – We value community partnerships. We recognize the importance of working with our community organizations to reflect the diverse backgrounds of the individuals we seek to serve. We value the input we receive from our community partners, and strive to work together cooperatively and constructively.
• Lifelong Learning Leadership Opportunities – We never stop. We believe that leadership skills can and should be continually improved and refined. We provide programs and services to foster lifelong leadership learning opportunities.
   

List School/Community Leadership Role Highlights below (if attaching another sheet, please use the below format):

Essay Directions:  In only 75 to 100 words (check Tools, Word Count), answer the question below.  Pay attention to spelling, sentence structure, and grammar.  Print (computer generated) your essay on the back of this page; do NOT include your name on the essay since candidate essays are anonymous to the selection committee. “In your school and community, what is the most rewarding and challenging aspect of being a leader for you?”                                                                                         Revised 08/2008