what’s expected of me? (do) we3-25-09. “do” provides you with a vast set of skills to be...

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Module Three

What’s Expected of Me? (DO)

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“DO” provides you with a vast set of skills to be effective in your position by employing the skills in the leadership skills toolbox. These how-to skills include:


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communication, problem solving, planning, and resolving conflict.


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1. How do you create a vision, goals, and plans to effectively get a task done well?


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2. How can you use the Start, Stop, Continue method for assessing progress and delivering feedback in a nonthreatening and highly effective manner?


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3. How do you determine the stage of your team’s development so as to most properly use the Leading EDGE™ to guide your progress?


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3. How do you determine the stage of your team’s development so as to most properly use the Leading EDGE™ to guide your progress?

4. How do you resolve conflict and communicate effectively?


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Position Duties as Servant Leadership


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Position Duties as Servant Leadership Defining Success in Your Position


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Position Duties as Servant Leadership Defining Success in Your Position Ten Tips for Being a Good Patrol Leader


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Position Duties as Servant Leadership Defining Success in Your Position Ten Tips for Being a Good Patrol Leader Eleven Leadership Skills


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Position Duties as Servant Leadership Defining Success in Your Position Ten Tips for Being a Good Patrol Leader Eleven Leadership Skills Communication, Problem Solving, Planning, and Resolving Conflict


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Junior Assistant Scoutmaster (JASM) Duties:


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Functions as an Assistant Scoutmaster.


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Functions as an Assistant Scoutmaster. Performs duties as assigned by Scoutmaster.


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Functions as an Assistant Scoutmaster. Performs duties as assigned by Scoutmaster. Sets a good example.


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Functions as an Assistant Scoutmaster. Performs duties as assigned by Scoutmaster. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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Functions as an Assistant Scoutmaster. Performs duties as assigned by Scoutmaster. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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Functions as an Assistant Scoutmaster. Performs duties as assigned by Scoutmaster. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Senior Patrol Leader (SPL) Duties:


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Runs all troop meetings, events, activities, and the annual program planning conference.


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Runs the patrol leaders’ council meeting.


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Runs the patrol leaders’ council meeting. Appoints other troop junior leaders with the advice and

counsel of the Scoutmaster.


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counsel of the Scoutmaster. Assigns duties and responsibilities to junior leaders


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counsel of the Scoutmaster. Assigns duties and responsibilities to junior leaders Assists the Scoutmaster with junior leader training.


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counsel of the Scoutmaster. Assigns duties and responsibilities to junior leaders Assists the Scoutmaster with junior leader training. Sets a good example.


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counsel of the Scoutmaster. Assigns duties and responsibilities to junior leaders Assists the Scoutmaster with junior leader training. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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counsel of the Scoutmaster. Assigns duties and responsibilities to junior leaders Assists the Scoutmaster with junior leader training. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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counsel of the Scoutmaster. Assigns duties and responsibilities to junior leaders Assists the Scoutmaster with junior leader training. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout spirit.


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Assistant Senior Patrol Leader (ASPL) Duties:


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Helps the senior patrol leader lead meetings and activities.


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Runs the troop in the absence of the senior patrol leader.


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Runs the troop in the absence of the senior patrol leader. Helps train and supervise the troop scribe, quartermaster,

instructor, librarian, historian, and the chaplain aide.


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instructor, librarian, historian, and the chaplain aide. Serves as a member of the patrol leaders’ council.


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instructor, librarian, historian, and the chaplain aide. Serves as a member of the patrol leaders’ council. Sets a good example.


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instructor, librarian, historian, and the chaplain aide. Serves as a member of the patrol leaders’ council. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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instructor, librarian, historian, and the chaplain aide. Serves as a member of the patrol leaders’ council. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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instructor, librarian, historian, and the chaplain aide. Serves as a member of the patrol leaders’ council. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Patrol Leader (PL) Duties:


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Appoints the Assistant Patrol leader.


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Appoints the Assistant Patrol leader. Represents the patrol on the patrol leaders’ council


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Appoints the Assistant Patrol leader. Represents the patrol on the patrol leaders’ council Plans and steers patrol meetings.


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Appoints the Assistant Patrol leader. Represents the patrol on the patrol leaders’ council Plans and steers patrol meetings. Helps Scouts advance (knows what the members of his

patrol need in order to advance!).


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol.


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol. Keeps patrol members informed.


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol. Keeps patrol members informed. Knows what his patrol members and other leaders can do.


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol. Keeps patrol members informed. Knows what his patrol members and other leaders can do. Sets the example.


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol. Keeps patrol members informed. Knows what his patrol members and other leaders can do. Sets the example. Wears the uniform correctly.


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol. Keeps patrol members informed. Knows what his patrol members and other leaders can do. Sets the example. Wears the uniform correctly. Lives by the Scout Oath and Law.


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patrol need in order to advance!). Acts as the chief recruiter of new Scouts to join the patrol. Keeps patrol members informed. Knows what his patrol members and other leaders can do. Sets the example. Wears the uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Assistant Patrol Leader (APL) Duties:


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Helps the patrol leader plan and steer patrol meetings and activities.


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Helps him keep patrol members informed.


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Helps him keep patrol members informed. Helps the patrol get ready for all Troop activities.


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Helps him keep patrol members informed. Helps the patrol get ready for all Troop activities. Represents his patrol at patrol leaders’ council meetings

when the patrol leader cannot attend.


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when the patrol leader cannot attend. Lends a hand controlling the patrol and building patrol

spirit.


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spirit. Sets a good example.


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spirit. Sets a good example. Wears the uniform correctly.


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spirit. Sets a good example. Wears the uniform correctly. Lives by the Scout Oath and Law.


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spirit. Sets a good example. Wears the uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Cheermaster Duties:


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Cheermaster Duties:

Plans, conducts, and/or ensures at least one campfire program at all Troop campouts.


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Cheermaster Duties:


Leads the Troop in at least one song or yell during every regular troop meting.


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Cheermaster Duties:


Leads the Troop in at least one song or yell during every regular troop meting. Works with patrols and patrol leaders to ensure that each patrol has a patrol cheer

and a patrol flag.


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Cheermaster Duties:



and a patrol flag. Works with SPL and ASPL to ensure that the Troop has a Troop cheer.


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Cheermaster Duties:



and a patrol flag. Works with SPL and ASPL to ensure that the Troop has a Troop cheer. Set a good example.


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Cheermaster Duties:



and a patrol flag. Works with SPL and ASPL to ensure that the Troop has a Troop cheer. Set a good example. Enthusiastically, consistently, and correctly wears the Scout uniform.


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Cheermaster Duties:



and a patrol flag. Works with SPL and ASPL to ensure that the Troop has a Troop cheer. Set a good example. Enthusiastically, consistently, and correctly wears the Scout uniform. Lives by the Scout Oath and Law.


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Cheermaster Duties:



and a patrol flag. Works with SPL and ASPL to ensure that the Troop has a Troop cheer. Set a good example. Enthusiastically, consistently, and correctly wears the Scout uniform. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Troop Instructor Duties:


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Teaches basic Scouting skills in troop and patrols.


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Teaches basic Scouting skills in troop and patrols. Sets a good example.


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Teaches basic Scouting skills in troop and patrols. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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Teaches basic Scouting skills in troop and patrols. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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Teaches basic Scouting skills in troop and patrols. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Troop Guide Duties: Introduces new Scouts to troop operations. Guides new Scouts through early Scouting activities. Shields new Scouts from harassment by older Scouts. Helps new Scouts earn First Class in their first year. Teaches basic Scout skills. Coaches the patrol leader of the new Scout patrol on his

duties. Works with the patrol leader at patrol leaders’ council

meetings. Works with the patrol leader at patrol leaders’ council

meetings. Attends patrol leaders’ council meetings WITH the patrol

leader of the new Scout patrol. Assists the assistant Scoutmaster with training. Counsels individual Scouts on Scouting challenges. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Quartermaster Duties:


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Keeps records on patrol and troop equipment.


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Keeps records on patrol and troop equipment. Makes sure equipment is in good working condition.


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Keeps records on patrol and troop equipment. Makes sure equipment is in good working condition. Issues equipment and makes sure it’s returned in good

condition.


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condition. Makes suggestions for new or replacement items.


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condition. Makes suggestions for new or replacement items. Works with the troop committee member responsible for

equipment.


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equipment. Sets a good example.


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equipment. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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equipment. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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equipment. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Chaplain Aide Duties:


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Assists the troop chaplain with religious services at troop activities.


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Tells Scouts about the religious emblem program for their faith.


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Makes sure religious holidays are considered during troop program planning


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Helps plan for religious observance in troop activities.


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Helps plan for religious observance in troop activities. Sets a good example.


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Helps plan for religious observance in troop activities. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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Helps plan for religious observance in troop activities. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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Helps plan for religious observance in troop activities. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Troop Scribe Duties:


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Attends and keeps log of patrol leaders’ council meetings


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Attends and keeps log of patrol leaders’ council meetings Records individual Scout attendance and dues payments


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Attends and keeps log of patrol leaders’ council meetings Records individual Scout attendance and dues payments Records individual Scout advancement progress


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Attends and keeps log of patrol leaders’ council meetings Records individual Scout attendance and dues payments Records individual Scout advancement progress Works with the troop committee member responsible for

records and finance.


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records and finance. Sets a good example.


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records and finance. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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records and finance. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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records and finance. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Den Chief Duties:


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Den Chief Duties:

Knows the purposes of Cub Scouting.


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Den Chief Duties:

Knows the purposes of Cub Scouting. Helps Cub Scouts advance through Cub Scout ranks.


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Den Chief Duties:

Knows the purposes of Cub Scouting. Helps Cub Scouts advance through Cub Scout ranks. Encourages Cub Scouts to join a Boy Scout troop upon

graduation.


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Den Chief Duties:


graduation. Assists with activities in the den meetings.


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Den Chief Duties:


graduation. Assists with activities in the den meetings. Is a friend to the boys in the den.


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Den Chief Duties:


graduation. Assists with activities in the den meetings. Is a friend to the boys in the den. Sets a good example.


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Den Chief Duties:


graduation. Assists with activities in the den meetings. Is a friend to the boys in the den. Sets a good example. Enthusiastically wears the Scout uniform correctly.


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Den Chief Duties:


graduation. Assists with activities in the den meetings. Is a friend to the boys in the den. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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Den Chief Duties:


graduation. Assists with activities in the den meetings. Is a friend to the boys in the den. Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Troop Librarian Duties:


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sets up and cares for troop library ◦ records new troop books and pamphlets ◦ runs troop lending library and follows up on late returns


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Sets a good example.


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Sets a good example. Enthusiastically wears the Scout uniform correctly.


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Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Troop Historian Duties:


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gathers pictures and facts about past troop activities


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook cares for troop trophies, ribbons, souvenirs


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook cares for troop trophies, ribbons, souvenirs keeps information about former troop members


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook cares for troop trophies, ribbons, souvenirs keeps information about former troop members Sets a good example.


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook cares for troop trophies, ribbons, souvenirs keeps information about former troop members Sets a good example. Enthusiastically wears the Scout uniform correctly.


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook cares for troop trophies, ribbons, souvenirs keeps information about former troop members Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law.


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gathers pictures and facts about past troop activities keeps troop historical file and/or scrapbook cares for troop trophies, ribbons, souvenirs keeps information about former troop members Sets a good example. Enthusiastically wears the Scout uniform correctly. Lives by the Scout Oath and Law. Shows Scout Spirit.


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Position Duties as Servant Leadership Defining Success in Your Position


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Do people believe that you are willing to sacrifice your own self-interest for the good of the group?

Do people believe that you want to hear their ideas and will value them?

Defining Success in Your Position

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Do people believe that you want to hear their ideas and will value them? Do people believe that you will understand what is happening in their lives and how it

affects them? Do people come to you when the chips are down or when something traumatic has

happened in their lives?


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Do people believe that you want to hear their ideas and will value them? Do people believe that you will understand what is happening in their lives and how it

affects them? Do people come to you when the chips are down or when something traumatic has

happened in their lives? Do others believe that you have a strong awareness for what is going on?


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Do others follow your requests because they want to as opposed to because they “have to”?

Do others communicate their ideas and vision for the organization when you are around?


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Do others have the confidence in your ability to anticipate the future and its consequences?

Do others believe you are preparing the organization to make a positive difference in the world?


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Do others have the confidence in your ability to anticipate the future and its consequences?

Do others believe you are preparing the organization to make a positive difference in the world?

Do people believe that you are committed to helping them develop and grow? Do people feel a strong sense of community in the organization that you lead?


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Now, the learning and experiences involved are part of the Scout's leadership by


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◦ Leading to ongoing yearly to plan and implement the troop activity program.


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◦ Leading to ongoing yearly to plan and implement the troop activity program. ◦ Leading to ongoing monthly program planning in the PLC.


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◦ Leading to ongoing yearly to plan and implement the troop activity program. ◦ Leading to ongoing monthly program planning in the PLC. ◦ The SPL is involved in gathering information and preparing for the meeting.


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◦ Leading to ongoing yearly to plan and implement the troop activity program. ◦ Leading to ongoing monthly program planning in the PLC. ◦ The SPL is involved in gathering information and preparing for the meeting. ◦ Highlights program planning and execution as an ongoing, continuous process.


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Also there are many other opportunities for junior leader can do


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Attend regularly on an ongoing basis at: ◦ PLC meetings ◦ Troop campouts ◦ Troop outings ◦ Special leadership campouts, outings and events.


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Attend regularly on an ongoing basis at: ◦ PLC meetings ◦ Troop campouts ◦ Troop outings ◦ Special leadership campouts, outings and events.

Intended to rotate on a 3 year basis to: ◦ Provide ongoing, relevant and fresh training experiences for all scouts. ◦ Involve senior scouts as teachers/trainers for younger scouts.


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You may also know how to


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You may also know how to◦ Organize a patrol


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You may also know how to◦ Organize a patrol◦ Use a duty roster


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills◦ Be safe on troop and patrol outing


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills◦ Be safe on troop and patrol outing◦ Manage troop and patrol equipment


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills◦ Be safe on troop and patrol outing◦ Manage troop and patrol equipment◦ Teamwork exercises


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills◦ Be safe on troop and patrol outing◦ Manage troop and patrol equipment◦ Teamwork exercises ◦ Problem solving skills and techniques


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills◦ Be safe on troop and patrol outing◦ Manage troop and patrol equipment◦ Teamwork exercises ◦ Problem solving skills and techniques ◦ Conflict resolution.


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You may also know how to◦ Organize a patrol◦ Use a duty roster◦ Plan menus and cost control◦ Identify resources◦ Stimulate advancement◦ Encourage and control patrol competition◦ Teach skills◦ Be safe on troop and patrol outing◦ Manage troop and patrol equipment◦ Teamwork exercises ◦ Problem solving skills and techniques ◦ Conflict resolution. ◦ Ethics in Action


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and other tools


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and other tools

Troop calendar


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and other tools

Troop calendar

Troop meetings


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and other tools

Troop calendar

Troop meetings

Troop activities


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and other tools

Troop calendar

Troop meetings

Troop activities

Patrol leaders' council (PLC)


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and other tools

Troop calendar

Troop meetings

Troop activities


Public service


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and other tools

Troop calendar

Troop meetings

Troop activities


Public service

Outdoor activities


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Position Duties as Servant Leadership Defining Success in Your Position Ten Tips for Being a Good Patrol Leader


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Keep Your Word. Don’t make promises you can’t keep.

Be Fair to All. A good leader shows no favorites. Don’t allow friendships to keep youfrom being fair to all members of your patrol. Know who likes to do what, and assignduties to patrol members by what they like to do.

Be a Good Communicator. You don’t need a commanding voice to be a good leader,but you must be willing to step out front with an effective “Let’s go.” A good leaderknows how to get and give information so that everyone understands what’s going on.

Be Flexible. Everything doesn’t always go as planned. Be prepared to shift to “plan B”when “plan A” doesn’t work.

Be Organized. The time you spend planning will be repaid many times over. At patrolmeetings, record who agrees to do each task, and fill out the duty roster before goingCamping.

Ten Tips for Being a Good Patrol Leader

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Delegate. Some leaders assume that the job will not get done unless they do itthemselves. Most people like to be challenged with a task. Empower your patrolmembers to do things they have never tried.Set an Example. The most important thing you can do is lead by example. Whatever youdo, your patrol members are likely to do the same. A cheerful attitude can keepeveryone’s spirits up.

Be Consistent. Nothing is more confusing than a leader who is one way one moment and another way a short time later. If your patrol knows what to expect from you, they will more likely respond positively to your leadership.

Give Praise. The best way to get credit is to give it away. Often a “Nice job” is all thepraise necessary to make a Scout feel he is contributing to the efforts of the patrol.

Ask for Help. Don’t be embarrassed to ask for help. You have many resources at yourdisposal. When confronted with a situation you don’t know how to handle, ask someonewith more experience for some advice and direction.

Ten Tips for Being a Good Patrol Leader

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Position Duties as Servant Leadership Defining Success in Your Position Ten Tips for Being a Good Patrol Leader Eleven Leadership Skills


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1. UNDERSTANDING THE NEEDS AND CHARACTERISTIC

Each individual member of the group has certain needs and characteristics.

1. A leader should understand his own needs and characteristics.

2. A leader should understand the needs and characteristics of each member of the

group. This helps the leader to deal with each person as an individual, to treat that

individual with respect, and to help the person grow.

3. This understanding helps in planning the program and in getting things done.

4. This understanding creates trust and builds confidence among group members.

Through conversation and informal surveys of post members, try to find out:

• Why they joined your post

• What they expect from the post’s programs

• What their major interests are

• What their plans for the future area OF THE TROOP

Eleven Leadership Skills

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2. KNOWING AND USING THE RESOURCES OF THE GROUP

Resources include all those things necessary to do a job. Resources also include people, because people have knowledge and skills. Knowledge is what a person learns through familiarity or experience-what you know. Skill is the ability to use what you know. Attitude includes the desire to do something-motivation-and the belief that you can do it-confidence.

When the leader uses the knowledge and skills of group members to get a job done,

the members gain experience and improve skills. They also develop a positive attitude toward using a skill.

• Keep the troop’s resource survey up-to-date and use it in planning.

• Understand the purpose and resources of your chartered organization.

• Survey the member’s parents; include them in your program capability inventory.

• Find out your member’s skills, interests, and resources.


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3. COMMUNICATING

To improve your skills in getting information:

• Pay attention and listen carefully.

• Make notes and

• Ask questions and repeat your understanding of what was said.

To improve your skills in giving information:

• Be sure others are listening before you speak.

• Speak slowly and clearly.

• Draw diagrams, if needed. Ask those receiving information to take notes.

• Have the listeners repeat their understanding of what was said. Encourage questions.


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4. PLANNING

Planning is an important part of everything we do in Scouting. The following is a

simple process for planning:

• Consider the task and objectives. What do you want to accomplish?

• 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.


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5. CONTROLLING GROUP PERFORMANCE

A leader influences the performance of the group and individual members through his

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 e 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 difference 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 controlling the group. When working

with post members, do the following:

• Continually observe the group. Know what is happening 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.


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6. 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 members helped or hurt?

• Was participation equally distributed among group members?

• Did the group enjoy the activity?

• Did the group handle conflicts well?


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7. 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. Without this skill, all the other skills will be useless. One way to think about setting the example is to imagine yourself as a member of a group and think about how you would like your leader to act.


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8. SHARING LEADERSHIP

While there are various ways to exercise leadership, the goal of Scouting leadership is exemplified in a quote from the ancient Chinese philosopher, Lao-Tzu: “But of a good leader…When the work is done, his aim fulfilled, they will say, ‘We did this ourselves.’”

The Scouting leaders want to give troop and patrol members the skills he possesses, not to use those skills in ways that keep the troop weak or dependent. He offers leadership opportunities to troop members and teaches them the skills they need.


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9. COUNSELING

Counseling is important• To help people solve problems• To encourage or reassure• To help a Scout reach his potential

Counseling can be effective when a person is• Undecided – he can’t make a decision• Confused – he doesn’t have enough information or has too much information.• Locked in – he doesn’t know any alternatives.

How do you counsel?• First, try to understand the situation. Listen carefully. Summarize. Check the facts.

Paraphrase to make sure you understand.• Second, help list as many options as possible.• Third, help list the disadvantages of the options.• Fourth, help list the advantages of the options.• Finally, let the person decide on a solution. The counselor’s role is to give

encouragement and information, not advice.


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10. REPRESENTING THE GROUP

Where do you represent the troop? PLC leaders represent the troop at troop committee meetings, and planning conferences, and to the chartered organization.

The senior patrol leader represents the troop in two situations:

• Without consultation - when he or she doesn’t have the opportunity to consult with post officers about a decision

• With consultation - when he or she can meet with post officers about the issue

In some cases the SPL must represent the troop decision exactly; in other cases, he must use independent judgment. You will need to solicit and analyze members’ views and attempt to represent those views within the guidelines of your troop, your chartered organization, and Scouting.


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11. EFFECTIVE TEACHING

Effective teaching is a process to increase the knowledge, skills, and attitudes of the group and its members. The focus is on learning, not teaching. For teaching to be effective, learning must take place.

The steps of effective teaching include

• Choosing the learning objectives

• Providing a discovery experience that helps the learner understand the need for the skill

• Demonstrating or explaining the skill

• Allowing the learner to practice the skill

• Evaluating the process


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Leadership can be a bit like eating apple pie; eat an entire pie by yourself and there will be none left to share with anyone else. Chances are you will get a stomachache, too.

Slicing Up the Leadership Pie

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Position Duties as Servant Leadership Defining Success in Your Position Ten Tips for Being a Good Patrol Leader Eleven Leadership Skills Communication, Problem Solving, Planning, and Resolving Conflict


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Leadership can be a bit like eating apple pie; eat an entire pie by yourself and there will be none left to share with anyone else. Chances are you will get a stomachache, too.

Cut that pie into pieces and give each patrol member a slice though, and everyone can enjoy it and will come away from the experience feeling good about the whole thing.

Slicing Up the Leadership Pie

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Teaching is communicating. You’re sharing information. You’re moving ideas from inside of your head to the insides of the heads of others.

Communication Skills

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Good communications skills go a long way in making teaching possible.


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Good communications skills go a long way in making teaching possible.

Ask participants to point out a few of the communications skills you have been using to teach this session on the Teaching EDGE. If you wish, you can ask them for a brief evaluation of your communications skills, using Stop, Start, Continue. The point here is to make participants aware of the power of communications skills in teaching effectively.


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Communications Skills Checklist

___ Neutral Position. The speaker stands comfortably before the patrol, hands at his sides.

___ Feet. The speaker positions himself where everyone can see and hear him. If possible, the speaker moves around during the presentation.

___ Hands. The speaker uses his hands as communicating tools.

___ Mouth. The speaker communicates loudly enough for everyone to hear, and clearly enough for everyone to understand. He varies the tone of his voice as he talks.

___ Eyes. The speaker makes eye contact with listeners.

___ Ears. The speaker is aware of his audience.


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A. Identifying the Decision

Decision Making

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When a problem presents itself, you need to do several things:

Decision Making

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1. find out as much as you can about the problem,

Decision Making

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2. develop a list of all of the possible solutions to it,

Decision Making

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3. determine the advantages and disadvantages of the possible solutions, and

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3. determine the advantages and disadvantages of the possible solutions, and

4. execute the best solution.

Decision Making

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Some problems may be simple and have only one real solution, such as:

P: The fire buckets are empty.

S: Go fill them with water or dirt.

However, some are more difficult: Where should our campsite be located? Who will drive for the campout? The key idea in problem solving is to think about all of the alternatives before selecting a course of action. Frequently, considering all options is best in complex problems, such as negotiating a dispute between two patrol members. This way one may fall back on other courses of action or one is prepared in the event the situation changes. An example of this is to pack rain gear for a campout that it is not supposed to rain on-just in case. As a leader you should be open to suggestions, but remember that it is YOU that makes the decisions and your decisions must be THE course of action taken by your people. If they do not understand this, you need to take them aside and explain it to them.

Decision Making

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B. Determining Options Available

It is best to develop three distinct solutions to any problem. This sometimes isn't possible, other times, four or more equally plausible solutions present themselves. Feel free to ask advice of your people to see what they think possible solutions are and which solution they think should be selected.

Decision Making

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B. Determining Options Available

It is best to develop three distinct solutions to any problem. This sometimes isn't possible, other times, four or more equally plausible solutions present themselves. Feel free to ask advice of your people to see what they think possible solutions are and which solution they think should be selected.

After having considered their opinions as well as all other information on the subject, make your decision. The importance and speed of the decision dictates how much effort you should put into researching possible options. If a fire has broken out, don't waste valuable time deciding who should help with it and what to take, just tell everyone to grab what they can and go help. In deciding on a menu, however, careful consideration must be made to dietary needs, storage size and weight, and cooking practicality. There are lots of resources for this sort of decision and plenty of time.

Decision Making

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C. Determining Solutions - Best Case v. Worst Case

Sometimes the options for a decision may include the Best Case Scenario or Worst Case Scenario. This means that the decision you make will depend upon the outcome you wish to prepare for. In some cases, you want to determine what will happen if everything goes wrong. This is how you want to think whenever you actually make the decision. In addition to that, you will also want to consider what happens if your luck is all good. For instance, a person has a sum of money. He is considering an option to play the stock market where there is potential for tremendous gain or loss. In the worst case scenario, the stock market will crash and he will lose his money. In the best case scenario, he will become a millionaire. The decision becomes: is it okay to risk this money? If not, then this course of action is ruled out and some other possibility is to be selected.

Decision Making

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Your patrol has arrived at a campout.

Q1: What do you do? (Determine the tasks you have to accomplish.) Prioritize these tasks in order of importance (so you can do the most important tasks first.)

(__) Set up camp

(__) Set up Patrol Box and other patrol gear

(__) Set up personal tents

(__) Gather firewood

(__) Set up Dining Fly

(__) Take attendance

(__) Decide where to camp

Situation

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Q2: Where do you camp? How do you make this decision? Use the Decision-Making Process:

Situation

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Identify the Decision - "Where do we camp?“

Situation

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Identify the Decision - "Where do we camp?"

Gather Information

Situation

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Gather Information

Determine all of the possible solutions. Determine their probable outcomes.

Situation

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Gather Information


Make your decision and stick to it. Be prepared to explain your decision to others.

Situation

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Gather Information



Assume there are 3 possible campsites.

Situation

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Gather Information




So, what have we learned about decision-making?

Situation

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Gather Information




So, what have we learned about decision-making?

Answer:

Gather as much information as possible BEFORE making your decision.

Situation

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A. Crises

Dealing with Problems

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A. Crises

Every once in a while an unexpected event powerful enough to disrupt your plans and timetable will occur. When this happens, determine the nature of the situation quickly.


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A. Crises


First and foremost, remain calm and ask yourself if this is a real and true crisis or if it is just an interruption of your plans. If there is a safety issue at stake, act fast and alert others to the danger and command them to act also. If there is no safety issue at stake, think how this event has affected your plans, your instructions, your time allowed for tasks, and how it has affected your people and resources. If the crisis MUST be dealt with before resuming your previous routine, remember where you are in your routine and set all your resources to solving the crisis. Break the crisis down into tasks and assign people to them.


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A. Crises


First and foremost, remain calm and ask yourself if this is a real and true crisis or if it is just an interruption of your plans. If there is a safety issue at stake, act fast and alert others to the danger and command them to act also. If there is no safety issue at stake, think how this event has affected your plans, your instructions, your time allowed for tasks, and how it has affected your people and resources. If the crisis MUST be dealt with before resuming your previous routine, remember where you are in your routine and set all your resources to solving the crisis. Break the crisis down into tasks and assign people to them.

Once complete, regroup your people and set them back to work doing that which remains to be done.


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B. Challenges to Authority


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Another thorn that leaders must deal with is a person that will not cooperate. There are four possible reasons for this:


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◦ the instructions that you have given were unclear,


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◦ the instructions that you have given were unclear, ◦ your instructions have been misinterpreted,


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◦ the instructions that you have given were unclear, ◦ your instructions have been misinterpreted, ◦ distraction, or


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◦ the instructions that you have given were unclear, ◦ your instructions have been misinterpreted, ◦ distraction, or ◦ disrespect and refusal to obey.


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Regardless of what the problem is, you need to take the person aside, well out earshot and preferable out of sight, and talk with him one-to-one. Under no circumstances should you talk with him about this in public. This will only cause him to be embarrassed and hurt in front of his peers. (Don't forget to leave your assistant in charge while you are gone).


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Regardless of what the problem is, you need to take the person aside, well out earshot and preferable out of sight, and talk with him one-to-one. Under no circumstances should you talk with him about this in public. This will only cause him to be embarrassed and hurt in front of his peers. (Don't forget to leave your assistant in charge while you are gone).

Once aside, ask this individual if the instructions you have given are clear. If he says no, clarify them and make sure he understands them and repeats the instructions back to you in his own words. Then send him back to do them.


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If he still is a problem, take him back aside and repeat this procedure once. If the person understands the instructions, then find out if he knows how, or is capable of carrying them out. If not, find out why and if necessary have him swap duties with someone who CAN carry out the given task(s) for tasks that he can accomplish.


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If he still is a problem, take him back aside and repeat this procedure once. If the person understands the instructions, then find out if he knows how, or is capable of carrying them out. If not, find out why and if necessary have him swap duties with someone who CAN carry out the given task(s) for tasks that he can accomplish.

When a person becomes distracted, take him aside and ask him why he is not doing what you asked of him. Usually he will not be able to answer satisfactorily. (Common excuses range from "well John's not doing it either" to "I'll get to it in a minute" to the famous "I don't know" or whatever). Explain to him that his job needs doing now and that if he doesn't pull his own weight, someone else will simply have to do his job for him and that will make people mad at him. You need to encourage that sense of meaning and duty that will motivate him to follow you. Perhaps pointing out examples of others who are working will help.


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If a person directly disobeys you, take him aside and ask him why. He will probably explain that he doesn't follow your instructions because he doesn't respect your authority, he feels that the task is not suitable for him, or that he should not have to work because others are also not working. If he does not respect your authority or the task is not suitable for him, find out why. Discuss with him how you might work together.


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Negotiate. This may require some arbitration by an outside neutral source, such as an Adult Leader. If he feels that he should not have to work because others are not working, explain to him that it is BECAUSE others are not working that you are going around and talking to people. Tell him that you are getting people to work and that you yourself are working right beside those that are.


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Negotiate. This may require some arbitration by an outside neutral source, such as an Adult Leader. If he feels that he should not have to work because others are not working, explain to him that it is BECAUSE others are not working that you are going around and talking to people. Tell him that you are getting people to work and that you yourself are working right beside those that are.

Explain to him that if the patrol is to function, everyone needs to pitch in. If you encounter several people with this attitude, it is time to pull the patrol together and give a speech. Talk to your patrol in straight terms. Explain to them that the patrol is experiencing some problems but will work through them and that every man needs to pitch in and help.


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If your patrol still blows you off at this point, you need to seek help. Dealing with problem Scouts is much the same as pulling weeds - get to it fast or it will be out of control. And remember, take each Scout aside when you have a chat. Remember that any person can become a problem at almost any time and can become productive just as quickly if you talk with him.


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C. Counseling


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C. Counseling

Once in a while, someone will come to you with secrets or problems, either as a function of your position (Patrol Leader, SPL, etc.) or because he trusts you as a person. If you are told something in confidence, do not destroy that trust. The ONLY case in which you have a duty to tell anyone else what you have been told is where you believe the person has done or is doing/contemplating an illegal or immoral act. In this case and this case only seek a trusted, responsible adult leader, take him aside, explain your situation, and ask for his advice.


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C. Counseling

Once in a while, someone will come to you with secrets or problems, either as a function of your position (Patrol Leader, SPL, etc.) or because he trusts you as a person. If you are told something in confidence, do not destroy that trust. The ONLY case in which you have a duty to tell anyone else what you have been told is where you believe the person has done or is doing/contemplating an illegal or immoral act. In this case and this case only seek a trusted, responsible adult leader, take him aside, explain your situation, and ask for his advice.

When asked about moral dilemmas, don't tell people what to do-tell them what you would do. If you don't know, tell them you don't know and should seek further advice.


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If someone just wants to talk, just listen. Most of the times people have ever talked through problems with you, they weren't actually asking for your opinion, they just wanted to reflect and validate their decision. Above all, don't try to psycho-analyze, just give your opinions honestly and with conscience. If a person sees few or no doors, see if you can give them more options. Be a friend.


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Lastly, if you do not know your people, find out about them. See Caring for Your Command below. If a person has conditions or psychological problems which you are not equipped to deal with, tell him this and find him someone who can help him-if not an adult, then perhaps the SPL or a Leadership Corps person, or even another patrol member.


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On a cold campout, many patrol members refuse to get up for breakfast. Opening ceremonies are in two hours. Bacon and eggs need to be cooked.

Case Studies

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What do PL and APL need to do?

Case Studies

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A fight has broken out between patrol members. The APL goes and gets the PL to break it up.

Did the APL do the right thing? How should the PL handle the situation?

Case Studies

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A fight has broken out between patrol members. The APL goes and gets the PL to break it up.

Did the APL do the right thing? How should the PL handle the situation?

The troop has just arrived at a campout. Most of the patrol is getting equipment from the trailer. However, the PL notices three Scouts chasing each other around, clearly not going to gather equipment as ordered.

What should the PL tell the APL to do? What should the PL do about the Scouts?

Case Studies

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The Senior Patrol Leader has announced that on the next campout, all patrol campsites are to be inspected. It is now Saturday morning at the campout and it is cold so breakfast is going slowly. Word has been sent that the inspection is going to happen just before morning assembly which is an hour from now. Some patrol members have just finished eating and are beginning to wander off. The fire is low and there is no KP water on. You have 6 patrol members in your patrol on this campout.

Case Studies

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What do you do?

Case Studies

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What do you do? What are the tasks that you must accomplish before morning assembly?

Case Studies

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What do you do? What are the tasks that you must accomplish before morning assembly? What priority should these tasks take?

Case Studies

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What do you do? What are the tasks that you must accomplish before morning assembly? What priority should these tasks take? How many patrol members should be assigned to each task?

Case Studies

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What do you do? What are the tasks that you must accomplish before morning assembly? What priority should these tasks take? How many patrol members should be assigned to each task? Can you get it all done in a half hour?

Case Studies

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What do you do? What are the tasks that you must accomplish before morning assembly? What priority should these tasks take? How many patrol members should be assigned to each task? Can you get it all done in a half hour? What are some alternatives?

Case Studies

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You know what success looks like, now how are you going to get there?

GOALS

Time To Talk To Your Scoutmaster…

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Specific

Goals Should Be…

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Specific

Measurable

Goals Should Be…

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Specific

Measurable

Attainable

Goals Should Be…

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Specific

Measurable

Attainable

Realistic

Goals Should Be…

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Specific

Measurable

Attainable

Realistic

Time based

Goals Should Be…

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One Patrol Leaders Goals

Hold a minimum of two patrol meeting per month. Each Patrol member will earn a minimum of two merit badges during my term. Plan and Lead two Service Projects in the community during your term. Ensure that each member of the Patrol is notified of Troop Activities as soon as the

information is available.

Example

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You are now officially trained in your leadership position.

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For you as a leader, now the hard stuff starts.

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◦ Live by the Scout Oak and Law.

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◦ Show and help develop Scout spirit.

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◦ Be a good example to the other member of his patrol and his brothers and sisters.

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◦ Be a good example to the other member of his patrol and his brothers and sisters.

BE A GOOD ONE!

what’s expected of me? (do) we3-25-09. “do” provides you with a vast set of skills to be...

Documents

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vast set of skills

position we3

servant leadership we3

effective manner

doposition duties

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