Sharing Leadership

Five styles of leadership are:

1. Telling (or ordering).
• The leader alone identifies the problem, makes the decisions, and directs the activities.
• The style may or may not involve the opinions of the group members.
2. Persuading (or selling).
• The leader still makes the decision.
• The leader must "sell" the decision to the group to get cooperation.
3. Consulting.
• Group members participate and provide input.
• The leader still makes the final decision, usually based on group suggestion.
4. Delegating.
• The leader identifies the problem, sets rules, and then turns the problem over to the group or one of its members.
• The leader accepts the decision of the group if it falls within the boundaries and guidelines established.
• While authority may be delegated, the responsibility must remain with the leader.
5. Joining.
• The leader steps down as leader and joins the group.
• The leader agrees in advance to abide by the group's decisions.

No single leadership style is "best."

Evaluating

When a program or project has been completed, it is important to find out how well the objectives were met and if improvements can be made for the future. An evaluation should reflect

• the effect on the total group and
• the effect on each individual member.

Six simple questions can be used to evaluate almost any project or program.

• The first three questions relate to the group's success in carrying out the project.
1. Did the job get done?
2. Was it done right?
3. Was it done on time?
• The second three questions relate to individual group members.
1. Did everybody take part?
2. Did they enjoy themselves?
3. Do they want more?

Evaluations should be done both

Effective Teaching

Effective teaching is controlling the learning of an individual or a group. Five elements are involved, but these are not necessarily steps in a sequence.

1. Learning objectives.
• Before attempting to teach, it is important to know what is to be taught.
• To determine learning objectives ask, "What should the participants be able to do by the end of the session?"
• Learning objective should clearly state what someone should be able to do at the end of the session.
• The learning objectives should be written down as guidelines to the instructor.
• The objectives usually will determine the content of the instruction.
2. Discovery.
• In a "discovery" one of three things happens:
1. People discover that they do know something.
2. People discover that they need to know something.
3. People discover that they desire to learn more about something.
• Sometimes a discovery just happens. An alert leader can turn this happening into a learning experience referred to as "opportunity teaching."
• An instructor often will set up a discovery as the introduction to a learning activity. A discovery can be simply a leading question, or more complicated as in dramatic role-playing.
3. Teaching-learning.
• Once the discovery has shown what they already know, the instructor has choices to make.
1. No further teaching is needed - the person knows and can do what is desired.
2. Some teaching is needed - subtract what they know from what is desired and work on what they need to know.
3. Give the full instruction session. They will learn what they need to know and will review what they already known.
• Teaching involves a variety of communication techniques. We learn principally from hearing (lecture, discussion, conversation, dramatization), seeing (reading, displays, visual aids, demonstrations), and doing (trial and error, experimenting, copying the acts of others).
• Learning is actually a series of discoveries.
• As each task, skill, or idea is broken down into simple steps, the learner can see:
1. What they already know,
2. What they need to know, and
3. What they want to know.
• Each step should lead to some success--it is important to keep them encouraged that progress is being made.
4. Application.
• They should have a chance to apply what has been learned.
• Application may lead to another discovery.
5. Evaluation.
• Evaluation is a review of what happened to see if the learning objectives were met.
• "Did it work?"
• "Do I understand?"
• "What do I do next?"
• Evaluation itself often becomes another discovery.
6. Recycling (if needed).
• Teach it again.
• If evaluation shows that the person has not learned what was to be taught, there is a need to recycle.

Learning works best when a student is really involved in his own teaching.

Planning

Developing a plan is a type of problem solving. Effective planning involves seven steps

1. Consider the task.
• "What has to be done, who does what, when, where, and how."
2. Consider the resources.
• What time is available?
• What are the skills of the group?
• What equipment and supplies are needed and available?
• What other items should be considered?
3. Consider alternatives.
• What happens if something goes wrong?
• What are the emergency procedures?
• What is the alternate plan?
• Could the alternate plan be better than the original plan?
4. Reach a decision. A decision usually is needed at every step in the process.
• Who has the responsibility?
• Is a poor decision better than no decision?
• Is no decision a decision?
• Is a group decision best?
5. Write down the plan.
6. Put the plan into action.
7. Evaluate.
   • Evaluate each step is taken to ensure you are still on task.

Try "Verbal Rehearsal" when faced with a specific project to complete or a problem to solve. Here the members of the group "talk it up" as they decide how to approach the project or problem. As in classic problem solving, seven steps are involved.

Communicating

Communication involves several factors:

• receiving information,
• storing information,
• retrieving information,
• giving information, and
• interpreting information.

Information is received through hearing, seeing, feeling, tasting, and smelling.

• The more ways we use to gather information, the better the information is received, understood. and put to use.

Information is stored in your memories.

• The memory can be supported with notes, sketches, and similar techniques.

Information is retrieved or recalled.

General Leadership Duties

• Learn the six Leadership Skills.
• Set a good example.
• Wear the uniform correctly.
• Live by the Scout Oath and Law.

Specific Job Duties

Senior Patrol Leader (SPL)
- How many 1 Minimum Rank
- First Class and Completed Silver Pines (JLT weeklong course)

In addition to the General Leadership Duties, the SPL will:

• Preside at all troop meetings, events, and activities.
• Chair the Patrol Leaders' Council (PLC) every month and at campouts.
• Assign duties and responsibilities to other leaders.
• Work with Scoutmaster in training junior leaders.
• Learn leadership skills.