Leadership Skills

Leadership is the process of influencing the activities of an individual or a group in efforts toward goal advancement in a given situation.  Thus the leadership process is a function of the leader, the follower, the goals, and the situation at the time.  It is active, exerts influence, requires effort, and is related to goals.  The following are a list of Leadership Skills that are excellent tools for use in Scouting activities, a discussion of each skill, and examples of everyday use of the skills.  As no one skill is more important than another, they are listed below in random order to emphasize the importance of each one.

• Knowing And Using The Resources Of The Group - A leader has to depend on what the members of the group can do as well as what the leader can do.  In order to use these available resources a leader must know what they are.  Find out what they are by observing, by asking the members as well as other leaders.  When you are using the resources of the group, others will lead and the program will not be the result of your ideas alone.

• Communicating - As a leader you both get and give information.  You must be able to do both of these well.  Learn to take notes when there is a lot of detail.  Ask questions after giving or receiving instructions.  Get feedback to make sure the message gets through.  Don't give orders; discuss things that are going to happen.  Measure your success in terms of the job getting done and the degree to which instructions are followed.  Good communications fosters good morale; poor communications can bring mumbling and dissent.

• Understanding The Characteristics And Needs Of The Group And Its Members - When this skill is used properly a leader will give others what they need to grow -- not what the leader thinks they need.  Each person has certain strengths and weaknesses.  When a leader understands individual needs, everyone benefits.  The patrol leaders' council applies this skill since the purpose of the PLC is to plan and run the program of the troop that will meet the needs and desires of the Scouts.

• Planning - The core of a successful program is planning.  A successful Scout-led program comes from planning good troop programs in the Patrol Leaders' Council.  It takes a while to develop the ability of the PLC to plan good troop programs, but it is well worth the effort.  You cannot achieve Scouting's aims of building character, fostering citizenship and developing fitness, without good plans.  The planning process is working when the junior leaders are involved in planning and carrying out the troop's programs.

• Controlling Group Performance - The purpose of this skill is to control the performance of a group so that it will be successful in doing its job and to have fun in the process.  This means the troop has good meetings, activities, and camping trips.  Along the way, the members have fun, are in good spirits, become better Scouts and help to build stronger patrols.  Sometimes controlling group performance means you will have to stop behavior that negatively impacts the group, but everyone is happier if the group helps to control itself rather than depend on the leader to do all the controlling.  Use the Patrol Leaders' Council to control the troop.

• Effective Teaching - This is not a new method of teaching, Scouting has used it since 1910.  The difference is today we do not assume that just because we have taught something that Scouts have learned it.  The proof lies in what they can DO.  If they can do something then you have successfully taught.  The key is to actively involve the Scouts in the learning process by giving them choices as to what they can learn, and by checking constantly to see what they have learned.  Find out what they know, put them into a situation where they recognize the need to know, then offer them the opportunity to learn.  Place the emphasis on the learner, not the teacher.

• Representing the Group - This skill is the Patrol Method in action.  Patrol leaders take the ideas and problems of the patrol members to the Patrol Leaders' Council (PLC) and then will bring back the decisions of the PLC to the patrol.  Success can be measured when each Scout feels he has a part in troop decisions.

• Evaluating - Evaluating should be done both during and after every activity.  Each activity should have a definite goal with Scouting's Aims and Methods used as the guideline.

• Sharing Leadership - With the responsibility of leadership goes trust.  The effective leader must adjust his leadership style to fit the situation without giving up the responsibility for the welfare of the troop.  The secret is to share the leadership, allowing everyone to join and share in the responsibility without giving up the role as a leader.

• Counseling (Listening) - A leader must be able to counsel Scouts in order to help them.  Listening is the most important key to counseling.  Be careful not to give advice, instead use questions to help the individual arrive at their own solution to the problem.  Feel free to give factual information, but cautious about giving advice.  A person grows if he is able to think problems through for himself.  Be a facilitator, not a manipulator.

• Setting the Example - What you are speaks louder than what you say.  The old saying "Do as I say, not as I do" will not work.  You will lose valuable influence if you do not live up to the standards that you recommend, or the Scout ideals that you teach.  This ranges from simple things like wearing a complete uniform to your behavior as an individual.  Scouts need a model to follow, their leaders may be the only good example they know.

Knowing And Using The Resources Of The Group

To establish a group, you must know what you have to work with.  Two types of resources can be used - those available to the group and those available from within the group's own members.

Resources available to a Scouting group can come from literature and books, members of the chartered organization, parents and friends of members, local businesses, community organizations and services, and programs of the local Scouting council and its districts.  An inventory of these outside resources is a valuable tool for the leader.  A formal listing might be helpful, but the same results often can be obtained by simply asking the question, "What do I need and where can I get it?"  The more people doing this type of thinking, the more resources will appear.

Usually the resources available within the group are greater than any individual member is likely to perceive.  A Personal Resource Questionnaire filled out by each group member is a way to begin.  Each member of the group lists some facts about his or her background, attitudes, and abilities.  The questionnaires are shared and group members quiz each other to expand on what has been noted.  This almost always triggers additional resources, which are then listed.

Members are next urged to share what they consider to be "meaningful experiences" - things they have done that would be considered successes.  Members of the group look for resources in the successes each has experienced.  All discussions must be positive - no negative statements are allowed.

As members see the resources available to the group and from within the group, they gain a better understanding of each other and the potential for what the group can achieve.

Most of the members of the Owl Patrol were new Scouts.  Harry, the patrol leader, thought the Scouts should be trained to pitch tents just before their first campout.  He picked Phil to run the demonstration because he was aggressive and always seemed sure of himself.

Much to Harry's surprise, Phil's tent-pitching demonstration was a bust.  It was pretty clear to all that Phil didn't know which part of the tent to fasten down and which part to put up in the air.  But Bob, another patrol member, helped Phil out and soon had it going right.  Then Bob helped the others set up their tents.

Later on, Harry learned that Bob had done a lot of weekend camping with his family and knew a lot about tents.  But why had he picked Phil to do the demonstration?

Harry probably thought that Phil, being as confident as he was, could handle it.  It never occurred to him that Phil didn't know anything about tents.  And because Bob was quieter, it didn't enter Harry's mind that he had some skills.

Harry didn't learn about Bob's knowledge and skill as a camper until it was almost too late.  How could he have avoided embarrassing Phil in front of the patrol?

As patrol leader, Harry needed to know what resources were available to him.  A resource is a thing you can use.  A book, a tool, a piece of wood, or a handful of sand may be a resource.  People can also be resources, because:
 

*  They know how to do things.

*  They have information or knowledge.

*  They know how and where to get other resources.

Every member of every group is some kind of resource.  Not everyone has something to give to every job, but each member of a group should be encouraged to add what he can.

From our example, it is clear that Harry needed to learn the resources of each of the members of his patrol.  How might he have done this?  Here are four ways:
 

*  Through observation.  In the case of Phil, Harry had seen him as a resource because he was always self-confident.  But he was the wrong resource for that job.  Later, Harry learned that Bob knew a lot about putting up tents.  But the big disadvantage of this method is that it takes so long.  You may make a lot of mistakes before you find out what resources everyone has.

*  You may find out various Scouts' interests and skills by casual talk with them.  Or you may hear about it from some other person.  But this is also a slow way to find out what you need to know.

*  You can ask questions.  Harry might have asked his patrol who had experience in tent pitching.  He probably would have discovered Bob's skill in this way.

*  Give each member of the group a resource sheet with specific questions on it.  For instance, it could read, "Check below all of the skills you think you are pretty good at: knot tying, nature lore, hiking, cooking, etc." The resource sheet might also include a suggestion that members of the group show which skills they think they could help others to learn.

However you find the resources in your group, make notes of them in your notebook or keep a card file of personal resources.  Don't trust your memory.

How much do you know about the Scouts in your patrol or troop?  What would it be helpful to know?  Their special skills?  Their past experiences?  Their hopes and fears?  Their weaknesses as well as their strengths?  Goals?  Attitudes?  Find out these things and keep a record.

It may be that you will sometimes find ways to strengthen other Scouts by helping them learn to do things they have had little chance to do.  You may give them experiences doing things they may have been afraid to do.  In such ways your resource knowledge works to benefit each Scout.

From time to time, check over your resource file and ask yourself whether you are keeping it updated.  Has your patrol program improved through your use of the information recorded on each boy's card?  Are you helping him to grow?  Has knowing these resources made you a better leader?

A leader must know the resources of his group.  He can never know too many.  Every time there is a job, some of these resources should be used.  Which ones?  The ones that will (1) get the job done and (2) keep the group together.

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Communication involves several factors: receiving, storing, retrieving, giving, and interpreting information.  It is important that members of a group communicate freely with each other.  Exchange of information often involves a "transaction," a stimulus followed by a response.  It's important that these transactions be kept open or complementary.  Crossed or blocked transactions result in people talking at one another with no real communication.  As a result, information is not exchanged.

Information is received through hearing, seeing, feeling, tasting, and smelling.  Obviously we receive information by reading what is written or listening to what is said - and we often do a poor job of these.  We also receive powerful messages through facial expressions, body language, an individual's general appearance, costume, etc.  The more ways we use to gather information, the better the information is received, understood, and put to use.

Most people store the information they receive in their memories.  The memory can be supported with notes, sketches, written references, and similar techniques.

Retrieving or recalling information is important.  It often is closely related to how the information is stored.  People known for outstanding memories have simply developed an effective retrieval system.  This can include memorizing using memory joggers, repeating the information as it is received, taking notes, and skillful use of references.

Giving information involves the same five senses used to receive it.  In giving information, however, speaking or writing clearly, using visual methods, watching and being sensitive to the group, asking for feedback, and summarizing what has been given results in an effective transfer of information.

Interpreting information is vital.  In many cases the information was given and received, but somehow communication did not result.  Blocks to communication include motivation (one of the two parties didn't think the information was important), conflict (two messages didn't agree), experience (your own back ground or prejudices cause you not to accept what is said), personal dislike (you dislike the other person so you filter out what he or she says), distractions (you don't receive because something else is on your mind or something distracts you), and attitude (you think you already know all about the topic).

Most people learn approximately 11 percent of what they know by listening, but 83 percent of what they know by seeing (observing and reading).  People recall 20 percent of what they heard but can recall 50 percent of what they both heard and saw.  Thus, a "multimedia" approach to communicating is vital.

Clear communication is essential.  Avoid initials, acronyms, technical jargon, and unfamiliar words in communicating with others.  The success of establishing and maintaining a group will depend largely on how well its members communicate with each other and with those outside the group.

A patrol leader sent two Scouts on an errand from camp.  Rusty and Bruce did fine until they came to a stream.

"Hey, whereya goin'?"

"He said turn left."

"He did not.  He said turn right here."

"No, that was back there.  By the clearing.  He said when we get to the stream, we turn left."

"No he didn't.  But go ahead, wise guy.  I'll see you there."

So Rusty turned right and Bruce turned left.  They were soon out of sight of each other.  Bruce followed directions and reached their destination in a few minutes.  When he arrived there, he found no Rusty.  Half an hour later, still no Rusty.  Bruce finally raced down the trail back to camp, got help, and they began searching.  It took 2 hours to find Rusty.  He had taken the wrong turn at the stream, soon lost the trail, and couldn't get back.

Why did this happen?  Here are some possibilities.  Which do you think was the problem:
 

*  Rusty didn't listen to the patrol leader's instructions.

*  Rusty thought he understood the directions when he really didn't.

*  The patrol leader gave poor directions.

*  The patrol leader should have made sure both boys knew the directions.

Now let's consider each of these statements.

Rusty didn't listen.  This may be true.  But the patrol leader didn't know that Rusty didn't listen or, at least, he didn't find out whether he did or not.

Rusty thought he understood.  This is probably true.  He was pretty convinced when he argued with Bruce.  But we must ask how the patrol leader managed to let him go away with the wrong idea.

The patrol leader gave poor directions.  Bruce got them right, so they were OK to him.  But since only one of the two boys understood the directions, we have to suspect that they might not have been perfectly clear.

The patrol leader should have made sure.  This is certainly true.  If he had made Rusty repeat the directions, he would have found where "right" replaced "left."

Whatever happened, we need look at the results.

Information wasn't given and received properly.  The job didn't get done.  (And the search for Rusty prevented some other jobs from getting done.)  Besides, the confused information began to affect the way members of the group felt about each other.  This kind of thing threatens the group's morale and effectiveness.

How could this misunderstanding -- of one word have been prevented?  Check any of the following that would have helped if the patrol leader had done them:
 

*  He made sure both boys were paying attention before he gave directions.

*  He spoke slowly and clearly.

*  He had Rusty and Bruce -- make a diagram and write the directions in a notebook.

*  He had the boys repeat their instructions.

You probably checked all of them.  And you are right.  Any one of them might have prevented the misunderstanding.

Notice that leaders both give and get information.  Communication happens both ways.

How can you apply these ideas in your leadership tasks?  Easy.  To improve your skills in getting information, follow these rules:
 

*  Pay attention and listen carefully.

*  Make notes and sketches.

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

To improve your skills in giving information, there is a similar set of guidelines:
 

*  Make sure the others are listening before you start giving information.

*  Speak slowly and clearly.

*  Draw diagrams and pictures and have those receiving the instructions make notes.

*  Have the others repeat back their understanding of the information.

From time to time you can check yourself to see whether you are improving in the skill of getting and giving information.  Ask yourself these questions:
 

*  Are your Scouts forgetting less?

*  Do they take notes regularly?

*  Do they ask questions when in doubt?

*  Do you take notes yourself and review them to be sure you don't forget things?

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Understanding The Characteristics And Needs Of The Group And Its Members

Each member of a group has some important needs.  At the basic level is the need for food, water, shelter, and warmth.  The next level involves the need for safety and security.  Next is the need for friends, association with others, interpersonal relationships, order, and a feeling of belonging.  At the fourth level, needs include recognition, self-respect, independence, and esteem.  The final level involves the need for self-fulfillment, confidence, achievement, and growth to the individual's full potential.

Recognizing these needs and how well they are met will often explain the characteristics of the members of the group.  If one level of needs has been some what met, then other needs emerge as dominant.  For instance, a boy from an unstable family in a poverty stricken urban neighborhood beset with street crime may respond quite differently than one from a stable and loving middle income family residing in a safe suburb.  A relationship between observed characteristics and the true needs of an individual may be misleading, however.  The seemingly self-assured individual might in fact be playing a role in an attempt to feel secure.  On the other hand, the quiet and reserved person might be so self-confident that he or she sees no need to attract attention.

Pat had been to Grizzly Lake many times, knew the lake like the back of his hand and had never failed to catch his limit.  Shortly after he became the leader of the Sea Otter patrol, Pat learned that the Troop was going to be spending the weekend at Grizzly Lake.

"Oh boy!" he thought.  "Planning meals for this trip is going to be a snap!  All the trout we can eat!"  He packed up the seasoning an bread crumbs and never thought to check his plan out with his patrol.

Imagine his surprise on Saturday.  There the troop was, miles from civilization, when Pat discovered that two of his Scouts would rather starve than eat fish and a third was extremely allergic to fish.  Fortunately, some of the other patrols were able to come up with some leftovers to feed the three Scouts.  But Pat had failed to provide for his patrol and was quite embarrassed.

Where did Pat go wrong?  He forgot that everyone wasn't just like him.  If he'd stopped for a minute to consider that that wasn't necessarily the case, he would have discussed his plan past his patrol.

What are some of the characteristics and needs that you would want to be aware of in your group?
 

• Dietary restrictions: There are many reasons that one of your Scouts might have dietary restrictions.  Some religions prohibit the eating of certain foods.  A person might be allergic to some foods.  Many people are vegetarian.  On a lesser scale, you might have a Scout who hates a particular food so intensely that he will refuse to eat it.  No one in your patrol should go hungry on an outing because you forgot to consider his dietary needs.  Majority rule is not an excuse.  You cannot allow the majority to decide to let one of the patrol members go hungry.  If the majority wants to decide to have something that one of your Scouts can't eat, you need to make sure that provisions are made to have something there that he can eat.  You need to do your best to handle this in a way that is not embarrassing to the Scout.

• Physical limitations: Are your Scouts physically up to the challenge of the proposed outing?  You might need to plan a practice outing to find out.  You might even need to plan a series of practice outings to condition your Scouts for the rigor of the upcoming outing.  There are going to be times when you have a Scout who is unable to meet the physical challenge.  In these situations, you will either need to tailor the outing to the capabilities of the Scout or else make the difficult decision to leave the Scout at home.  Again, this needs to be handled in a manner that will bring the least amount of embarrassment to the Scout.

• Skill limitations: You're preparing your patrol for camporee.  Do you want to put your training efforts into the areas that your Scouts have already mastered or does it make more sense to put your efforts into the areas where your patrol needs the most help?  It's rarely this simple.  Most of the time you're going to have some Scouts who have mastered a skill and some who haven't.  Understanding the characteristics and needs of each of your Scouts is going to help you to determine who will be the teachers and who will be the learners.

• Schedule limitations: Suppose you have a Scout who, for whatever reason, can never be available on Tuesday night.  Maybe his Mom has a class that night and he has to baby-sit his little sister.  Is that the night that you should pick for your regularly scheduled patrol meeting?  In the unlikely case that there is no time when every member of your patrol will be available at the same time for a patrol meeting, do the best that you can but consider the needs of everyone.  In the case mentioned above, it might be as simple as having the patrol meeting at his house or inviting him to bring his little sister along to the patrol meeting.  In a more complicated case, you might need to vary the schedule for your patrol meetings so that everyone can make it to the meeting at least part of the time.

• Equipment limitations: Consider whether or not the outing that you are planning is going to place any equipment hardships on any of your Scouts.  Most Scouts get some idea of the types of equipment that they are going to need to acquire before they join the troop.  Most troops offer ways for Scouts to earn the money to buy their own equipment and many offer bulletin boards where used equipment can be acquired.  If the outing that you are planning is going to require that your Scouts acquire an unexpected, expensive piece of equipment or require that they acquire a piece of equipment sooner than they might have to otherwise, think twice.  You may decide to go ahead with the plan but do so with the knowledge that you may be forcing some of your Scouts to skip the outing.

There is an advantage to understanding the characteristics and needs of the group that we haven't even touched on yet.  When you understand the characteristics and needs of the individuals in your patrol, you will come close to understanding what it is that motivates those individuals.  When you know how to motivate people, getting the job done will be easy.

As you practice this skill, you need to constantly test to see what kind of job you're doing.  Do you consider the unique characteristics and needs of each member of your patrol when you make a decision?

In Troop 553, you're going to find opportunities to consider all of these things.  Make sure that everyone in your patrol is going to be willing and able to eat what you've selected for meals.  Make sure that your Scouts are up to the physical challenge of what you are asking.  In preparing for an outing, put your energies into the areas where your patrol needs the most work.  Do your best to accommodate everyone's schedule.  When making plans, keep equipment considerations in mind.

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Effective planning is usually the result of 7 specific steps:
 

• Consider the task.  This involves what has to be done, who does what, when, where, and how.

• 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?

• 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?

• Reach a decision.  Who has the responsibility?  Is a poor decision better than no decision?  Is no decision a decision?  Is a group decision best?  A decision usually is needed at every step in the process.

• Write down the plan.  The act of writing down an action plan may cause it to be revised or refined.  The final plan might need considerable discussion.

• Put the plan into action.  All too often, great plans are formed but never followed.

• Evaluate.  Evaluation must take place all during this process.  As each step is taken, it is evaluated against the previous steps to assure that the original task is still being considered.

In many ways, the steps for planning are similar to those for problem solving.  Solving a problem is a type of planning; developing a plan is a type of problem solving.  Substitute the word problem for the word task, and the seven steps can be used in either case.

When faced with a specific project to complete or a problem to solve, a process known as "verbal rehearsal" works well and is easily understood by boys.  Here the members of the group literally "talk it up" as they decide how to approach the project or problem.  As in classic problem-solving, 7 steps are involved:

What is the problem?  A problem is any situation that a group may need or want to do something about.  A clear understanding of the problem is needed before the group can set a goal.

What's our goal?  A goal redefines the problem into a positive statement that answers the question, "What do we want?"  A goal must be important to the group and must be realistic, not based on wishful thinking.  A goal should require the group's best effort, and members should feel good after reaching it.

Stop and think.  Here the group should stop talking and allow each person to examine the problem and goal before continuing to the next step.  Often boys - and adults - take the first suggestion that is offered and jump directly into action.  If group members take a few moments to think and form their ideas, they will be able to add some original thought to a plan to be followed.

Make a plan.  A good planner is always looking for options.  The ability to think of a large number of possible pathways to reach a goal is an important skill.  "What happens if...?" examines the consequences of a particular course of action.  For each alternative there are pros and cons.  Once the alternatives and consequences have been discussed, a decision is made on a start-to-finish plan.

Do it.  Action must follow the planning.  If the group has discussed the plan in enough detail, each member will know how to proceed.

Keep at it.  Nothing worthy of achieving is gained without endurance.  The group must recognize that before a plan is abandoned, sustained effort is needed.  Sometimes only a small adjustment in the plan is required to make it work.

How did it go?  Was the goal attained?  Did we give our best effort?  What might have been changed?  It is important to evaluate the entire problem-solving process so that the result will be a better plan next time.

A Scout troop recently made a bus tour of the Southeast.  Most nights the troop camped in parks and campgrounds.  The four patrols set up their camps in their usual fashion without difficulty.

One night the troop stayed in a motel.  The Scoutmaster told the senior patrol leader that five boys would sleep in each of seven rooms.  He then gave the Senior Patrol Leader the task of assigning boys to rooms.

The Senior Patrol Leader laid out seven pieces of paper and announced that Scouts should sign up for their rooms and select their own room leader.

Before the Scouts began moving into the rooms the Scoutmaster asked to see the room assignments.  The Senior Patrol Leader was very proud of what he had done and handed over the sign-up sheets.  The Scoutmaster then discovered that two rooms had only five boys between them, and five boys had no place to sleep at all.  Of course, the problem was quickly solved, but how did it come about in the first place?  Poor planning!

Someone must have known in advance that staying in the motel would involve different arrangements than the usual patrol setup.  You can't just pull into a motel and register 40 people in an instant.  How could it have been handled better?

In this case the patrol leaders' council should have done the planning, not just one person.  The first task was to consider the situation: 35 boys in seven rooms, each room with a room leader.  Next, the resources should have been reviewed: five beds in a room, four patrols of eight boys plus the Senior Patrol Leader, assistant Senior Patrol Leader, and quartermaster.  (Do you see an obvious plan already?)

Planning is almost always faster and easier if you know what you are planning.  More specifically, you have to know what you are trying to accomplish.  So in considering the task, think about the outcomes.  What do you want to happen? What will be the result?  Will there be more than one desired result?  If so, will they conflict?

As a plan develops, you need to consider alternates.  (For instance, what would this troop have done if it turned out that some rooms held four and others six?)  Have a Plan B ready in case something upsets your plan.

Finish your plan, make assignments, and write the plan down so everyone can understand it.

To plan anything, follow this course:
 

*  Consider the task.

*  Consider the resources.

*  Consider alternatives.

*  Reach a decision.

*  Write it down and review it with the group.

*  Carry out the plan.

You can use these steps in planning just about anything: a hike, teaching a skill at a troop meeting, a window display, summer camp, a service project.  After a while the six steps will come to you naturally.

Improve every time you plan by evaluating what you did last time.  How can you do it better?  Did you use all available resources?  How do you know?  Were all alternatives considered?  Did everyone participate?  Did they enjoy it?  Were they satisfied with the outcome?  Did everyone understand the plan?

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Controlling group performance is an important but often misunderstood function of leadership.  To some, control implies that a whip-cracking boss is in charge.  Control is far more subtle.

A group needs control to keep its members moving in the same direction for best results.  If a plan is to be properly carried out, someone must direct the effort.  Controlling is a function that the group consciously or unconsciously assigns to the leader in order to get the job done.  Skillful control is welcomed by the group.  The expression "Come on, you guys, let's get our act together" is a plea for someone to take charge and bring the group under control.

Control of group performance involves six basic operations:
 

• Observing.  The leader should be in a position to see the group, communicate with its members, and be available, but not appear to dominate.  Work is praised.  Suggestions, rather than orders, are given for improvements.

• Instructing.  The leader must often give instructions as the work proceeds and the situation changes.  The leader must communicate well, apply the skill of effective teaching, and allow members to use their own initiative.  As long as the work is progressing well, the leader should not intrude.

• Helping.  When a group has decided that it wants to perform a task, the leader must help the members be successful.  The leader does a good job personally, takes a positive approach, and gives a helping hand when needed.  Care is taken to see that an offer to help is not implied criticism.

• Inspecting.  The leader must know what to expect to see.  The leader should know the plan and the skills involved.  A checklist is valuable.  If the work is not correct, the worker is led to the proper performance of the task.  Again, a positive approach with helpful suggestions for improvement is vital.

• Reacting.  How the leader reacts to the efforts of the group is important.  Praise the person if the work is good, but the praise must be sincere.  If the work is not correct, praise the parts that were done well and accept responsibility for work not done well.  A reaction such as "Gosh, I guess I didn't explain it very well" doesn't hurt the leader but makes the person feel good about corrections that are suggested.  React to the total job - do not focus on obvious weak points.

Setting the example.  The most effective way of controlling group performance is the personal example of the leader.  How the leader observes, instructs, helps, inspects, and reacts is vital.

George is a senior patrol leader.  At a camporee, the troop was packing its gear, getting ready to leave.  The equipment was spread out on the ground, and each of the five patrols was assembled around its equipment.

The senior patrol leader was barking out instructions: "Trail Chef Kit -- first, the large pot."  In turn, each patrol leader would shout to his patrol to come up with the large pot.

Seeing each patrol leader with the large pot in hand, George would bellow out the next order:

"Four aluminum plates in the bottom!"  Then each patrol leader would respond, the plates would be found and inserted, and the next command would follow.  So it went through the folding of the tents and the storing of all equipment.  The task was finally completed, and everything was in its proper place.  But long before the job was finished many of the Scouts were horsing around, learning nothing about camp housekeeping or, for that matter, responsibility.

In managing the job this way, George had the task under control but not the troop.  He had lost sight of the people while he got the job done.  How might he have done it?

At the patrol leaders' council meeting he should have reminded the patrol leaders of the task of putting away equipment properly.  When the time came to do it, he should have been casually observing the patrols as they went about it.  Where it was being done quickly and well, he would comment on the good job being done and go on.  If he found problems, he would offer to help, give the patrol leader a hand, or perhaps note how it might be done better.  If he encountered disagreements about how to do it, he would resolve them.

So we see that control is not being a dictator.  Rather, it is using good sense and skill to get the job done and keep the group together.  Briefly stated, control consists of:
 

*  Observing the group.

*  Making instructions fit the situation.

*  Helping where necessary.

*  Examining the completed work.

*  Reacting to the quality of the work.

Your next patrol or troop activity will give you a chance to try this system.  How will you know how successful you were?  Ask yourself these questions afterward: Did the job get done on time?  How do you feel about it?  How do your group members feel?  Did you help those who needed it?  How did others react?  Will the group do better because of this experience?  Why?

Successful control gets the job done at the right time, at the right place, and in the right way.  But more, it encourages the group to do better next time.

[TOP]

Effective teaching is a process by which the learning of an individual or a group is managed or facilitated.  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.  Asking "What should the participants be able to do by the end of the session?" determines the learning objectives.  Learning objectives are stated in performance terms.  To "know," "understand," "appreciate," or "value" are slippery words that have no part in good learning objectives.  Learning objectives should clearly state what the individual will be able to do as a result of the learning experience.

In a structured teaching situation, it is wise to write down the learning objectives as guidelines to the instructor.  The objectives usually will determine the content of the instruction.  In casual situations or "opportunity teaching," the objectives might not be written but should be clearly in the mind of the instructor.

2.  Discovery.  A discovery is any sort of happening that has three results:
 

• Knowledge is confirmed.  People discover what they do know.  Until then they might not have been sure.

• The need to know is established.  People discover that they do not know something they must know if they are to be successful in what they want to do.

• Motivation is instilled.  Participants discover the desire to learn more.

Sometimes a discovery just happens.  An alert leader can turn this happening into a learning experience.  This is referred to as "opportunity teaching."  In more structured 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 the person already knows, the instructor has choices to make:
 

• The person knows and can do what is desired.  The learning objectives have been met.

• Subtract what the person knows from what is desired and work on what the person needs to know.

• Give the full instruction session.  The participant will learn what he or she needs to know and will review what is 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).  As each task, skill, or idea is broken down into simple steps, the learner can confirm what he or she now knows, needs to know, and wants to know.  Thus, learning is actually a series of discoveries.  Each step should lead to some success - it is important to keep the person encouraged that progress is being made.

4.  Application.  Each individual should have an immediate chance to apply what has been learned.  Application must be deferred in some situations, but immediate application is more desirable.  In attempting to apply what has been learned, another discovery likely will occur, which leads to new learning objectives, more teaching and learning, and further application.

5.  Evaluation.  Essentially, evaluation is a review of what happened to see if the learning objectives were met.  In a teaching situation, we are always checking to see "Did it work?  Do I understand?  What do I do next?'  In effect, the evaluation itself often becomes another discovery.

Recycling.  If evaluation shows that the person has not learned what was to be taught, there is a need to recycle - teach it again.  The approach may be changed, the steps simplified, or the explanation more detailed, or the learning objectives might need to be changed.

Research has shown that learning is most effective when it is self-directed.  The more deeply a person can be involved in his or her own learning, the more that individual will learn and the longer he or she will retain what has been learned.  Teach from the point of view of the student - not the teacher.  Be sure that personal objectives are met before dealing with organizational objectives.  Move from what is known to what is unknown, from what is simple to what is more complex.

It is important to note that the five elements of effective teaching are not necessarily a series of steps, each to be completed before the next is attempted.  Rather, these elements are a mix of factors that can be used to plan a learning experience or evaluate its worth.  The five elements are not a lockstep process through which one marches in a training experience.  Training must flow and stay flexible to meet the needs of participants.

For a patrol hike, Mike had been made responsible for bringing the hamburger buns.  He got them in plenty of time and put them in the freezer to keep them fresh for Saturday.  When the patrol reached its destination on the big day, everybody began pulling out their part of the patrol's lunch.  It wasn't until Mike reached for the hamburger buns that he remembered that they were still home in the freezer!  And there was just no way to get back or to get some substitutes.

At the time it wasn't a laughing matter, but by the next meeting of the troop, Mike and his patrol leader Tom were having a good laugh as they told the story to Carl, the senior patrol leader.

"What'd you learn from that?" Carl asked them.

"Not to forget the hamburger buns!" was Mike's instant reply.

"Sure," laughed Carl, "but is that all?"  He seemed to be looking straight at Tom.

"Well, I guess it was my fault -- I didn't check up on Mike.  He agreed to bring the buns, and I let it go at that."

Carl pressed a little further.  "How will you handle things like this another time?"

"Well, I guess I'd better keep a list of responsibilities and review them with those on the list before we get going," said Tom.

"OK, that's good," responded Carl.  "Now how about you, Mike?  What did you learn?"

"Well, I made a list of what I was to bring.  But Saturday morning I didn't read it over carefully.  And I should have checked off the items when I had them packed."

Thus, a simple matter of forgotten buns was made into a real learning experience.  Let's review just what Carl did to bring this about.

First, he noticed that the two boys (and the whole patrol, for that matter) had had what can be called a "discovery." They had been in the middle of something and they knew about it firsthand.

Second, he had Tom and Mike review the experience and helped them to realize that they had learned something that could be applied to other situations.  They hadn't learned that hamburgers need rolls but about how to get things done.

Third, he had them think about how they would apply what they had learned next time.

The final step would be to evaluate the learning.  That could only happen next time.  If Mike was more careful about reading his checklist or if Tom was more thorough about checking up on his patrol members, they would know that learning had really occurred.

We call this process "Effective Teaching."  In this case it was Carl who did the teaching.  He took advantage of a situation that had already happened.  If he had ignored it or just had a good laugh about Mike's forgetfulness, there might have been little or no learning.

You can use this same method to help almost anybody learn almost anything.  We'll take another example and see how you can use the method.

Suppose a camporee is coming up.  There is to be a competitive event involving use of the map and compass.  You think your patrol members are a little rusty on that.  Here's how you might proceed.

STEP ONE: Discovery

Provide each member of the patrol with a compass and have each one orient a map and plot a course that you specify.  Watch how they do.  Some may do well.  Others will get off to a bad start and fumble.  Out of this, you will know just who needs to learn what.  But equally important is that the learner "discovers" his shortcomings or unforgotten skills.

STEP TWO: Teaching-Learning

You or someone you share leadership with gives instructions and information about the map and compass task.  Let them practice each step as you describe or demonstrate it.  When you feel certain the learners know the skills, you allow them to progress to the next phase.  Some learners may reach this step faster than others -- that's just fine -- let them progress at their own speed.

STEP THREE: Application

Have the learners do a series of problems with map and compass.  If they are successful, they go on.  If not, you take them back through some of the teaching-learning process until they can be successful.

STEP FOUR: Evaluation

This process occurs every step of the way, but it's important to review all four steps when you are through.  As learners are called on to perform, you must decide whether they are performing acceptably.  Have each learner express himself about what he thinks he has learned.  Ask questions, such as:

"Do you feel you know this skill well enough to do it again next week?"

"Could you help one of the others here who is having trouble learning the skill?"

"Could you teach someone else to do it?"

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With a knowledge of resources, skill in communicating, and an understanding of the characteristics and needs of the group and its members, the leader is prepared to represent the group.

Some steps are involved in representation.  Before representing the group, it is important to get all of the facts available, decide on the nature of the situation, determine the group's reaction, and make mental or written notes. When representing the group to a third party, it is vital to give the facts; give the group's reaction, feelings, and position; respect opinions of other groups dealing with the third party; consider personality problems; and again make mental or written notes.

Then the third party's decision, attitude, or actions must be represented back to the group.  Here it is important to again present the facts, explain the decision, and thoroughly represent the third party's attitude and opinion.

As a leader represents the group to the "outside world," the group begins to develop its own attitude, identity, and direction.  The role of the patrol leader in sharing the interests and desires of the patrol to the patrol leaders' council - and carrying out the decisions of the patrol leaders' council with the patrol members - is a classic example of representing a group in Scouting.

At the troop leaders' council meeting, Charlie, the Fox Patrol leader, voted for the hike to Donner's Mill with great enthusiasm.  He thought it would be a great hike.  At a later troop meeting, the senior patrol leader announced the hike to Donner's Mill and there was a loud groan from the Foxes.  The Scoutmaster and senior patrol leader were quite surprised, since Charlie had been so enthusiastic.

What made the Foxes react in that way?  Did they have a better location in mind?  Had they grown tired of Donner's Mill for some reason?  Most likely, they just wished they had been consulted.  Charlie just hadn't represented them.  He had spoken for himself, not his patrol.

In a pure democracy, everyone speaks for himself.  No one is ever appointed to speak for anyone else.  Thus, everyone has to be consulted before anything is done.

There aren't many pure democracies, because it is almost impossible to get very much done.  The bigger the group, the less possible it becomes to have a pure democracy.

To overcome these problems, we have representative democracies.  A Scout troop is an example of one.  The patrol leaders are the representatives of the patrol.  They speak for the members of their patrol.

Suppose you are a patrol member.  The patrol is going to elect a leader.  Three members of your patrol are candidates.  You don't know which one to vote for.

Each candidate is asked to state what he understands about representing his patrol at the troop leaders' council.  Which of the following boys would get your vote?

SAM: Look, man, if you elect me, you gotta trust me to do what's right.  I know what you guys want.  I won't let you down.

PAT: I don't agree with Sam.  I don't think he knows what you want.  I don't know either.  But any time there's a question, we'll take a vote.  Majority rules.  I'll speak for the side with the most votes.  Isn't that fair?

TIM: No, it's not fair.  I think the leader should speak for everybody, not just the majority.  If five of you vote for A and only two of you vote for B, I think the two should be heard too.  If you elect me, I'll speak for everybody, whether we all agree or not.

You can vote the way you please, but...
 

• Sam will speak for himself.  When his views and yours are the same, he'll be representing you.  When they're different, your views won't be represented.

• Pat will represent your views whenever they're on the majority side.  If less than half of the patrol thinks your way, you won't be represented.

• Tim will represent you every time -- even when he doesn't agree with you.

You Can Count on This.  -- You can't represent a group unless you know what they think.  And you can't know what they think unless you ask them.

Here are some suggestions for asking:

Get the facts.  Do you understand what they're telling you?  Do they understand what they're being asked about?

Analyze the situation.  If there's a problem, can it be handled inside the group?  Or must other leaders be brought in?

Get the group's reaction.  If all feel the same way, fine.  If there's a difference of opinion, find out all sides of it.

Take notes.  You can't remember all details long enough to represent the group.  Write them down.  Read them back to the group to be sure you haven't left out anything.

When you represent the group -- Make sure you get all the information, opinions, and ideas of your group before speaking for it.

Give the facts.  If there are different points of view, state them.  Give the reason for them.  Present them so fairly that no one will know which side you favor.

Respect their opinions.  Your group may all agree on something.  Other groups may agree on the opposite.  Listen to what they have to say.  They may have information your group did not know about.

Represent some things in private.  When there's some personality problem in your group, present it to one or two leaders.  Don't hang it out for everyone to see.

Take notes.  You will have to report back to your group.  They will want to know what happened and why.  Write it down so you won't forget anything.

Have you been elected patrol leader?  How can you best represent your patrol at the troop leaders' council and the council to your patrol?  Some possibilities are (1) give the facts, (2) respect others' opinions, (3) represent some things in private, and (4) take notes.

As you practice the skills noted above, you need to evaluate your progress.  Are you giving every patrol member a chance to express his opinion?  Do you report opinions different from your own?  Do you present the opinions of others fairly or slant them to your own opinions?

[TOP]

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 two dimensions of the project - its effect on the total group and its 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, while the second three questions relate to individual group members:

Did the job get done?

Was it done right?

Was it done on time?

Did everybody take part?

Did they enjoy themselves?

Do they want more?

An evaluation as soon as an event or activity ends is a handy measure of the immediate reaction.  Sometimes, however, a more valid evaluation can be made two to three weeks following the event or activity.  In retrospect, the later evaluation may be more valid.  It also is less subject to the enthusiasm of the event and a natural desire to please (or condemn) the leadership.

Evaluation is a continual process as a project is under way.  Here the six questions are changed somewhat:
 

• Are we getting the job done?

• Are we doing it right?

• Are we on schedule?

• Is everybody involved?

• Are they working well and satisfied with what they're doing?

• Do they want to continue?

If the answer to any of these questions is no, or if there is any doubt, the leader needs to take some action.

Do you recall the last time a skill was demonstrated at a troop meeting?  How did it go?  Who did it?  Do you think you could do as well?  Better?  Quite a bit better?  There you go -- evaluating.   And it's all based on your personal values.

"Boy, I wish I was as good a patrol leader as Pete."

"Look at those Foxes.  The Owls can do a lot better than that."

"We made a few mistakes this time, but watch out for us at the next camporee!"

The easiest evaluation for a leader is to trust his own judgment.  That's also the worst.  What the leader thinks and what the group thinks are often far apart.

Years ago a survey was made of Scout camps.  Camp leaders were asked how they thought the Scouts liked various camp activities.  The Scouts were asked how they liked the same ones.

The results showed that the camp leaders weren't very good at guessing what the Scouts liked.  For example, leaders rated religious services in camp as very low in popularity.  Scouts rated them very high.  Camp leaders rated big, mass activities as most popular among Scouts.  But the Scouts said the things they liked best were the ones they did in small groups.

Everything your patrols and troop do should be evaluated.  But not by you alone; let the Scouts who take part in them share their thoughts with you.

But you have to be sure you understand what they're telling you.

Here are some pointers that will help you understand the answers you get from the Scouts.
 

*  People's personal values show.  Each person sees things in his own way.  The boy who loves water sports may not think much of camping on the desert.  That doesn't mean he's wrong.  It just helps you to understand how he evaluates 3 days on very dry land.

*  When you ask for facts you need simple answers.  This means that you will have to ask questions that will get simple answers.

This type of question will get a simple answer: How many patrol meetings should there be every month?

On the other hand, this question will not get a simple answer: Why do you think your patrol should meet once a week?
 

*  A person seldom tells how he really feels with short answers.  If you want to know how many or how much, short answers are fine.  If you want to know how people really feel, you have to give them freedom to answer.

Which of the following questions leaves the person the greatest freedom to tell how he feels?
 

a.  Did you enjoy the last camp-out?

b.  Would you rather fish or play golf?

c.  How do you think we could improve our camping program?

(The first two questions above allow only one possible answer each, and they don't tell us why.  You can say anything you want to answer the third.)

Some situations prevent honest answers.  When a person feels threatened, he will not evaluate honestly.  The newest Scout in your troop probably will not answer questions frankly until he feels that he belongs.  A newly appointed quartermaster is not going to evaluate the senior patrol leader's (SPL) recommendation too critically until they have worked together for a time and he has become better acquainted with the job.

You may want to try some group evaluation in your patrol the next time you have an activity.  Were all members present?  If not, why?  What did the patrol get done?  Did they enjoy doing it?  Will they do it again?  How could the activity have been improved?

To check your ability in this skill, you must decide just how you are using evaluation to help you lead better.  Do you listen to what is said?  Do you make excuses for doing what you do?

Remember:
 

*  You can't stay on the track unless you know where you are going and then evaluate what you are doing successfully to get there.

*  Find out from others how you are doing.  Don't just trust your own judgment.

*  Be sure you know what you are asking.

*  Be sure you know what they're telling you.

[TOP]

Much has been written on the styles of leadership and how they are applied in given situations.  Five styles of leadership generally are recognized:
 

• Telling (or ordering).  The leader alone identifies the problem, makes the decisions, and directs the activities.  The style appears autocratic and may or may not involve the opinions of the group members.

• Persuading (or selling).  In this style of leadership, the decision still is made by the leader.  Having made the decision, the leader must sell it to the group to get cooperation.

• Consulting.  Group members participate and provide input.  The leader may suggest a tentative decision or plan and get the group's reaction.  Having consulted the group, the leader still makes the final decision, usually based on group consensus.  If consensus can not be reached, the group is encouraged to note and follow the desires of the majority.

• Delegating.  The leader identifies the problem, sets certain guidelines, boundaries, or 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.

• Joining.  The leader steps down as leader and joins the group.  The leader agrees in advance to abide by the group's decisions.  It is important to remember that joining the group is still leadership.  Before deciding to use this style, the leader must carefully consider the resources of the group and, if necessary, change to a more direct leadership style.

No single leadership style is "best."  Each depends on the situation, experience of the group members, and tasks to be done.  As leadership styles move from telling to joining, the leader's authority appears to diminish and the group's participation increases.  Selecting the appropriate style of leadership is an act of leadership based on the nature of the situation and the ability and experience of the group members.  Leadership is a dynamic process, varying from situation to situation with changes in leaders, followers, goals, and circumstances.

Last week the patrol of which Jim is the leader made plans for their part in the troop's three-day canoe trip.  All nine members were present and all had a part in developing the plans.  The overall plan had already been made by the patrol leaders' council, so the patrol had to stay within that plan in making their own.  By the time the patrol meeting broke up, every member had taken on some responsibility for the trip, either before it or during it.

A day or so before they left, Jim called each member to check on his progress.  Everyone was all set except Bill.  He was to act as tour navigator, but he hadn't got the maps he needed.  With Jim's questioning, he admitted he hadn't done much about trying to get them.

Jim then wanted to know how he planned to carry out his navigator duties if he had no maps.  "Oh, I thought we'd just follow another patrol," Bill replied.

"How do you think our guys will like that?"

"Not so great I guess.  What do you think I should do?" Bill sounded a little bit defeated.

"We still have a day and a half before the trip, why don't you call the Scoutmaster and see if he has any maps.  If he doesn't, you can try Mr. Jones, who's on the troop committee.  I'm sure they'll get the maps for you.  Next time you have a job to do, let me know if you need help."

"OK, Jim, I'll get 'em.  Don't worry."

Although Jim is the elected patrol leader, he chose to share his leadership in several ways in this situation.  Did you notice how?

At the beginning, he allowed every member to take part in planning.  He had to set the limits, because some things had already been decided, but within those limits, he let them plan.

Second, he had everyone share in the responsibility for a successful trip.  Everyone had a job to do and, thereby, felt a part of the team.

As leader, Jim was smart enough to check on everyone.  When he found Bill hadn't done his job, he had two alternatives.  He could have taken over and got the maps.  Or he could persuade Bill to do his job.  That was the course he chose.  Do you think it was the right one?

There are two other ways in which Jim might have shared leadership.  One would be the "iron hand" type where he would simply tell the patrol what was expected of them.  This is the least desirable for the growth of the members and the group, but it is sometimes necessary with an we an inexperienced group or in the event of an emergency.

Another approach is for the leader to join the group as an equal and not play any leadership role at all.  This is a good style for discussion and works really well when the group has all the skills to do the job.

As a leader, you can share tasks but never share final responsibility.  If you assign John to cut the firewood, the task is his but the responsibility is yours.  If John doesn't have a pile of wood ready when it's needed, you will not get off the hook by saying, "Well I gave that job to John, and it's his fault that there's no wood." If there is no wood, it's your fault.  Giving the job to someone doesn't end your responsibility.  It ends only when the job is done satisfactorily.

Good leadership -- using several styles and approaches -- will produce such results as these:
 

*  A spirit of cooperation

*  Teamwork

*  A feeling on the part of each member that he is needed and wanted.

With good leadership, members of the group will continue to grow in their development as individuals because they are made to feel that they are accountable for their actions.

In your next few opportunities to lead, try using some or all of the various styles of leadership.  They refer to the extent of sharing of leadership with the group, and are listed in order from the least to the most sharing:
 

*  Directing

*  Coaching

*  Supporting

*  Delegating (including joining)

When you have given several of these a try, then ask yourself these questions.  Do you use more than one comfortably?  How do you really feel about sharing leadership with the group?  Do you get better results with one or more methods?  How does the patrol react to each style of leadership you use?  Can you combine styles?

[TOP]

From time to time, another Scout is going to come to you with a personal problem.  It's going to look to you as if he is asking you to solve that problem for him.  Don't do it!

Despite appearances, most people are not looking for someone else to solve their problems for them.  Instead, they're looking for a sounding board — a caring person who will listen while they think the problem through out loud.

Counseling in one form or another goes on constantly as the leader works with the members of the group.  Counseling can be used to encourage or reassure an individual, to develop a more effective member of the group, or to help solve a specific problem.  Counseling is helpful when a person needs encouragement, should have more information bearing on his or her task, needs help in interpreting facts, or is uncertain about what to do, or the leader feels the need to correct a situation.

The counselor first must find out that there is, in fact, a need for counseling.  The counselor must recognize that no two counseling situations are alike in that each person is different, and each problem is different.  There are no pat solutions.

There are six keys to good counseling.
 

1.  Listen carefully.  Give undivided attention to what the person is saying.

2.  Ask yourself, "Do I understand what this person is trying to say?"

3.  Summarize frequently to assure understanding, keep on the track, and check what is being told.

4.  Additional information might be all that is needed.  The person might not have all of the facts, or might not know all of the resources available.  The counselor must be sure to give information, not advice.

5.  The person must be encouraged to think of different ways of handling the problem.  The individual has the problem, has thought about it in greater detail than the counselor, and might have arrived at a solution.  He or she might only be seeking confirmation of that solution.

6.  Above all, the counselor must not give advice.  The objective of counseling is to lead the individual to his or her own solution.

A general rule in effective counseling is to keep the individual talking.  Many counseling sessions fail when the counselor attempts to arrive at a Solution before the individual has finished telling the complete problem.  Use "trigger words" to keep the person talking.  Phrases like 'What did you do then?" or "How did that make you feel?" can bring out more details.  Words of sympathy or understanding such as "Wow," "Oh my," or "That's a shame" are helpful.  Only when the individual begins to repeat him or herself will additional information be of value.

Why do you suppose that it's a good idea to let people solve their own problems?  Here are a couple of good reasons.

 
*  Since you're not always going to be around to solve his problems for him, let him experience solving his own problems and living with the results.

*  If he's like most people, he's not going to value or buy into your solution nearly as much as he would one of his own.  As a result, he's not going to put as much energy into executing the solution, and he's not going to take personal responsibility for it's success or failure.

Some counseling sessions uncover problems that are serious and might require professional help.  The Scouter involved in counseling must consider his or her efforts as "first aid' to a young person with obvious and serious problems.  Be careful not to counsel above your abilities.  Our objective is to help Scouts the best we can--not to become amateur psychologists.  Don't feel that, just because you're the patrol leader, you can't refer a problem to someone else.  Some problems are going to be too big for you to handle alone.  Others will be more appropriately dealt with by someone else.  Don't be afraid to involve the senior patrol leader, a patrol dad or one of the Scoutmasters when you feel the need.

[TOP]

The most persuasive Leadership skill is the personal example of the leader.  A good leader sets a positive example in these ways:
 

• Following instructions.  Following instructions, obeying the law, and carrying out tasks in the recommended manner points out that rules and procedures are important.

• Trying hard.  The leader must work as hard as - if not harder than - any member of the group.  Leadership by direction is not as effective as leadership by example.

• Showing initiative.  A good leader must do what has to be done without waiting to be told or forced to act.  An effective leader respects the good suggestions of the group members and encourages each person to show initiative.

• Acting with maturity.  An effective leader shows good judgment.  The group members see that the leader's personal behavior is directed toward accomplishing the task.

• Knowing the job.  Generally, a leader should have a mastery of the skills to be used.  If not, the leader must apply the resources of the group toward achieving the task.

• Keeping a positive attitude.  A positive attitude is vital as an example to group members.  The leader's personal frustration or discouragement should never be apparent.  Failure should be considered a potential learning experience.  Enthusiasm is contagious.

Role models are an important method in Boy Scouting.  This applies not only to adults, but also to youth leaders.  Boys often will copy the actions and behaviors of leaders they like and admire.  Boys will literally walk, talk, and act as the example set by the adult and youth leaders of the troop.

A den chief came to a den meeting without his uniform.  A week later, two of the Cub Scouts appeared out of uniform.

"Why?" demanded the Den Mother.

"Bill didn't wear his last week."

Bill never said to any of the Cub Scouts, "It's OK if you don't wear your uniform sometimes."  But that was the message that came through.  His good example of coming in uniform broke down only once.  That was enough for a couple of his group.

Which is stronger, good or bad example?  We can't always be sure.  Setting a good example will often not work all by itself.  But if you exchange it for a bad example, you may get immediate action (of the wrong kind).

Alan was elected senior patrol leader.  He took his new job very seriously.  If there was ever any horseplay, he stayed out of it.  He felt he had to in order not to set a bad example.

On one camping trip the patrol leaders got some horseplay going after "Taps," and Alan joined in.  Everybody had a ball.

The next day, every one of the patrols got completely out of hand.  The Scoutmaster finally had to step in and settle everyone down.  Then he and Alan had a talk --

"That's the first time I've done anything like that since I was elected," Alan complained.

"What effect do you think it had?" asked the Scoutmaster.

"I don't know.  There's been a little trouble before, but never like this.  They always knew I wouldn't put up with it."

"Always until when?"

"Until...  well, until last night.  I guess I showed 'em a little fooling around is OK."

Thus, Alan learned to keep a good example going.  Even if it seemed not to do much good.  Because a bad example would almost certainly make things worse.

People learn from models and examples.  I show you my square knot.  I untie it and tie it slowly while you watch.  Then you try to tie a knot like mine.

We use models in teaching because they work.  Models let people know what we want.  Models say, "Here, do it like this."

People are models themselves.  A girl models a dress for a customer.

The message is, "If you'll buy this dress, you'll be as beautiful as me."

A leader is a model whether he wants to be or not.  He doesn't have to tell the group to follow his example.  In fact, he can even tell them not to follow his example, but they will.

"What you are speaks so loudly I cannot hear what you say," said Emerson.

Setting an example is more than staying out of trouble.  It is an important element in leadership.  It is showing the way.  It is an active process that raises standards and goals.  It is a great deal more than just avoiding the wrong things.  Setting an example means doing the right things, and knowing why.

As a leader, you are observed by others at all times.  Other Scouts are watching you and learning to do what you do.  Are you proud of what they see? How can you set a good example?

Follow instructions.  There's at least one right way to do everything.

There may be a dozen wrong ways to do each.  Don't expect others to do things right if you don't.

Try harder.  If you'll settle for last place, so will the group.  Get up earlier and run faster than anybody.  They can't follow you if you are not out ahead.

Take the initiative.  Shakespeare wrote, "Some are born great, some achieve greatness, and some have greatness thrust upon them."  Don't wait for leadership to be thrust upon you.  Find out what has to happen and make it happen.

Act mature.  If you act like a half-wit, you'll be a good model for those trying to win the half-wit badge.  That's not what your group needs.  You'll get a lot more respect by acting mature than by being a silly kid.

Know your job.  Never quit trying to do a better job.  Know your group and its resources.  Pick up new skills and improve on old ones.  You can't learn too much about leadership.  (But it's very easy to learn too little.)

Make a special effort to conduct yourself at home, school, and during Scout activities so that you will be pleased when others follow your example.  How you act includes what you say and do and how you dress.  It includes your attitudes and how you relate to others.

As you work at improving your example as a leader, you should take stock from time to time.  What new area can you develop?  How is your conduct in meetings of the troop and the troop leaders' council?  What kinds of attitudes are others "catching" from you?

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