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| == Objectives == | | == Objectives == |
- | At the conclusion of this lesson the participants | + | At the conclusion of this lesson the participants: |
- | will be able to | + | # will be able to ... |
- | # identify importance of clear leadership
| + | |
- | # encourage leadership as a team member
| + | |
- | # select ethical ways of motivating cooperation
| + | |
- | # choose a leadership style appropriate to the circumstance
| + | |
- | Practice & demonstrate skills
| + | |
| | | |
| == Time Plan == | | == Time Plan == |
- | Total Time: 1 hour 48 minutes (105 minutes) or longer if desired | + | Total Time: ?? minutes |
| | | |
| {{lesson slides start}} | | {{lesson slides start}} |
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| Present Objectives | | Present Objectives |
- | {{lesson slide|00:03|3 min}} | + | {{lesson slide|00:03|}} |
- | To be effective in the field, a team needs to combine:
| + | instructional points in normal font |
- | * knowledge of the situation and assignment
| + | |
- | * technical skills
| + | |
- | * physical ability
| + | |
- | * equipment
| + | |
- | * decision making
| + | |
- | * coordinated execution
| + | |
| | | |
- | The last two generally require some form of leadership.
| + | ''aids, exercises, activities in italic'' |
- | | + | {{lesson slide||}} |
- | But they also require the cooperation of all team members.
| + | Overview of Leadership Styles |
- | | + | |
- | Effective leadership is a quality of the team as a whole, not just the
| + | |
- | team leader.
| + | |
- | | + | |
- | The team leader needs to know leadership skills, but it's also
| + | |
- | valuable that team members understands and uses them.
| + | |
- | | + | |
- | {{lesson slide|00:06|8 min}}
| + | |
- | '''Reasons to work together''' | + | |
- | | + | |
- | Why do team members choose to cooperate?
| + | |
- | | + | |
- | '''Scenario 1:'''
| + | |
- | It's the second day of a search for a lost hunter.
| + | |
- | One of the hunter's friends have been assigned
| + | |
- | to your team of two trained searchers.
| + | |
- | After half an hour in your assigned segment,
| + | |
- | the friend says he figures the lost hunter
| + | |
- | is in the the next segment and he's going
| + | |
- | there to search. What could pursuade him
| + | |
- | to stay with the team?
| + | |
- | | + | |
- | ''Group discussion and build list of tactics''
| + | |
- | | + | |
- | '''Scenario 2:'''
| + | |
- | Later the hunter is found.
| + | |
- | A different team of five trained searchers
| + | |
- | is sent to help evacuate him.
| + | |
- | One of the five members is very fit
| + | |
- | and is soon leaving the rest behind
| + | |
- | in his enthusiasm.
| + | |
- | What could pursuade this person
| + | |
- | to stay with the team?
| + | |
- | | + | |
- | ''Group discussion continues to build list of tactics''
| + | |
- | | + | |
- | {{lesson slide|00:14|5 min}}
| + | |
- | '''Motivations'''
| + | |
- | | + | |
- | What are team members wanting when they are part of an incident?
| + | |
- | | + | |
- | * know they are safe
| + | |
- | ** protection from getting hurt
| + | |
- | ** protection from being blamed
| + | |
- | * know they are helping to accomplish the mission
| + | |
- | * comradeship
| + | |
- | * develop skills
| + | |
- | * glory/pride
| + | |
- | | + | |
- | ''Relate to tactics built previously. Are any tactics address other wants?''
| + | |
- | | + | |
- | ''Discuss role of glory/pride in SAR.''
| + | |
- | | + | |
- | Not enough that members '''are''' safe/acommplishing, they need to
| + | |
- | '''know''' they are safe/accomplishing.
| + | |
- | | + | |
- | Leadership is developing coorperation
| + | |
- | through addressing the team members' needs and wants.
| + | |
- | | + | |
- | When does this become manipulation?
| + | |
- | * not in member's own best interest
| + | |
- | * providing false assurance
| + | |
- | | + | |
- | {{lesson slide|00:19|7 min}}
| + | |
- | | + | |
- | ''Break up into groups of 3 to 5. Deliberately do not assign group leaders.'' | + | |
- | | + | |
- | Challenge: Develop as many tactics as possible to encourage cooperation
| + | |
- | for these scenarios.
| + | |
- | | + | |
- | '''Scenario 3:'''
| + | |
- | A team is asked to search along a river's edge. The river is swollen,
| + | |
- | brown and there are several trees floating down it. One of the
| + | |
- | members wonders if the bank is undercut. The TL feels it's safe as
| + | |
- | long as no one gets too close to the edge. The others look uncertain.
| + | |
- | | + | |
- | '''Scenario 4:'''
| + | |
- | On the second day of a search for a young girl missing from a
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- | campground, you're asked to lead a group of 10 spontaneous volunteers
| + | |
- | in a type 3 search of the brush just outside the play area. Some team
| + | |
- | members question whether it's a waste of time because they would have
| + | |
- | heard the girl calling.
| + | |
- | | + | |
- | {{lesson slide|00:26|7 min}} | + | |
- | ''Bring groups back together. Review answers. Relate them to wants.''
| + | |
- | | + | |
- | E.g.:
| + | |
- | | + | |
- | * know they are safe
| + | |
- | ** protection from getting hurt
| + | |
- | *** Scenario 3: review safety procedures; let team members know your experience level
| + | |
- | *** Scenario 4: discuss hazards, proper clothing
| + | |
- | ** protection from being blamed
| + | |
- | *** Scenario 3: "Anyone can call a halt, and we'll pull back." -- no blame
| + | |
- | * know they are helping to accomplish the mission
| + | |
- | ** Scenario 3: Describe why searching this area
| + | |
- | ** Scenario 4: why is this area being searched; what might be found; what it means if no clues are found
| + | |
- | * comradeship
| + | |
- | ** Scenario 4: tell a little about your self; get to know individuals' names
| + | |
- | * develop skills
| + | |
- | ** Scenario 3: Give synopsis of how to judge working at water's edge
| + | |
- | ** Scenario 4: Describe what Type 3 means and how to do it
| + | |
- | * glory/pride
| + | |
- | ** Scenario 3/4: At the start, thank them for being willing to help out
| + | |
- | | + | |
- | | + | |
- | {{lesson slide|00:39|8 min}}
| + | |
- | ''Discuss groups' experiences just working on the last exercise.''
| + | |
- | | + | |
- | Did the group have a leader? Who wrote things down? Who relayed what
| + | |
- | the group had decided?
| + | |
- | | + | |
- | Do you always need a leader?
| + | |
- | (not always, not necessarily in classroom setting)
| + | |
- | | + | |
- | Should there be a team leader during an incident response? (yes)
| + | |
- | | + | |
- | Why?
| + | |
- | * efficient decision making and coordinated execution
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- | (time critical)
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- | | + | |
- | When teams are formed at the CP, the overhead team should assign
| + | |
- | who is the TL. They can ask for your recommendation.
| + | |
- | | + | |
- | Sometimes they forget. Ask "who's in charge?" whenever it's unclear.
| + | |
- | | + | |
- | For the remaining exercises, when we break up into groups,
| + | |
- | please quickly choose a leader.
| + | |
- | | + | |
- | {{lesson slide|00:47|5 min}}
| + | |
- | Leadership Styles | + | |
| # Autocratic | | # Autocratic |
- | #: TL makes decision, gives orders
| |
- | # Bureaucratic
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- | #: TL relies on polices, procedures and rules
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- | #: TL refers ambiguous or difficult decisions to supervisor
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- | #: TL gives direction to members
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| # Consultative and Delegating | | # Consultative and Delegating |
- | #: TL seeks input of skilled, experienced members
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- | #: TL makes firm decision
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- | #: TL delegates authority to members
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| # Democratic | | # Democratic |
- | #: TL facilitates cooperative discussions
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- | #: TL has only a single vote
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| # Consensus | | # Consensus |
- | #: TL facilitates cooperative discussions
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- | #: Everyone has a veto to any plan
| |
| # Laissez-Faire | | # Laissez-Faire |
- | #: TL provides no direction | + | # Bureaucratic |
- | #: Each member acts as they see best
| + | {{lesson slide||}} |
- | {{lesson slide|00:52|5 min}} | + | |
| ''Break up into groups of 3-5; assign team leaders'' | | ''Break up into groups of 3-5; assign team leaders'' |
| | | |
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| ''Leave the review of answers until after the next activity.'' | | ''Leave the review of answers until after the next activity.'' |
- | {{lesson slide|00:57|3 min}} | + | {{lesson slide||}} |
| Describe SAR scenarios where leadership is important. | | Describe SAR scenarios where leadership is important. |
| | | |
- | '''Scenario 5:'''
| + | Scenario 1: A team of 4 ground searchers on a real incident reach the |
- | A team of 4 ground searchers on a real incident reach the | + | |
| start of their segment. The trail crosses what is currently a fast | | start of their segment. The trail crosses what is currently a fast |
| flowing full but narrow stream in heavy woods. Wading could result in | | flowing full but narrow stream in heavy woods. Wading could result in |
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| How should they deal with the stream? | | How should they deal with the stream? |
| | | |
- | '''Scenario 6:'''
| + | Scenario 2: During a mock search for what is supposed to be a |
- | During a mock search for what is supposed to be a | + | |
| responsive subject, a team of 3 reaches their segment. Part of it is | | responsive subject, a team of 3 reaches their segment. Part of it is |
| wide-open sunny with high grass. It will take all of their alloted | | wide-open sunny with high grass. It will take all of their alloted |
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| order should they perform a type 2 search? | | order should they perform a type 2 search? |
| | | |
- | '''Scenario 7:'''
| + | Scenario 3: 6 SAR members have shown up at the SAR group's entry in |
- | 6 SAR members have shown up at the SAR group's entry in | + | |
| the local parade. Besides the Mobile Command Post, equipment trailer | | the local parade. Besides the Mobile Command Post, equipment trailer |
| and truck, one member has brought a personal quad that could pull the | | and truck, one member has brought a personal quad that could pull the |
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- | {{lesson slide|01:00|5 min}} | + | {{lesson slide||}} |
| ''Join groups together. Do not assign overall leader, to bring out the next point.'' | | ''Join groups together. Do not assign overall leader, to bring out the next point.'' |
| | | |
| ''In each scenario, what are the best leadership styles to be applied? Rate the styles from most to least appropriate.'' | | ''In each scenario, what are the best leadership styles to be applied? Rate the styles from most to least appropriate.'' |
| | | |
- | ''(Be very clear about this objective. In previous runnings, students were confused.)''
| + | {{lesson slide||}} |
- | | + | |
- | {{lesson slide|01:05|5 min}} | + | |
| ''Review student's answers of advantages and disadvantages of each style.'' | | ''Review student's answers of advantages and disadvantages of each style.'' |
| | | |
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| * - members don't think for themselves | | * - members don't think for themselves |
| * - members don't own decisions | | * - members don't own decisions |
- | * - decision no better than the leader
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- |
| |
- | Bureaucratic
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- | * + clear cut well-understood process
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- | * + highly accountable
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- | * - hide-bound; doesn't adapt; work can be inefficient
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- | * - reliant on outside supervision
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| | | |
| Consultative and Delegating | | Consultative and Delegating |
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| * - no accountability -> finger pointing | | * - no accountability -> finger pointing |
| * - slow | | * - slow |
- | * - can create factions
| |
| | | |
| Consensus | | Consensus |
| * + fosters members' investment | | * + fosters members' investment |
| * + all ideas heard | | * + all ideas heard |
- | * - produces only lowest common denominator | + | * - lowest common denominator |
| * - can easily stalemate | | * - can easily stalemate |
- | * - creates peer pressure
| |
| | | |
| Laissez-Faire | | Laissez-Faire |
| * + requires no leadership skills | | * + requires no leadership skills |
| * + everyone works to their own strengths | | * + everyone works to their own strengths |
- | * - often working at cross-purposes; wrong assumptions | + | * - often working at cross-purposes |
| * - no accountability -> finger pointing | | * - no accountability -> finger pointing |
| | | |
| + | Bureaucratic |
| + | * + clear cut well-understood process |
| + | * + highly accountable |
| + | * - hide-bound; doesn't adapt |
| + | * - reliant on outside supervision |
| | | |
- | {{lesson slide|01:10|5 min}} | + | {{lesson slide||}} |
| ''Review student's answers to which styles are most appropriate to each scenario.'' | | ''Review student's answers to which styles are most appropriate to each scenario.'' |
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| For mission success decisions, consultative and delegating is often best. | | For mission success decisions, consultative and delegating is often best. |
| | | |
- | {{lesson slide|01:15|3 min}} | + | {{lesson slide||}} |
- | '''Joining teams'''
| + | |
- | | + | |
| What happens when teams are brought together? | | What happens when teams are brought together? |
| | | |
| What happened when the two groups came together to prioritize the styles? | | What happened when the two groups came together to prioritize the styles? |
| | | |
- | This is a problem we hear often in the critique.
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- | Teams are brought together and no one is overall in charge.
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- |
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- | Example: A medical team is brought in to where a search team has found
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- | the subject.
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- |
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- | It often happens when we're assisting a team from another service
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- | (e.g. Emergency Service). They're using Laissez-Faire because
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- | everyone knows their roles so well. Our team doesn't know which of
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- | their's is the team leader.
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- |
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- | Ask "who's in charge?" if unclear. Two TL's should meet and decide who
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- | is overall in charge. Can be resolved very quickly.
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- |
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- | {{lesson slide|01:18|30 min}}
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- | '''Team Exercises'''
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- |
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- | Break out a team of 5-7. The rest can observe and comment later on
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- | leadership techniques used.
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- |
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- | '''Exercise 1: Bayou Signal''' - Imagine that the team is has survived
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- | an overturn of their swamp craft and an aligator attack in the bayou.
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- | They've made it to an area of ankle-deep water (the training room)
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- | with clear cover -- no trees. They have with them a rope (provide)
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- | and anything that they've actually brought with them (disqualify
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- | anything designed as a signaling device or hazardous). Treat
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- | everything else in the room (tables, chairs, etc.) as bushes that will
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- | blend into the background. Using the equipment provided, create the
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- | best signal available for a search plane, while the group will be
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- | creating a shelter on drier ground near by but under the tree cover.
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- |
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- | '''Exercise 2: Toxic Waste''' - Fill a bucket (old helmet) with strips
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- | of flagging tape (any loose objects) and place on the ground on one
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- | side of a table. The flagging tape represents a toxic (radioactive)
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- | substance. The team must move it up over to the other side of the
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- | table where it can be contained. No one can be within 2m of the
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- | radioactive material or they loose the use of the body part (limb,
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- | eyes). Provide them with a SAR ready pack and a few other SAR items
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- | if you think they may be needed.
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- |
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- | Extension: Once they make it to the other side, confiscate any items
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- | used and ask another team to bring the material back.
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- |
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- |
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- | '''Exercise 3: Human Knot''' - Review a simple figure-8 knot. Provide
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- | 3 short lengths of cord. Select 4 of the team members to be make up a
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- | simulated longer cord like this.
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- |
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- | person--cord--person--CORD--person--cord--person
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- |
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- | People hold the cord ends with each hand (people on the ends use only
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- | one hand). They must not let go. Tie a figure-8 knot in the center
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- | (where CORD is in CAPITALS). The other team members can help in any
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- | way. E.g. by pulling cord loops open for someone to walk through.
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- |
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- | {{lesson slide|01:38|10 min}}
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- | After the exercise is complete, discuss the leadership techniques used.
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- |
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- | {{lesson slide|01:48|}}
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- | Repeat with different groups as time allows.
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| {{lesson slides end}} | | {{lesson slides end}} |
| | | |
| == Aids == | | == Aids == |
| {{prompt|What materials are needed or useful in presenting this lesson.}} | | {{prompt|What materials are needed or useful in presenting this lesson.}} |
- | * Suggestion related to leadership
| |
- | ** {{link|2013-02-23 Mock/Critque/Sug/0021}}
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- | ** {{link|2013-02-23_Mock/Critque/Sug/0022}}
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- | ** {{link|2013-02-23 Mock/Critque/Sug/0023}}
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- | ** {{link|Critiques/2009-05-05/Sug3}}
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- | ** {{link|Critiques/2010-08-24/Sug10}}
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- | ** {{link|Critiques/2010-08-24/Sug21}}
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- | * [[2013-12-03 regular training]]
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- | * [[2000-12-05 being in charge/Lesson plan]]
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- | * [[Overhead tabletop lesson]]
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- | * [[SAR Fundamentals/Team leader]]
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- | * [[User:Brett Wuth/Working Notes/2012-12-01 leadership training]]
| |
- | * [http://iweb.castrov.cuug.ab.ca/mediawiki/index.php/Rope_rescue/PEP/RRTL_manual Brett's copy] of RRTL manual
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- | * [http://wilderdom.com/games/InitiativeGames.html Team building exercises]
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- | ** [http://wilderdom.com/games/descriptions/ToxicWaste.html Toxic Waste]
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- | ** [http://www.firststepstraining.com/resources/activities/archive/activity_overhand.htm Human Knot]
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- | * [https://www.youtube.com/watch?v=oWA9qvo49B0 US Marine Corps Principles of Leadership video] (44 min)
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- | * First follower [https://www.youtube.com/watch?v=fW8amMCVAJQ funny video: dancer] (3 min)
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- | * [https://www.youtube.com/watch?v=ZJ9l47jCWn8 funny video: it's him]
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- | * [https://www.youtube.com/watch?v=XZMqOMtl5C0 funny video: title you give]
| |
| | | |
| == Question bank == | | == Question bank == |
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| == Feedback == | | == Feedback == |
| {{prompt|When has this lesson been presented. What was the feedback.}} | | {{prompt|When has this lesson been presented. What was the feedback.}} |
- | * {{link|Image:Members:2014-05-13 11 29 17u-scan.pdf|2014-05-06 running}} (feedback has been integrated)
| |
| | | |
| == License == | | == License == |
| {{prompt|What can others do with this lesson?}} | | {{prompt|What can others do with this lesson?}} |
| | | |
- | Copyright © 2014, Brett Wuth. | + | Recommended license below. Fill in the year and the author's name(s): |
| + | |
| + | Copyright © YEAR, Author. |
| This work is licensed under a | | This work is licensed under a |
| Creative Commons Attribution-NonCommercial 2.5 Canada License. | | Creative Commons Attribution-NonCommercial 2.5 Canada License. |
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| ** By giving your time to your team mates, you are being a leader, regardless of your role in the organization. | | ** By giving your time to your team mates, you are being a leader, regardless of your role in the organization. |
| ** Helping your team mates to develop, helps them to become leaders. | | ** Helping your team mates to develop, helps them to become leaders. |
| + | * First follower [https://www.youtube.com/watch?v=fW8amMCVAJQ funny video: dancer] |
| + | * [https://www.youtube.com/watch?v=ZJ9l47jCWn8 funny video: it's him] |
| + | * [https://www.youtube.com/watch?v=XZMqOMtl5C0 funny video: title you give] |
| | | |
- | | + | == Resources == |
| + | * Suggestion related to leadership |
| + | ** {{link|2013-02-23 Mock/Critque/Sug/0021}} |
| + | ** {{link|2013-02-23_Mock/Critque/Sug/0022}} |
| + | ** {{link|2013-02-23 Mock/Critque/Sug/0023}} |
| + | ** {{link|Critiques/2009-05-05/Sug3}} |
| + | ** {{link|Critiques/2010-08-24/Sug10}} |
| + | ** {{link|Critiques/2010-08-24/Sug21}} |
| + | * [[2013-12-03 regular training]] |
| + | * [[2000-12-05 being in charge/Lesson plan]] |
| + | * [[Overhead tabletop lesson]] |
| + | * [[SAR Fundamentals/Team leader]] |
| + | * [[User:Brett Wuth/Working Notes/2012-12-01 leadership training]] |
| + | * [http://iweb.castrov.cuug.ab.ca/mediawiki/index.php/Rope_rescue/PEP/RRTL_manual Brett's copy] of RRTL manual |
| | | |
| == To do == | | == To do == |