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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 ... |
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== Time Plan == | == Time Plan == | ||
- | Total Time: | + | Total Time: ?? minutes |
{{lesson slides start}} | {{lesson slides start}} | ||
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Present Objectives | Present Objectives | ||
- | {{lesson slide|00:03| | + | {{lesson slide|00:03|}} |
+ | instructional points in normal font | ||
+ | |||
+ | ''aids, exercises, activities in italic'' | ||
+ | {{lesson slide||}} | ||
To be effective in the field, a team needs to combine: | To be effective in the field, a team needs to combine: | ||
* knowledge of the situation and assignment | * knowledge of the situation and assignment | ||
* technical skills | * technical skills | ||
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* equipment | * equipment | ||
* decision making | * decision making | ||
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The team leader needs to know leadership skills, but it's also | The team leader needs to know leadership skills, but it's also | ||
- | + | important that team members understand what they mean. | |
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+ | {{lesson slide||}} | ||
Why do team members choose to cooperate? | Why do team members choose to cooperate? | ||
- | + | Scenario 1: | |
+ | |||
It's the second day of a search for a lost hunter. | It's the second day of a search for a lost hunter. | ||
One of the hunter's friends have been assigned | One of the hunter's friends have been assigned | ||
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''Group discussion and build list of tactics'' | ''Group discussion and build list of tactics'' | ||
- | + | Scenario 2: | |
+ | |||
Later the hunter is found. | Later the hunter is found. | ||
A different team of five trained searchers | A different team of five trained searchers | ||
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''Group discussion continues to build list of tactics'' | ''Group discussion continues to build list of tactics'' | ||
- | {{lesson slide| | + | {{lesson slide||}} |
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What are team members wanting when they are part of an incident? | What are team members wanting when they are part of an incident? | ||
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* providing false assurance | * providing false assurance | ||
- | {{lesson slide| | + | {{lesson slide||}} |
''Break up into groups of 3 to 5. Deliberately do not assign group leaders.'' | ''Break up into groups of 3 to 5. Deliberately do not assign group leaders.'' | ||
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for these scenarios. | for these scenarios. | ||
- | + | Scenario 3: | |
+ | |||
A team is asked to search along a river's edge. The river is swollen, | 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 | brown and there are several trees floating down it. One of the | ||
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long as no one gets too close to the edge. The others look uncertain. | 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 | On the second day of a search for a young girl missing from a | ||
campground, you're asked to lead a group of 10 spontaneous volunteers | campground, you're asked to lead a group of 10 spontaneous volunteers | ||
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heard the girl calling. | heard the girl calling. | ||
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''Bring groups back together. Review answers. Relate them to wants.'' | ''Bring groups back together. Review answers. Relate them to wants.'' | ||
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- | {{lesson slide| | + | {{lesson slide||}} |
''Discuss groups' experiences just working on the last exercise.'' | ''Discuss groups' experiences just working on the last exercise.'' | ||
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please quickly choose a leader. | please quickly choose a leader. | ||
- | {{lesson slide| | + | {{lesson slide||}} |
Leadership Styles | Leadership Styles | ||
# Autocratic | # Autocratic | ||
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#: TL provides no direction | #: TL provides no direction | ||
#: Each member acts as they see best | #: Each member acts as they see best | ||
- | {{lesson slide| | + | {{lesson slide||}} |
''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| | + | {{lesson slide||}} |
Describe SAR scenarios where leadership is important. | Describe SAR scenarios where leadership is important. | ||
- | + | 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 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 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| | + | {{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.'' | ||
- | + | {{lesson slide||}} | |
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- | {{lesson slide| | + | |
''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 | ||
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Bureaucratic | Bureaucratic | ||
* + clear cut well-understood process | * + clear cut well-understood process | ||
* + highly accountable | * + highly accountable | ||
- | * - hide-bound; doesn't adapt | + | * - hide-bound; doesn't adapt |
* - reliant on outside supervision | * - reliant on outside supervision | ||
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* - no accountability -> finger pointing | * - no accountability -> finger pointing | ||
* - slow | * - slow | ||
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Consensus | Consensus | ||
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* - produces only lowest common denominator | * - produces only lowest common denominator | ||
* - can easily stalemate | * - can easily stalemate | ||
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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 | + | * - often working at cross-purposes |
* - no accountability -> finger pointing | * - no accountability -> finger pointing | ||
- | + | {{lesson slide||}} | |
- | {{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| | + | {{lesson slide||}} |
'''Joining teams''' | '''Joining teams''' | ||
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is overall in charge. Can be resolved very quickly. | is overall in charge. Can be resolved very quickly. | ||
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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.}} | ||
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== 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.}} | ||
- | |||
== License == | == License == | ||
{{prompt|What can others do with this lesson?}} | {{prompt|What can others do with this lesson?}} | ||
+ | |||
+ | Recommended license below. Fill in the year and the author's name(s): | ||
Copyright © 2014, Brett Wuth. | Copyright © 2014, Brett Wuth. | ||
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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 == |