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{{Lesson plan/Header}}
 
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== Subject ==
 
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{{prompt|What is this lesson plan about?}}
 
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== Authors ==
 
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{{prompt|List who wrote this lesson plan.}}
 
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== Scope ==
 
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{{prompt|What is included in this lesson, what's not and why.}}
 
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== Prerequisites ==
 
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{{prompt|What should students already know/have accomplished before the lesson is presented.}}
 
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== Objectives ==
 
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At the conclusion of this lesson the participants
 
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will be able to
 
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# identify importance of clear leadership
 
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# encourage leadership as a team member
 
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# select ethical ways of motivating cooperation
 
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# choose a leadership style appropriate to the circumstance
 
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Practice & demonstrate skills
 
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== Time Plan ==
 
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Total Time: 1 hour 48 minutes (105 minutes) or longer if desired
 
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{{lesson slides start}}
 
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{{lesson slide|00:00|3 min}}
 
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Introduce topic title
 
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Introduce Instructor
 
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Present Objectives
 
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{{lesson slide|00:03|3 min}}
 
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To be effective in the field, a team needs to combine:
 
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* knowledge of the situation and assignment
 
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* technical skills
 
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* physical ability
 
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* equipment
 
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* decision making
 
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* coordinated execution
 
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The last two generally require some form of leadership.
 
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But they also require the cooperation of all team members.
 
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Effective leadership is a quality of the team as a whole, not just the
 
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team leader.
 
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The team leader needs to know leadership skills, but it's also
 
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valuable that team members understands and uses them.
 
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{{lesson slide|00:06|8 min}}
 
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'''Reasons to work together'''
 
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Why do team members choose to cooperate?
 
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'''Scenario 1:'''
 
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It's the second day of a search for a lost hunter.
 
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One of the hunter's friends have been assigned
 
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to your team of two trained searchers.
 
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After half an hour in your assigned segment,
 
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the friend says he figures the lost hunter
 
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is in the the next segment and he's going
 
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there to search. What could pursuade him
 
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to stay with the team?
 
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''Group discussion and build list of tactics''
 
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'''Scenario 2:'''
 
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Later the hunter is found.
 
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A different team of five trained searchers
 
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is sent to help evacuate him.
 
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One of the five members is very fit
 
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and is soon leaving the rest behind
 
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in his enthusiasm.
 
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What could pursuade this person
 
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to stay with the team?
 
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''Group discussion continues to build list of tactics''
 
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{{lesson slide|00:14|5 min}}
 
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'''Motivations'''
 
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What are team members wanting when they are part of an incident?
 
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* know they are safe
 
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** protection from getting hurt
 
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** protection from being blamed
 
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* know they are helping to accomplish the mission
 
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* comradeship
 
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* develop skills
 
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* glory/pride
 
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''Relate to tactics built previously. Are any tactics address other wants?''
 
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''Discuss role of glory/pride in SAR.''
 
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Not enough that members '''are''' safe/acommplishing, they need to
 
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'''know''' they are safe/accomplishing.
 
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Leadership is developing coorperation
 
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through addressing the team members' needs and wants.
 
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When does this become manipulation?
 
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* not in member's own best interest
 
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* providing false assurance
 
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{{lesson slide|00:19|7 min}}
 
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''Break up into groups of 3 to 5. Deliberately do not assign group leaders.''
 
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Challenge: Develop as many tactics as possible to encourage cooperation
 
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for these scenarios.
 
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'''Scenario 3:'''
 
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A team is asked to search along a river's edge. The river is swollen,
 
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brown and there are several trees floating down it. One of the
 
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members wonders if the bank is undercut. The TL feels it's safe as
 
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long as no one gets too close to the edge. The others look uncertain.
 
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'''Scenario 4:'''
 
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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
 
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in a type 3 search of the brush just outside the play area. Some team
 
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members question whether it's a waste of time because they would have
 
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heard the girl calling.
 
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{{lesson slide|00:26|7 min}}
 
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''Bring groups back together. Review answers. Relate them to wants.''
 
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E.g.:
 
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* know they are safe
 
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** protection from getting hurt
 
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*** Scenario 3: review safety procedures; let team members know your experience level
 
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*** Scenario 4: discuss hazards, proper clothing
 
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** protection from being blamed
 
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*** Scenario 3: "Anyone can call a halt, and we'll pull back." -- no blame
 
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* know they are helping to accomplish the mission
 
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** Scenario 3: Describe why searching this area
 
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** Scenario 4: why is this area being searched; what might be found; what it means if no clues are found
 
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* comradeship
 
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** Scenario 4: tell a little about your self; get to know individuals' names
 
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* develop skills
 
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** Scenario 3: Give synopsis of how to judge working at water's edge
 
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** Scenario 4: Describe what Type 3 means and how to do it
 
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* glory/pride
 
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** Scenario 3/4: At the start, thank them for being willing to help out
 
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{{lesson slide|00:39|8 min}}
 
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''Discuss groups' experiences just working on the last exercise.''
 
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Did the group have a leader? Who wrote things down? Who relayed what
 
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the group had decided?
 
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Do you always need a leader?
 
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(not always, not necessarily in classroom setting)
 
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Should there be a team leader during an incident response? (yes)
 
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Why?
 
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* 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
 
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who is the TL. They can ask for your recommendation.
 
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Sometimes they forget. Ask "who's in charge?" whenever it's unclear.
 
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For the remaining exercises, when we break up into groups,
 
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please quickly choose a leader.
 
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{{lesson slide|00:47|5 min}}
 
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Leadership Styles
 
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# Autocratic
 
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#: TL makes decision, gives orders
 
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# 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
 
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#: 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
 
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#: TL facilitates cooperative discussions
 
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#: TL has only a single vote
 
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# Consensus
 
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#: TL facilitates cooperative discussions
 
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#: Everyone has a veto to any plan
 
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# Laissez-Faire
 
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#: TL provides no direction
 
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#: Each member acts as they see best
 
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{{lesson slide|00:52|5 min}}
 
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''Break up into groups of 3-5; assign team leaders''
 
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''Split the leadership styles between groups.''
 
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''Each group to list 2 advantages, 2 disadvantages for each of their styles.''
 
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''Leave the review of answers until after the next activity.''
 
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{{lesson slide|00:57|3 min}}
 
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Describe SAR scenarios where leadership is important.
 
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'''Scenario 5:'''
 
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A team of 4 ground searchers on a real incident reach the
 
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start of their segment. The trail crosses what is currently a fast
 
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flowing full but narrow stream in heavy woods. Wading could result in
 
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a fall with uncertain consequences. There are some rocks in the
 
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middle of the stream that if jumped upon could avoid the water.
 
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How should they deal with the stream?
 
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'''Scenario 6:'''
 
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During a mock search for what is supposed to be a
 
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responsive subject, a team of 3 reaches their segment. Part of it is
 
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wide-open sunny with high grass. It will take all of their alloted
 
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time to search that portion. The smaller part is a rolling hill with
 
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heavy trees. That part will take about half their time. In what
 
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order should they perform a type 2 search?
 
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'''Scenario 7:'''
 
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6 SAR members have shown up at the SAR group's entry in
 
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the local parade. Besides the Mobile Command Post, equipment trailer
 
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and truck, one member has brought a personal quad that could pull the
 
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rescue trailer. One of the members asks whether we need special
 
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permission to drive an Off Highway Vehicle on the parade route.
 
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{{lesson slide|01:00|5 min}}
 
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''Join groups together. Do not assign overall leader, to bring out the next point.''
 
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''In each scenario, what are the best leadership styles to be applied? Rate the styles from most to least appropriate.''
 
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''(Be very clear about this objective. In previous runnings, students were confused.)''
 
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{{lesson slide|01:05|5 min}}
 
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''Review student's answers of advantages and disadvantages of each style.''
 
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Autocratic
 
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* + quick
 
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* + provides structure
 
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* - members don't think for themselves
 
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* - members don't own decisions
 
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* - 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
 
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* + distributes work load
 
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* + fosters members' investment
 
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* - slower
 
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* - requires skilled members
 
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Democratic
 
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* + fosters members' investment
 
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* + all ideas heard
 
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* - no accountability -> finger pointing
 
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* - slow
 
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* - can create factions
 
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Consensus
 
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* + fosters members' investment
 
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* + all ideas heard
 
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* - produces only lowest common denominator
 
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* - can easily stalemate
 
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* - creates peer pressure
 
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Laissez-Faire
 
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* + requires no leadership skills
 
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* + everyone works to their own strengths
 
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* - often working at cross-purposes; wrong assumptions
 
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* - no accountability -> finger pointing
 
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{{lesson slide|01:10|5 min}}
 
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''Review student's answers to which styles are most appropriate to each scenario.''
 
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Each situation can be different.
 
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The team leader should adapt to the style called for by the situation.
 
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For safety decisions, autocratic is often necessary/best.
 
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For mission success decisions, consultative and delegating is often best.
 
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{{lesson slide|01:15|3 min}}
 
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'''Joining teams'''
 
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What happens when teams are brought together?
 
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What happened when the two groups came together to prioritize the styles?
 
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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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Example: A medical team is brought in to where a search team has found
 
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the subject.
 
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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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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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{{lesson slide|01:18|30 min}}
 
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'''Team Exercises'''
 
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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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'''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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'''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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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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'''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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person--cord--person--CORD--person--cord--person
 
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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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{{lesson slide|01:38|10 min}}
 
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After the exercise is complete, discuss the leadership techniques used.
 
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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}}
 
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== Aids ==
 
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{{prompt|What materials are needed or useful in presenting this lesson.}}
 
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* Suggestion related to leadership
 
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** {{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]]
 
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* [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]
 
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== Question bank ==
 
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{{prompt|List of questions suitable for an review/exam of this section.}}
 
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See {{subpage|Question bank}}
 
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== Frequently Asked Questions ==
 
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{{prompt|What are some of the questions that students typically ask. Include the answers.}}
 
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== Feedback ==
 
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{{prompt|When has this lesson been presented. What was the feedback.}}
 
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* {{link|Image:Members:2014-05-13 11 29 17u-scan.pdf|2014-05-06 running}} (feedback has been integrated)
 
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== License ==
 
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{{prompt|What can others do with this lesson?}}
 
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Copyright © 2014, Brett Wuth.
 
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This work is licensed under a
 
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Creative Commons Attribution-NonCommercial 2.5 Canada License.
 
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To view a copy of this license, visit
 
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http://creativecommons.org/licenses/by-nc/2.5/ca/
 
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or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
 
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== Reference Material ==
 
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{{prompt|If you need to cite sources, do so here.}}
 
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[1]
 
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== Notes ==
 
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{{prompt|Any additional notes, etc.}}
 
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== Objectives ==
== Objectives ==
* TL should ask early about medical conditions of team members ([[2013-02-23 Mock/Critque/Sug/0022]])
* TL should ask early about medical conditions of team members ([[2013-02-23 Mock/Critque/Sug/0022]])
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* If you must get critical, don't get personal. Talk about the problem, not the person. {{link|Image:Members:2013-02-27 18 43 01u-scan.pdf}}
* If you must get critical, don't get personal. Talk about the problem, not the person. {{link|Image:Members:2013-02-27 18 43 01u-scan.pdf}}
* A good Team Leader is the start of making a good team; but equally, a good team is the start of making a good Team Leader.
* A good Team Leader is the start of making a good team; but equally, a good team is the start of making a good Team Leader.
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* Leadership breeds leadership. [https://www.youtube.com/watch?v=ReRcHdeUG9Y]
 
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** By giving your time to your team mates, you are being a leader, regardless of your role in the organization.
 
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** Helping your team mates to develop, helps them to become leaders.
 
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== 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 ==
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* Read text book material on leadership
* Read text book material on leadership
** (done) PCSAR wiki
** (done) PCSAR wiki
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** (done) RRTL
+
** RRTL
** check for other manuals I may have
** check for other manuals I may have
* Identify training objectives
* Identify training objectives
* search for videos
* search for videos
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== Format ==
 
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options
 
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* lecture
 
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* video
 
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* role playing
 
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* group discussion
 

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