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== Objectives ==
== Objectives ==
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At the conclusion of this lesson the participants
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At the conclusion of this lesson the participants:
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will be able to
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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 ==
== Time Plan ==
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Total Time: 1 hour 48 minutes (105 minutes) or longer if desired
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Total Time: ?? minutes
{{lesson slides start}}
{{lesson slides start}}
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Present Objectives
Present Objectives
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{{lesson slide|00:03|3 min}}
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{{lesson slide|00:03|}}
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To be effective in the field, a team needs to combine:
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instructional points in normal font
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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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''aids, exercises, activities in italic''
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{{lesson slide||}}
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But they also require the cooperation of all team members.
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Overview of Leadership Styles
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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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-
 
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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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-
 
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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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-
 
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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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-
 
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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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-
 
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E.g.:
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-
 
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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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-
 
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-
 
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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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-
 
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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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-
 
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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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-
 
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Should there be a team leader during an incident response? (yes)
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-
 
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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
# 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
 
# Consultative and Delegating
# 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
 
# Democratic
# Democratic
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#: TL facilitates cooperative discussions
 
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#: TL has only a single vote
 
# Consensus
# Consensus
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#: TL facilitates cooperative discussions
 
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#: Everyone has a veto to any plan
 
# Laissez-Faire
# Laissez-Faire
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#: TL provides no direction
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# Bureaucratic
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#: Each member acts as they see best
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{{lesson slide||}}
-
{{lesson slide|00:52|5 min}}
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''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:'''
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Scenario 1: A team of 4 ground searchers on a real incident reach the
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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
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?
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'''Scenario 6:'''
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Scenario 2: During a mock search for what is supposed to be a
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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
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:'''
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Scenario 3: 6 SAR members have shown up at the SAR group's entry in
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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
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.''
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''(Be very clear about this objective. In previous runnings, students were confused.)''
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{{lesson slide||}}
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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.''
''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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* - 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
 
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
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* - 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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The team leader should adapt to the style called for by the situation.
The team leader should adapt to the style called for by the situation.
-
For safety decisions, autocratic is often necessary/best.
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{{lesson slide||}}
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For mission success decisions, consultative and delegating is often best.
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-
 
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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?
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?
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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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-
 
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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.
 
{{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}}
 
-
** {{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
 
-
* [http://wilderdom.com/games/InitiativeGames.html Team building exercises]
 
-
** [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)
 
-
* [https://www.youtube.com/watch?v=ZJ9l47jCWn8 funny video: it's him]
 
-
* [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 ==

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