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Know where you are and what you want to achieve
There are three distinct aspects to communication, or getting and getting information: Getting it,
retrieving it, and giving it.
Getting Information
When getting or receiving information, you may be watching for a variety of clues to gather
meaning: not only verbal or written information, but nonverbal behavior as well. If you are not
careful, facts will be forgotten or distorted. This is because both the individual sending and the
person receiving the information may unintentionally obscure the message.
There are two ways you can insure that the information you receive will not be forgotten or
distorted:
Repeat back what you think you heard the person say.
While you may think you understand what you think you heard, you may in fact have gotten it
totally wrong. Clarify and verify! In a communication exchange, the sender controls what and
how is said, or the content of the message. The recipient controls what is heard and the feedback
given.
To encourage good communication, you need to encourage others to speak freely.
Show interest by leaning forward, paying attention, nodding in agreement, taking notes, and so
forth.
Retrieving Information
Information received may have to be recalled at a later time. There are many different ways to
store and retrieve information. Today, we naturally think of computers as a means for storing and
retrieving information. The medium is not as important as what your write and how you store the
information. You can employ a variety of methods to help you remember details, including notetaking, repeating back, memorization, and mnemonic devices.
Giving Information
When giving information, use all five senses whenever possible. In addition,
Speak clearly.
Encourage two-way flowask questions and get them asking questions of you. Don't pass
judgement on the question or the questioner. Use feedback and reflective listening to keep your
verbal and non-verbal communication in sync. Take notes of the main ideas and review your
notes soon afterwards to make sure they continue to make sense.
As your group plans and carries out activities, you learn more about yourself, your individual
needs and characteristics. You learn how to balance individual needs against those of the entire
group.
To understand others, we must first understand ourselves. This understanding can come naturally
as we grow, and at White Stag we believe in giving indivdiuals direct encouragement to discover
and improve on their skills and abilities.
competencies, order
group can accomplish. When you use the group's resources, you can involve more people in
active leadership by giving each a part according to his or her resources.
All groups go through the process of uncovering their resources. It's often informal and unstated.
We help individuals improve as leaders by bringing this skills to the forefront.
competencies, order
Controlling Team Performance is a close companion of the competency Setting the Example.
Coordinating individual efforts for collective purpose is externally and internally controlledby
the leader and each individual. Setting the Example is a personal, internal manner of control that
we hope others will model (when it's positive and appropriate).
Control is most often an overt behavior of the leader. There are specific actions a leader can take
to exert influence over a team. The leader in a team deploys the people in his patrol in a manner
to promote control, breaking up destructive cliques, to encourage greater participation, etc. He
stands at certain times to maintain or assert control. He counsels an individual to help him "set a
better example."
Counseling
competencies, order
What to do until the doctor arriveshelp the person tell you "where it hurts" and send for help.
As a leader, people will come to you with problems. Because you are a leader, you will spot
people with problems. You can't turn them away or just let them suffer, because the ignored
problem, if serious, will almost inevitably become a group problem.
Counseling is considered pretty difficult. Professional counselors, like lawyers, bankers,
clergymen, vocational counselors, teachers, psychiatrists and others, sometimes spend years
learning how to counsel in their fields. People often pay large amounts of money to be
counseled.
Why should leaders learn to counsel? Why should a team leader, for instance, need to know how
to counsel? Why is it considered one of the competencies a leader ought to know?
Because as an effective leader, individuals will grow to respect you. They will seek you out and
ask for counsel from you.
Counseling is sometimes just another word for listening. When troubled, many times it helps
the individual to just talk it out, to voice their concerns and express whats troubling them. Just
having their worries or problems heard by another gives the person a sense that his or her
problems are legitimate, thus perhaps increasing their self-esteem and their feelings of adequacy
in handling the situation.
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It may be more difficult under some circumstances to set a positive example, but that doesn't stop
you! Setting the Example is where your backbone shows. If you have character, if your character
has integrity--that is, if who you are on the outside is lined up with who you are on the inside-you will accomplish far more than you might imagine possible. For this kind of leader, as long as
he takes care of his follower's needs, enjoys their respect, loyalty, and even love.
If you fail to set the example, why should you expect group members to do any better? To help
keep the group together and get the job done, everything you do and say should line up with the
best possible examples of leadership. When you set the example, you help facilitate the results
you want as a leader.
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Know how the decision (if any) was reached and be able to communicate it to others.
Accurately and responsibly communicate from and back to the original group.
Realize that other groups may derive their entire picture of another group through you, the
representative. You must be consistent, possess integrity, and be fair to all parties.
Representing the Group is more an art than an exact science. When the requirement to represent
a group regarding a specific issue is known beforehand, then the entire representation issue is
much more manageable. It's an issue requiring decision-making skill.
If you are effective at representing your group, you will positively influence their attitude,
motivation, and enthusiasm. They will come to feel that what they think matters, that the ideas
they develop are good, and that they are making a positive contribution to the entire group.
Planning
Planning as an ongoing process, where a decision
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Resources for Leadership.
About Problem-Solving
Problem-Solving has six "phases":
The purpose of the first step of Planning, consider the task, is to:
Reach group agreement on the nature of the task and commitment to resolve
it.
Identify internal and external constraints and support for the issue.
2. Analysis
The purpose of the second step of Planning, consider the resources, is to determine
the time, physical, and human resources available to the group.
3. Generate Alternatives
The purpose of the third step of Planning, consider the alternatives, is to:
4. Implementation
The purpose of the fifth step of Planning, evaluation, is to look at what happened
and pass on what we learned to our group and to other groups.
Problem-solving includes:
Along with Evaluation and Manager of Learning, this competency is one of the most critical and
complex in leadership development. Skilled use of this competency positively influences the
leader's ability to get the job done and keep the group together in all kinds of situations.
Evaluation
competencies, order
About Evaluation
Ask a Patrol Member Development candidate at the end of the summer camp, "When do you
evaluate?" and he'll tell you, "Always."
Ask another candidate from Patrol Leader Development "what do you look for when you
evaluate?" and he'll say, "The strong and the weak points, possible improvements, and things to
keep."
Ask a third candidate, a young woman from Troop Leader Development, bowed under a large
pack, "What is evaluation?" and he'll tell you everything the others have said and add, "We
evaluate how well the group is keeping itself together and how well we're getting the job done."
A process for judging an individual's or group's completion of a task against previously identified
standards.
Our desire is to improve our evaluation skills so that we evaluate in the same manner a eagle
soars on the winds: constantly testing, consciously and unconsciously, wind current, flow, our
altitude, strength, time, direction, position relative to our target, etc., all the elements that affect
our reaching and surpassing the next mountain peak.
Sharing Leadership
competencies, order
Generally, less experienced or insecure leaders will tend to lean on the more authoritarian types of
leadership because they desire the role and title of leader to bolster their self-esteem, and they lack
confidence in their skills. Talented, mature leaders employ the most appropriate style based on the
context. The styles are easily viewed as being most to least authoritarian.
A way of assessing the desirability of a leadership style or the need for sharing leadership with the
team is to consider both the groups' short- and long-range goals. Effective, enlightened, unselfish
leaders true servants of the group are not reluctant to encourage group participation and
ownership of a decision.
Through all leadership situations, you must find a style of leadership most suited to the occasion that
balances your own maturity and capabilities and the group's maturity and ability.
The leader's and the group's maturity, the short- and long-term
goals, along with contextual dynamics, further influence the style
of leadership appropriate to the occasion.
In any situation, you must consider the appropriateness of each style relative to the forces generated
by the situation and from within the group. For example, the more long-range the goal, the more you
need the participation of every member in group decisions and their commitment to achieving the
goal. On the other hand, emergency situations do not lend themselves to consultation or delegation.
Managing of Learning
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number of desks. The phrase manager of learning is carefully chosen. The emphasis is on
learning, not on what the instructor teaches. Your job, as a manager of learning, is to help the
participants to become more effective leaders.
of learning, the Guided Discovery. A combination of attitudes, skills, and knowledge are usually
needed to operate successfully in any specific area. Attitudes are the most important and are the
most difficult to acquire.
Often a new attitude must replace an old attitude before skills or knowledge can be used. The
manager of learning must be able to detect this situation and know how to effect the change.
Counselling techniques are often used to enable a learner to see a need for change a change in
his attitude and accept the help you or members of his patrol or others can give him.
Not Lock-step
The Manager of Learning process is not lock-step but at the learner's own pace of discovery. It is
a heuristic learning process, because learning is:
MOL is not only one of the competencies taught in Junior Leader Training, it is a method for
leadership development which is essential to participatory leadership development. We not only
teach a competency called Manager of Learning, but we should be applying its principles in
everything we do during the learning program.