Blackpool Explorer Scouts

1. Blackpool Explorer Scouts

2. Module B – Taking the Lead

3. Module B Objectives • To have the confidence to undertake a leadership role within your chosen section. • To be able to run programme activities as appropriate to your role. • To recognise and understand the different leadership styles, and when each should be used. • To know your personal preferred style of leadership. • To recognise the effect of different styles of leadership on an activity. • To understand the process of evaluation, the need for it, and implement it as necessary.

4. Ice-breaker • Using the pens and paper provided, I want you to organise yourself into appropriately sized tutor groups, each of which should be balanced in terms of age, gender and ability etc and record them on the paper.

5. Styles of Leadership? • There are roughly five style of leadership these are Formal/Directive Informal/Supportive Passive Democratic/Team Based Organiser

6. Informal / Supportive • Using this style, the young people you are leading may not be aware that that is indeed what you are doing. Being there to help and support is a form of leadership.

7. Formal / Directive? • This is a style that you would most associate with leading – the regimental sergeant major, giving firm and clear instructions.

8. Democratic / Team Based • This style involves leading a discussion and including everyone in the final decision.

9. Passive • This is the most subtle form of leadership. It involves knowing when to let go and let your youngsters take the lead. It is used when there is no risk to their safety involved and gives them the opportunity to make their own decisions.

10. Organiser • This is a planning style as much as a leadership style. You take responsibility for getting things organised in such a way that the outcome that you desire is achieved.

11. So which one….? • This is the secret! • You need to master when and where it is appropriate to use each style of leadership. • For example, while an informal/supportive role might be useful at a Beaver Scout Colony meeting, the same approach probably shouldn’t be used when a casualty is waiting for someone to go and fetch help!

12. So what are you like – Which Simpson will you be? Its your test now…….

13. Which Simpsons Character are you aligned with? JP Bundle

14. Take the Test You have to select one letter from each of 4 pairs of opposing personality type indicators This will result in a 4 letter code The code will be cross matched to one of 16 Simpsons characters with whom your personality is most closely aligned

15. You prefer to direct your energy to deal with people, things, situations. You prefer to direct your energy to study ideas, information, explanations or beliefs. The first pair – Direction of your Energy Force E I or

16. You prefer to deal with facts, what you know, to have clarity, a realist in the here & now – for you the force is a tool - a fission screwdriver You prefer to deal with ideas, look into the unknown, to generate new possibilities or to anticipate what isn't obvious, you seek the nature of the force The second pair – Information Processing S N or

17. You prefer to decide on the basis of logic, using an analytic and detached approach. You prefer to decide using values and/or personal beliefs, letting The third pair – Making Decisions T F or

18. You prefer your life to be planned in a stable and organised way You prefer to go with the flow, to maintain flexibility and respond to events The fourth pair – Organising your Life J P or

19. You Should have a 4 letter code e.g. ENTP - Find your Simpson character in the next 4 slides The Cross Match

20. Protectors (SJ)

21. Creators (CP)

22. Intellectuals (NT)

23. Visionaries (CF)

24. What is personality? A person’s preferred style of behaviour We are “creatures of habit” So, tend to be consistent over time and situations If behaviour or personality wasn’t reliable, there’d be no point in measuring it One measurement systems is the Myer Briggs Type Indicator – similar to the one just performed

25. Myers-Briggs Type Indicator • What the MBTI is: • Measure of our dominant preferences for taking in information and making decisions • May not be polarised clearly between scales • So, you can be “a little of both” • No profile is better or worse than another • Helps explain our working style preferences • Based on the theory of Carl Jung • What the MBTI isn’t: • A measure of abilities – it’s not a test • No right or wrong answers • Tool is an ‘indicator’ – you can agree or disagree

26. The Scale Extraversion (E) Introversion (I) Sensing (S) Intuition (N) Thinking (T) Feeling (F) Judging (J) Perceiving (P)

27. UK Population

28. What was I????

29. Now that’s what I call…..leadership? Case Study 3 A Beaver Scout, Chitin, trips in the hall. He falls awkwardly and puts his hand through a glass window. There is glass on the floor. The injured Beaver Scout is bleeding heavily. Some of the other Beaver Scouts are crying. Some are investigating the broken window. Take control of the situation. Formal/Directive • Case Study 1 • You are taking a group of Cub Scouts to winter camp. There are two Sixes, with six cubs in each. In total there are eight boys and four girls. Two of the boys are 10, two nice and four eight. Two of the girls are eight, one is nine and one 10. The weather is typically British – drizzly and cold (this is a winter camp after all!). You need teach the Cub Scouts how to put up a patrol tent. This is because they need somewhere to sleep! Formal/Directive Case Study 4 You are explaining a new game to a group of 20 Beaver Scouts. One boy, Ross, cannot see the point in the game and makes this abundantly clear. His behaviour becomes more and more disruptive. He starts kicking a football round the hall and some of the other Beavers join in. The game cannot start until the Beavers understand it, and this is a vital part of the evenings programme. Make sure that the Beavers understand and enjoy the game. Formal/Directive Case Study 2 You are helping to run a Patrol forum. There are eight members of the Patrol. Two are female. The Patrol Leader, Sam, is very good at activities and sports, but can’t really be bothered running the Patrol forum. He’ll make the decisions anyway won’t he? The Assistant Patrol Leader is called Anne. She has lots of good ideas, which she communicates well in a one-to-one situation, but is very quiet in these meetings. Of the other six members, four do not play an active role in these forums. Joe and Shilpa are 11, and have only just joined the Troop. They are quiet and somewhat intimidated by the older Scouts. Mark and Tom are 12 and 13 respectively. They both seem bored by the programme offered at the moment. Tom has talked about leaving the Troop, and Mark looks up to him. Make sure that everyone’s opinion is heard at this meeting of the Patrol forum. Democratic Case Study 5 You are having a cook-out on the playing field outside your meeting place. The wind is blowing hard and one Six cannot light its fire. The other Sixes have no such problems and are preparing to cook. Each Six gets points for this exercise, so you must be careful not to actually complete the task for them. Help the Cub Scouts start their fire and get cooking. Informal/Supportive

30. So what do Leaders do anyway? • What do you think are your personal strengths? • What do you think you can bring to any activity or project? • Do you think you have any gaps?

31. What are your previous or current leaders like? If you think about it, you already know a great deal about leadership. As a Beaver Scout, Cub Scout or Scout you will have come into regular contact with adult leaders, who also have differing styles of leadership. Who are these leaders and what do they do and how do they do it? In what situation? What makes one style better than another? You don’t have to pick me…….

32. The Good, the Bad and the…… Bad Leaders: Impose. Try to do everything themselves Don’t listen to others. Stick to programmes no matter what. Use rules as an excuse not to do things. Do not learn by experience and from mistakes. Good Leaders: • Generate ideas. • Plan. • Encourage. • Help people learn. • ask “Did it work?”, “Why?”, “Would we change anything?” • Let people know when they have done a good job. • Ask for help. • Are team players. • Learn by experience • Work inside the rules. • Give positive feedback. • Know their Scouts. • Know their Scouts strengths and weaknesses. • Take Time.

33. Now what? • You have 5 minutes to devise a plan in order to pass an object of my choice, around a circle, without using your hands! The object must pass directly from one person to the next person without touching the floor until it returns to the beginning! • How did it go? Did it work? Didn’t it work? Why? • What styles of leadership went on during this exercise? • What was the most appropriate style of leadership and did you use it?

34. Module B Objectives – Did we achieve them? • To have the confidence to undertake a leadership role within your chosen section. • To be able to run programme activities as appropriate to your role. • To recognise and understand the different leadership styles, and when each should be used. • To know your personal preferred style of leadership. • To recognise the effect of different styles of leadership on an activity. • To understand the process of evaluation, the need for it, and implement it as necessary.

35. That’s it – Your Done • Hope you weren’t too bored ;)