Bachelor of Commissioner Science

Bachelor of Commissioner Science
CBTM = Commissioner Basic Training Manual CF = Commissioner Fieldbook, the commissioner’s Bible. This PowerPoint presentation is authored by George Crowl, who has served as a neighborhood commissioner (he’s old!), assistant district commissioner for training, district commissioner, council commissioner, Scout roundtable staff, a district commissioner again, a unit commissioner, and now a line assistant district unit commissioner. He has been a commissioner in five different councils. Some of the scheduling comments are unique to a specific college, your situation will be different and you should change the names and the scheduling information to fit your needs This presentation now includes all Bachelors classes in the Continuing Education for Commissioners book, #33615E, 2004 printing. If you have comments or questions, please contact me at If you see something in error or outdated, please contact me [sometimes I can’t keep all the balls in the air at one time, and don’t realize something has changed]. Version 4.0, March [Updated several lessons with current graphics] [This slide was designed to be used as the introduction during the first of a series of Bachelors level classes. If it suits your needs, use it and insert the names of the instructors. Put appropriate scheduling information below.] Bachelor of Commissioner Science Schedule Period 1 - completed Period 2 - Unit Visitation Period 3 - Rechartering Period 4 - Optional Period 5 – Optional Instructors: Richard Benner, David Carleton, Gene Letner, Chris Porras, Walt Robbins

Reminder to instructors: Check the notes pages of this presentation for the text of the Continuing Education for Commissioners This is a “hidden slide” and will not show in the presentation.

Introductions Name Commissioner job Scouting experience
[This is an opportunity to introduce staff and participants, if they will be spending most of the day together. If not, this slide maybe skipped.] Introduce the staff Name What they do in Scouting Commissioner experience, tenure, training experience Ask the students to introduce themselves Scouting experience Point out that we will all learn from each others’ experience during this training We want to share our knowledge, pool our resources

Overview BS104, Unit Visitation (R) BS102, Rechartering (R)
BS103, The District (O) BS105, Solutions (O) BS106, Priorities (O) Or — any optional Masters or Doctoral class [Again, put your own overview of the class schedule on this slide. The available classes in the presentation have been expanded beyond those listed on the slide. They now include 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111 (no presentation ready yet), 112, 113, and 114, all of them. The next slide (hidden) lists them all.] These are the Bachelors classes being offered today. The required ones are in this room this morning. Two of the optional ones are here this afternoon. The third is in Room _____. If you would prefer to attend one of the Masters or Doctoral classes this afternoon, that is OK too. We want to meet your needs.

Overview BCS101, Intro to CS BCS102, Charter Renewal
BCS103, Commissioner and the District BCS104, Unit Visitation BCS105, Practical Solutions BCS106, Commissioner Priorities BCS107, Youth Protection BCS108, Roundtables I BCS109, Roundtables II BCS110, Style BCS111, Health & Safety BCS112, What Would You Do? BCS113, Service to New Units BCS114, Commissioner-Professional Relationship BCS115, Commissioners and Diversity

BCS 101 Introduction to Commissioner Science
Give each participant a Commissioner Fieldbook. Instructor:

Introduction Need a dynamic commissioner staff
Commissioner role is different Quality depends on commissioners Resources help commissioners succeed You aren’t an expert in everything Know where to go to get help First resource: Commissioner Fieldbook Introduction Every district needs a dynamic commissioner staff. Commissioners go deep into our Scouting tradition. As a commissioner, your role is different from that of other Scouters. The insignia you wear displays a wreath around the Scouting fleur-de-lis, representing your commission to serve chartered organizations in the operation of Cub Scout packs, Boy Scout troops, Varsity Scout teams, and Venturing crews. The quality of Scouting depends upon the men and women who wear this wreath of service. C. There are many resources to help you succeed. A good commissioner doesn’t know everything about commissioner service, but a good commissioner does know how to use Scouting resources to get the answers.

Commissioner Fieldbook
Resource of information Experience of hundreds of commissioners Commissioner Fieldbook – Front to Back The purpose of the Commissioner Fieldbook is to provide a resource of practical, usable information, simply stated and readily adaptable. The material herein reflects the experience of hundreds of commissioners from all parts of the country. Refer to the contents page to review the parts of the book. Have everyone walk through the Commissioner Fieldbook as a reference for the remainder of the session.

Contents

Commissioner Orientation
Overview Use with video: Helping Units Succeed Commissioner Orientation Section Gives you an overview of Scouting and commissioner service. Use this section with your orientation coach. Note the orientation projects on page 8. Be sure you’ve seen the orientation video, The Unit Commissioner’s Orientation: Helping Units Succeed, AV-04V00.

Commissioner Concept Help units succeed!
Max efficiency Good program More members Results oriented, not procedures Roles Friend of the unit Representative of the BSA Unit “doctor” Teacher Counselor The Commissioner Concept The only reason for having commissioners is to help units succeed. The commissioner’s specific mission is to keep units operating at maximum efficiency so they they can deliver a good program to a growing membership. Be result oriented rather than procedures oriented. Roles the commissioner plays: Friend of the unit Representative of the Boy Scouts of America Unit “doctor” Teacher Counselor

District Commissioner Staff
Assistant District Commissioners Unit Commissioners Roundtable Commissioners District Executive The District Commissioner Staff The district commissioner Assistant district commissioners. Unit commissioners—note the outline of volunteer duties Roundtable commissioners [Don’t forget Varsity, even if I left off the patch!] Your district executive.

Providing Unit Service
We care — listen! Unit contacts Frequency Unit meeting visits Unit committee visits Other contacts Annual commissioner service plan Other ways to help a unit Quality Unit Award Do unit service first! Providing Unit Service The central idea behind successful commissioners is “we care.” These are powerful words. They are a powerful force in human relations. A caring attitude is reflected in everything a good commissioner says and does. Good commissioners pay attention to what unit volunteers are saying and they are alert to the feelings behind the words. Caring is a habit. The more that commissioners view their job with a caring attitude, the more successful that unit will be. Unit contacts: 1. Frequency 2. Unit meeting visits 3. Unit committee visits 4. Other contacts The annual commissioner service plan Other ways to help a unit The national Quality Unit Award A special note: unit commissioners should not fall into the trap of doing everything in Scouting except their appointed job—unit service (see page 23 of the Commissioner Fieldbook on priorities).

Commissioner Style Frontline diplomat Exceptional service
Roots and wings Service recovery: How to right a wrong Commissioner Style This chapter lists important qualities of a successful commissioner. “Exceptional district service equals unit leader perception of help received minus help the unit leader expected.” What are “Roots and Wings?” Service Recovery: How to right a wrong. Course BCS 110 covers commissioner style in more detail.

Lifesaving Commissioner
Watch the vital signs Go into action fast Hurry cases VIII. Be a Lifesaving Commissioner A. Commissioner lifesaving is providing prompt, intensive, and often persistent care when major problems occur in a unit. B. Courses MCS 303 and MCS 304 cover commissioner lifesaving.

Counseling “Ability to listen and react in a way that will help others solve their own problems” IX. Counseling Counseling is the ability to listen and react in a way that will help others solve their own problems. This section of the Fieldbook is your counselor’s guide. MCS 306 provides further instruction in commissioner counseling skills.

Unit Charter Renewal BCS 102 covers unit charter renewal
Commissioner’s goal—“on time” X. Unit Charter Renewal The commissioner facilitates the on-time annual charter renewal of all assigned units. Course BCS 102 covers unit charter renewal.

Commissioner Training
Orientation video Personal coaching / orientation Basic training Arrowhead Honor Commissioner’s Key Continuing education XI. Unit Commissioner Training Orientation video — within 48 hours Personal coaching/orientation — within two weeks Basic training — within two months Arrowhead Honor — within one year Commissioner’s Key — after three years Continuing education — every month/year

Commissioner Resources
A list of basic helps Commissioner Resources. A list of basic helps. [COMMISSIONER KIT CONTENTS [Additional information] This commissioner kit should be put in a three ring binder. Three hole punch any forms that don't come that way. It contains the key publication for commissioner service, and a number of useful forms which should be handed out to Scouters as needed. Replacements can be obtained from your DE, DC or the office. Your DC or DE will provide a district roster and unit rosters for each unit you serve. Commissioner Fieldbook for Unit Service Scouting's Library of Literature Local Tour permit Local council calendar Unit Money Earning Application Cub Scout applications Boy Scout applications Varsity Scout applications Venturer applications Adult applications Transfer applications Veteran application Boys' Life information Cub Scout inspection form Boy Scout inspection form Male Scouter inspection form Female Scouter inspection form List of useful forms and books Insurance brochure Council organization List of audio-visual aids CS, BS & VS leader award apps Commissioner work sheet Uniform Inspection Award (Unit) Uniform Inspection Award (Boy) Some useful things to know about Cub Scouting Some useful things to know about Boy Scouting/Varsity Scouting Unit commissioner progress record for Arrowhead Honor/Scouter’s Key]

Unit Commissioner Worksheets (1)
XIII. Unit Commissioner Worksheets.

Unit Commissioner Worksheets (2)

Summary Commissioner Fieldbook is your guide Only a tool
You have to build something with it XIV. Summary The Commissioner Fieldbook is your guide, but it is only a tool. It is up to you to build something with it.

Questions? Comments!

BCS 102 Unit Charter Renewal
Be sure each participant has the “Charter Renewal” chapter of the latest Commissioner Fieldbook. [Materials recommended: Fieldbook Inspection sheets Quality Unit scoresheets Charter renewal checklist] Instructor: Richard Benner

Why Recharter? BSA does not own Scouting units
Annual franchise to chartered partners Chartered partners are: Churches Schools / PTAs Service clubs Businesses and labor unions Why Recharter? A. BSA is unique in that it does not own or operate Scouting units. It grants charters to community organizations that adopt the program and operate units. It’s like a franchise, and commissioners help renew the annual franchise agreement. B. The ownership belongs to other community organizations or groups such as: 1. Churches 2. Schools / PTAs 3. Service clubs 4. Businesses and labor unions

When Do Units Recharter?
Before the charter date (expiration date) Most are one year Minimum 6 months, maximum 18 months Each council has a preferred pattern BDAC LDS - December 31st Community - January 31st [Put your own council’s pattern in the last bullets.]

The Charter Renewal Process
90 days before: DE visit IH Printout available (to right person!) 60 days before: Membership inventory Recruit to make up loss 100% Boys' Life? 60 days before Internet recharter available on line Prepare draft of recharter Optional, but recommended 45 days before: Charter renewal meeting Boys Adults Fees Approvals Plans for the next year (Quality Unit) 15 days before: Charter turn-in night 60 days after: Charter presentation [Here is an overview of the actions taken at each stage. We will expand on them in the next slides.]

Ninety Days Before: District Executive visits Institution Head
Friendly visit or "How can I help" [To be a Quality District, the DE should visit each institution head.] Ninety days before charter renewal date, the district executive renews the relationship with the executive officer of the chartered organization. Obviously, if problems are anticipated in the rechartering of the unit and/or if there is significant corrective action to be taken, the visit should be held earlier. Allow as much lead time as necessary so that positive action may take place before the renewal date. The commissioner should keep the district executive advised of any matter that could affect the smooth renewal of the charter. Don’t wait until charter renewal time to address major problems. The district executive Confers about the success or needs of the unit and notes any weaknesses Reviews the role of the chartered organization and the local council to help the unit be successful Reviews key personnel to determine replacements, additional personnel, and recognition Guides the head of the organization into naming the key person responsible for handling the rechartering process. [Easiest to go to the unit leader, not always “right”. Unit leader should not have to do the paperwork! Committee secretary or advancement person is best.] The local council provides a computer printout of adults and youth members presently registered. This form serves as the unit charter application and is enclosed in the prepared unit charter renewal envelope. In districts where all units have the same renewal date, the district executive must set up an earlier schedule of visits, and a key commissioner might help with selective visits.

Sixty Days Before: Membership inventory Set review meeting
Uniform inspection? Sixty days before unit renewal date, the commissioner and unit committee conduct a membership inventory of youth and adult, using the computer printout. Contacts or visit should be made to inactive youth and adults. Every effort should be made to recruit additional youth and adults so that the unit can reregister with no loss in membership. The charter review date is set and officials of the chartered organization, the unit committee, unit leaders, and the unit commissioner or other district or council representative are urged to attend. How to do a membership inventory: Appoint a unit adult to conduct the inventory You will receive computer printouts of all youth and adults registered during the past year Set a membership inventory date at a unit meeting. Before the inventory date, meet with unit leaders to discuss ways to make the best use of the inventory At the unit meeting, the unit adult in charge of the inventory calls the roll. Following the unit meting, the leaders and committee members meet. Absent or inactive members are coded only on the unit copy of the computer printout. A review of the unit record book will supply information on recent attendance. All absent or inactive members are assigned to various persons to contact them to determine if they are to be reregistered. Unit leaders and committee members agree on a plan to recruit new adults and youth. The commissioner gives special attention to the registration of an adequate number of quality adults. Discuss this with both a key unit person and a commissioner leader or district executive. Do not let anyone “sit on” the forms. If you feel that the process is not progressing, discover who has the forms and what is delaying them. [Arrange for a uniform inspection. Give plenty of notice so boys (and adults) can prepare.]

Internet Rechartering
Available 60 days before charter expires (Until 60 days after, i. e. drops) On local council web site Easy to use Sends electronic version to council office Prints paper copy for signatures Must be turned in as usual Sixty to 45 days before renewal date. The BSA has introduced a new service to councils that enables units to complete the paperwork portion of the charter renewal process over the Internet. This new option launched from the council Web site provides a more accurate and efficient renewal for many units and for the local council. To use this service, a local council develops a licensing agreement with the National Council and agrees to an annual license fee. Units choosing to renew their charters online will visit the local council’s Web site, complete the steps through the submittal process, and print a revised charter renewal application to be brought to the unit’s charter renewal meeting for review, discussion, and authorized signatures.

Forty-Five Days Before:
Charter review meeting Youth Adults Fees Approvals Quality Unit status Plans Forty-five days before unit renewal date, the commissioner and unit committee chairman conduct the charter renewal meeting. Attendance at this meeting should include the commissioner, chartered organization representative, executive officer of the chartered organization, unit leader, and all other unit volunteers. They identify youth and adults to reregister; forms are completed and fees are collected. The executive officer of the chartered organization approves all volunteers and the unit leader certifies the youth to be registered. This also is a good time to be sure that a pack or troop is a 100% Boy’s Life unit. If necessary, the commissioner can help complete the renewal form. A review is conducted to determine if the unit qualifies for the National Quality Unit Award for the past charter year and to make commitments for the next charter year. Note the agenda in the Commissioner Fieldbook.* If the unit is using one of the new third-party unit-management software programs for unit charter renewal or the new Internet process, all needed changes should be made on the program and a hard copy printed out before this meeting to obtain the necessary signatures. [*Review which boys will recharter, what is needed to get them rechartered. Review which adults will recharter. Do we need more adult leadership for the unit? Where is the money coming from? If there is a money problem, solve it, but sell the unit budget plan for next year. Review Quality Unit status. Seek commitment to qualify on all 10 QU requirements (if possible) Review last year’s program. Ask for successes and shortfalls. Look toward next years program, to build on success and avoid pitfalls.]

Fifteen Days Before: Charter turn-in night
Fifteen days before unit renewal date, the commissioner or unit committee submits the complete charter renewal application to the local council service center. This allows adequate time for processing and any unforeseen delays. If the process is badly delayed, carry the forms by hand through the rechartering process and take them to your district executive. Units using a third-party unit-management software program or new Internet process must also submit both the signed hard copy [and the computer disk if applicable] with the completed charter renewal application. Proper registration fees and signed applications are also submitted. If the unit has renewed its charter using the Internet, the registrar reviews this information online along with the hard copies from the unit charter renewal meeting. The registrar then creates the new charter and registration cards for the unit. The council will file the hard copy with signatures and use the disk [or internet file] to more quickly complete the charter renewal for the unit. [Charter turn-in nights may vary by council, as much as 45 days in advance. A knowledgeable commissioner must audit each charter when it is turned in.]

Sixty Days After: Charter presentation Chartered partner and The unit
Sample presentation in Commissioner Fieldbook (CF p ) Thirty (60!) days after charter renewal, a formal presentation of the new charter and membership certificates is made at an appropriate gathering of the chartered organization. Note the sample charter presentation ceremony in the Commissioner Fieldbook. Make it the celebration phase of an ongoing relationship between the organization and the BSA. Be sure everyone present is recognized, from the head of the organization to the newest youth member. Caution: Unit-management software and the Internet can be extremely helpful to the council and many units. However, do not embarrass units that do not find these methods helpful; their use is optional. [Present the charter to the chartered partner Church: at worship service Service club: at meeting School: at school assembly Present the charter to the unit At pack meeting At troop court of honor Include Quality Unit ribbon Include 100% Boy’s Life ribbon]

Failure to Recharter Who has the forms? Why? What can you do about it?
Reorganize before charter expiration If the unit fails to recharter on time, immediately discover who has the charter renewal forms and what is holding them up. Consult with your district executive. Hand-carry the forms through the rechartering process and take them to your district executive. If the unit needs a major reorganization, complete the reorganization before the charter expiration.

Charter Renewal Application
Headers Adults Age Applications Youth Boys’ Life Review a typical computer printout use for charter renewal. (Show how easy the paperwork is if they just follow the directions and take it one step at a time.

[In the author’s opinion, Internet Rechartering is the way to go
[In the author’s opinion, Internet Rechartering is the way to go. It is very straightforward with an excellent tutorial. Some councils do not yet accept Packmaster/Troopmaster and other record keeping programs, and some do. They are now compatible with Scoutnet There are still some compatibility issues to be worked out between Internet Rechartering and unit management software programs, so inquire locally about using UMS with IR. This is the top half of the first page of the charter renewal printout. Some of the headers may need correction, and we will need to calculate fees, and fill out some questions. We actually finish this page last.]

[This is the first part of the leader list
[This is the first part of the leader list. We didn’t show the next page. This can be filled out when you know who is rechartering and what changes need to be made.]

[This is a part of the boy list
[This is a part of the boy list. Again, you can fill this out as soon as you know who is rechartering, and any address or rank changes. An example follows.]

Reregistration Checklist
One is available REREGISTRATION CHECKLIST (Traditional manual reregistration forms) Adult Boy Indiv Form Form Form *Critical to timely registration ( ) ( ) ( ) Expiration date and other heading information checked and corrected if necessary. ( ) Boys' Life expiration date corrected if necessary. ( ) ( ) All dropped members crossed out (single line, ball pen). ( ) * All registrations not printed or typed on the rosters sent in on an individual application, even though individual is supposed to be registered. ( ) ( ) ( ) Check each line for accuracy. Use real first name, middle initial (normally) and last name. Make corrections below printed line. ( ) ( ) ( ) Mailing address, including box number if appropriate. ( ) ( ) ( ) Member's date of birth. Correct for program and position. ( ) ( ) Cubs', Scouts' and Varsity's rank. Venturers' and adults' sex. ( ) ( ) Adults' positions are correct. ( ) ( ) * Unit must have a Chartered Organization Representative (CR), Committee Chairman (CC), minimum of two committee members (MC), Cubmaster/Scoutmaster/Varsity Coach/Venture Advisor, and packs must have minimum of one Den Leader. No dual registration in same unit except IH, CR, CC or MC, AP. ( ) ( ) "Multiple" adult registered members' position codes circled with unit where fee paid, or noted on application. Multiple Scout/ Varsity/Venturer, write “multiple” plain language below the name, with the unit where the fee is paid. ( ) ( ) ( ) Boys' Life column marked with a Y in accordance with instructions. ( ) ( ) ( ) Available telephone numbers listed (B or H) ( ) * All Cub, Scout, Varsity applications signed by parent. ( ) * Unit leader signature on youth roster. ( ) * Unit leader signature on individual youth applications. ( ) Unit number on all individual applications. ( ) * Adult and Venturer individual applications signed by member. ( ) Check: Disability code, 100% Boy’s Life YES/NO, On Time YES/NO. ( ) Chartered partner name and full address correct. ( ) Executive officer's name, title, and address correct. ( ) * Executive officer's signature on adult roster. ( ) * Executive officer's or CR's signature on individual adult applications. ( ) Number of youth and adult Boys' Life subscriptions, BL fees. ( ) Number of paid youth and fees, number of paid adults and fees, total fees (including $20 charter fee). Number of multiple adults and youth. ( ) * Council certification - commissioner signature. [ ] (special form) a. Quality Unit worksheet completed - unit leader and commissioner signature ( ) * Check attached, made out to your local council ( ) Turned in on charter night. Your Unit Commissioner, Assistant/District Commissioner, and District Executive are your resources, in that order, if you need help. Call them. Send this charter in through them, do not send it direct to the council office.

Internet Rechartering Checklist and Pointers
Use the tutorial Multiple registration is in the Update Fee section After final transmission, must make pen changes Must have signatures and money Fee computation does not include insurance With 2 or more units, don’t transmit until all done Complete a Quality Unit application for all units [This information is based on the author’s experience as one of the key trainers on Internet Rechartering in the Sam Houston Area Council. Reregistration Checklist for Internet Rechartering (IR) Use the tutorial to learn how to use IR. Follow the prompts. Make all the corrections you can, note where you need more information, and return to make those corrections later. If the IH is new, you must have a DOB, but not a SSAN. Preparing the “multiple registration” information does not occur until the “Update Fee” section DO NOT transmit the charter until you are done to the best of your ability. That step is “final.” All corrections after that must be made on the printed charter in the traditional manner. Get signatures on the final charter with the signature lines on it (institution head, commissioner, and unit leader). You must submit applications for all the adults and youth identified as new on your charter, and for any you add after the final printing. Adult applications signed by the CC and CR or IH. Youth applications signed by the parent (Cub, Boy, Varsity) or youth (Venturing) and unit leader. The fee computation does not include the local council insurance. Be sure to submit a Quality Unit application, whether or not the unit is QU. You may not dual register in the same unit except as IR, CR, CC or MC, and AP. The system allows this (as of Mar 05), but it causes a defective charter. Do not use “transfer” for a boy moving from a unit with the same expiration date. Do not put a false social security number in as a placeholder. It is very difficult to remove. Just leave the blank until you have the right information. If you are rechartering more than one unit (such as pack, troop, team and crew), do not submit the final copy of one until you are ready to submit the final copy of all. Sometimes you will see a need to change that affects more than one charter. The recharter date cannot be changed on IR. Consult your DE or registrar if you need to.]

[Start with the boy page first.
Line out neatly the boys not rechartering (Jankowski). Correct any names, addresses, birthdays, grades, or phones (Evans, Flores). Correct the ranks. Ensure the Boy’s Life (B/L) column is correct. This pack is 100% Boy’s Life, as we want all packs and troops to be. Unit leader (Cubmaster) signs it. We are also turning in five new boy individual applications (including Boy’s Life) with the charter.]

[Do the adult roster next.
Line out neatly the adults not rechartering (Barker). Correct positions, addresses, phone numbers, Boy’s Life, etc. (Breternitz) Do not correct the training status on this form, the registrars cannot fix it without additional information. Some councils provide a form to log training corrections that includes the date the training(s) took place. In other councils, you may have to get the training team to submit a training report with the names, courses and dates. The computer currently accepts one of two cases: 1) Before 9/1/01 - completion of the appropriate Fast Start and Basic (or SMF) training; 2) After 9/1/01 – completion of the appropriate Fast Start, New Leader Fundamentals, and the “Specific” training for the registered position. For instance, if you have completed Den Leader Specific training, you will be untrained when you become a Webelos Den Leader, because the Specific training is different. Correct any Scouting position (Breternitz). Circle the position of anyone whose feed is paid in some other unit or district/council. It helps the registrars if you note the unit where the fee is paid (Kenney, Koch). Ensure the B/L column is correct. We have 1 adult subscription. We will turn in one adult application as a multiple.]

[We have 12 paid youth, times $10 = $120 registration.
They all got Boy’s Life at $ = $ B/L. We have 9 paid adults, times $10 = $ 90 registration. We have 3 multiple adults, including our new application. We have 1 adult B/L at $ = $ B/L Remember the $ 20 charter fee Total is = $370.40 Complete the disability code, Boy’s Life (yes/no), on time unit (yes/no). Make any required corrections at the top. Father Kenny must sign as executive officer. If the executive officer is new, you may cross out the old and write the new name in. You must include the new executive officer’s birth date. You, as commissioner, sign as council representative.]

Two Principles Assure Success
Keep the unit charter renewal process simple ONLY registration, Boys’ Life, Quality Unit Anticipate anything that could delay on-time charter renewal Unit problem Leader or institution head out of town Etc. Keep the unit charter renewal process simple. Do not attach anything to the recharter process that does not specifically have to do with the chartered organization’s renewal of its charter or the reregistration of leaders and youth. The addition of anything else to the renewal process or paperwork has the potential for delaying prompt renewal, particularly for units that might be prone for any reason not to renew their charter on time. Keep paperwork simple. Do not add a bunch of items to unit renewal packets. Simple renewal steps are summarized above. Please do not add anything. Anticipate anything that could delay on-time renewal of the unit’s charter. Good commissioners get ahead of the curve. Is the unit leader going to be out of town for a month? Are there unit problems that might delay the renewal? Has there been a loss of adults? If the unit needs a major reorganization, plan and complete the reorganization well before the charter expiration. Each council may have a preferred pattern of renewal dates. Some might find it best for all units of a district to renew charters in the same month. This pattern is often combined with a renewal meeting with help available for all units to facilitate paperwork. In rural districts a different approach might be needed. What’s best for each of your districts?

BCS 103 The Commissioner and the District
Instructor: Chris Porras

Volunteers and Professionals Working Together

Relationship What makes the relationship work?
Who makes the important decisions? The flavor of the relationship How do UC and DE work best together? How to avoid common problem areas Scouting’s special relationship between volunteers and professionals is the core of its success. [1. Neither can succeed without the other Many jobs volunteers can not or will not do Professional cannot deliver program to kids 2. Volunteers should make the important decisions Based on best data and knowledge of the job Professionals will fill the vacuum! 3. Should be based on mutual respect/understanding DE serves whole district, not one or three units DE is higher level resource, not errand boy DE should be interested in unit major events, leadership changes, etc. 4. UC provides on the spot assistance, diagnosis, communication UC gets help from other district volunteers first UC keeps ADC, DC, DE informed of serious problems 5. Communicate!]

District Organization

Four-Function Plan Membership Finance Program Unit Service Key 3
District Chairman District Commissioner District Executive [We will talk about each of the four functions But first -- Who are the Key 3? What do they do? Chairman: Top volunteer. Often not an expert. Good contacts in the community. Recruiter. Money person. Commissioner: Usually program expert. May be an “old Scouter.” Knows unit people. Executive: Scouting salesperson. Recruiter of boys and adults. Often new to profession, high turnover. Very demanding job. They need to have a life!]

Membership School nights Commissioners needed! Roundup Patrol plus
New unit organization Commissioner needed! [Ya got to have boys to have a program! Usually one or even zero deep. Draws on other resources to get the job done. How the membership committee is used depends a great deal on the DE]

Finance District goals support council services District campaign
Unit campaign Unit commissioner explain / support [Each district must raise the salary and benefits of the DEs, and make a contribution toward the support staff and camps. Many volunteer Scouters think that because they wear a uniform and pay for going on campouts that they should not have to contribute to SME. Many parents never hear that money is needed to support Scouting beyond the troop or pack dues. Unit commissioners can help with unit campaigns by telling our story well, and by setting the example by giving what they can afford to FOS.]

Program Training UC support, take people to training!
Camping / Outdoor Summer camp Day camp Outdoor program Activities Advancement [Here is where Unit Commissioners can help—but they can do too much! Your primary job is to serve units! Don’t let the fun stuff get in the way of service. I do expect commissioners to serve on training teams, or Day Camp staff, or boards of review. Just don’t neglect your units.]

Unit Service UC a friend to the unit’s leaders
UC evaluates program, provides help UC encourages activities UC reports unit status UC helps unit solve problems Training Advancement Outdoors / Activities [How are we a friend? What are our tools to evaluate with? How do we provide help? How do we encourage unit participation in activities? How do we report unit status? How does the UC use the operating committee resources?]

Council Organization

Council Organization Six valley Scouting districts - Tomahawk, El Dorado, Sunrise, Chemehuevi, Big Horn, North Star Urban Scouting units Northern & Southern districts Mini-districts within Learning for Life In-School Scouting - elementary & HS Exploring [This slide needs to be modified to show the organization in your local council]

Council Support Executive Board - governance
Professional staff - service Support staff - service Volunteer staff - service Training - Pow Wow, Wood Badge, etc. Commissioners - RTRT, CCS, etc. Camping - camps, high adventure, etc. [Your representatives to the council are: Council Commissioner, through district commissioners District Chairmen Many Board and Council committees: Membership, finance, camping, training, urban emphasis, recognition, long range planning, endowment, administration, etc., etc. Professional staff works for SE—ultimate job of providing service to boys and expansion of the movement Support staff works for SE—trading post, registration, advancement, finance clerks, executives’ secretaries, camp rangers—all so kids can get their badges and have fun Volunteer staff—work for president and VPs Many specialized functions: Training, CR, camping, etc.] [You may have to modify the last three bullets slightly to fit your situation.]

Successful Districts

Quality Districts 60% Quality Units 2% unit growth
2% or balanced membership growth Finance goals On-time reregistration goals 1 unit commissioner for each 3 units Use the standard district structure Each key volunteer position filled Hold annual conference with each IH

How Do You Contribute? On-time rechartering Quality Units
Membership growth Outdoor program Trained leaders Communicate the need for finance drives A quality program for kids!

BCS 104 Unit Visitation Instructor: Walt Robbins
Be sure each participant has the “Providing Unit Service” chapter of the latest Commissioner Fieldbook. [Materials recommended: Commissioner worksheets Uniform inspections sheets] Instructor: Walt Robbins

Types of Visits Unit meetings Unit committee meetings
Individual get-together with unit leader Visit with other unit adults Effective phone contacts Unit meetings—where Scouting really happens—bottom line. These meetings are your best way to observe what’s happening Unit committee meetings—often your best opportunity to interact with unit adults Individual get-together with unit leader Visit with other unit adults Effective phone contacts

Before You Go Friend of the unit How can you help the unit?
Know what is best for unit success Strengthen unit adult roles Commissioner is in the background Be helpful, not critical Better to call first Know units, do homework, know what to expect You go as a friend of the unit—not as the district “superspy.” Constantly ask yourself how can you help the unit Know what is best for the success of your unit Your help should strengthen the roles of unit adults, not glorify the commissioner. “It’s better to teach a person to fish than to feed him a fish.” The commissioner operates quietly, generally in the background Be helpful, not critical It’s usually better to call first It’s common courtesy Calling beforehand helps assure you’ll be welcome It shows you’re not there to snoop Know your units, do your homework, know what to expect

During the Visit Watch and listen Do not disrupt the meeting
Stay long enough Don’t take notes Chat with other adults on the sideline Get to know the boys Don’t distract the leader Give a chance to mention problems Take some freebies Watch and listen Be careful not to disrupt the meeting Stay long enough to get an accurate impression Avoid making notes during the visit Chat with other adults who are “on the sidelines” Get to know some of the boys Don’t distract the leader—talk with him or her during free time, perhaps not until after the meeting. Always give the leader a chance to mention problems or ask questions Always take some freebies—even if only applications

After the Visit After — fill out commissioner worksheet
Determine priority needs How can you be most helpful? Discuss special needs with ADC / DC / DE After, not during the meeting, review and fill out a commissioner worksheet (in the back of the Commissioner Fieldbook) Determine the priority needs of the unit. At any point in time, different units will have different priority needs, and needs change over time. Determine how can you (or others in the district) be most helpful. Perhaps it’s only to provide a personal “well done” or “congratulations.” Discuss special needs with your ADC, district commissioner, or district executive. If there is a crisis, communicate immediately.

Worksheet

Sample

Odds and Ends Brainstorm ways to help Prioritize your units
Keep a positive attitude Brainstorm ways to help a unit Prioritize your units Spend your time with the weakest units Strong units need contact. Weak units need attention. Keep a positive attitude

Uniform Inspections Notify youth and adults in advance
Hand out uniform inspection sheets in advance Prepare your team before the inspection Inspect the inspectors first 1-2 inspectors per den / patrol Give an honest grade, move on Don’t sweat the small stuff Compliment the boys and adults (If time permits—discuss) Notify youth and adults a month in advance, so people know it is coming. Don’t embarrass anyone. Hand out uniform inspection sheets 7-14 days in advance. Let them know the standards. Grade by the sheet, boys who have 100% uniform will be rewarded. If the unit doesn’t expect Scout pants, understand both positions. Prepare your team before the inspection. Insure their uniforms are correct, that they will grade the same way, and understand the need for speed. Inspect the inspectors first. This is a show, the real inspection came before. It lets the boys know we expect the same of inspectors. 1-2 inspectors per den / patrol. The entire inspection should take no more than 10 minutes, that is about 1 minute per boy in a den / patrol. With two inspectors, one can record while the other inspects. Give an honest grade and move on. Don’t sweat the small stuff. If a boy’s insignia is off 1/2”, don’t worry. Tell him, perhaps, but don’t dock him. Compliment the boys and adults. Tell them uniforming is important. Congratulate them on their inspection. Provide results to leaders later.

Counseling “Ability to listen and react in a way that will help others solve their own problems” Counseling Counseling is the ability to listen and react in a way that will help others solve their own problems. This section of the Fieldbook is your counselor’s guide. MCS 306 provides further instruction in commissioner counseling skills.

Practical Solutions to Common Unit Needs
BCS 105 Practical Solutions to Common Unit Needs Give each participant a copy of Commissioner Helps for Packs, Troops, and Crews. Instructor: David Carleton

Commissioners Help Units:
Succeed Develop a better program Operate more effectively

Unit Commissioner Worksheets
Review worksheets—Commissioner Helps Nine / ten categories for each unit Unit profile “Some Ways to Help” suggestions Have everyone review the worksheets in the back of the Commissioner Helps book Review the nine to ten categories to be observed for each type of unit Demonstrate how to use the unit profile Emphasize how to use “Some Ways to Help” suggestions

Pack Worksheet (1)

Pack Worksheet (2)

Pack Worksheet (3)

Pack Worksheet (4)

Troop Worksheet (1)

Troop Worksheet (2)

Troop Worksheet (3) Note that “ATTENDANCE” is cut off, the remainder will be visible on #4.

Troop Worksheet (4) The center top item is “ATTENDANCE.”

Crew Worksheet (1)

Crew Worksheet (2)

Crew Worksheet (3)

Crew Worksheet (4)

Commissioner Response
Commissioner Helps for Packs, Troops and Crews Standards based on experience and policy Practical action by a commissioner Introduce Commissioner Helps for Packs, Troops and Crews. Under each program element or heading are several standards based on proven experience and policy. Following the standards are a number of practical commissioner action responses to the the unit with a given standard or program need. Note the abbreviations (C, S and V) where an item is not common to all types of units.

Find a Solution St. Mary’s Roman Catholic Church has a new pastor who is unfamiliar with Scouting Neither Troop 41 nor Crew 41 appear to have any program planned more than two weeks in advance. Last week you attended a pack meeting and only three parents were present. One of your assigned troops has not added a new boy member in ten months. One of your troops has very few boys in Scout uniform. At their May Pack meeting, Cubmaster Bob Newguy tells you he looks forward to seeing you in September. The chairman of a unit committee calls and expresses concern about the adequacy of the unit’s meeting place. Divide the group into teams of two or three. Read a statement from the list above. The first team to find the correct page with the information needed to help with the statement read, earns a point. Keep score. After each point is scored, take a minute or two to review the possible commissioner actions listed under the correct topic. Award a small prize to the winning team. [Each item above comes up with a separate mouse click and fades with the next click.]

Class Project “A Cub Scout pack consists of six members, one den leader (untrained), one Cubmaster (untrained), no committee members, and parents who say they are willing to help but never make a move to do so.” List every section of Helps which can help you respond Divide the group into larger teams of four to six persons. You might simply combine teams from the preceding contest. Assign the following case situation and ask each team to list every section of the Commissioner Helps book that could help them respond to the unit situation.

Problem-Solving Video
Unit Problem-Solving for Commissioners video, AV-04V002 14 problem segments Designed for use in commissioner meetings Unit Problem Solving for Commissioners Video, AV-04002 This video is used to help commissioners increase their skills in handling common, often unit life-threatening problems. One or two tape segments are often used as a training topic at each monthly council and district commissioner meeting. There are 14 problem segments on the video. Select one in the last third of the video — least likely to have been used in the districts. Or, let the participants quickly select one of the problems that they would most like to explore. Show the video segments to set up the problem. Turn the video off and have the group discuss their ideas for a solution. Return to the video to add video solutions to the group’s ideas. (Check with the session leaders of “No-Lapse/No-Drop Commitment” and “Commissioner Lifesaving II) to be sure each of you uses different problems from the video.)

BCS 106 A Commissioner’s Priorities
[Materials recommended: Quality Unit scoresheets] Instructor: Gene Letner

Know Your Units— Our #1 Priority
Know the unit adults Be a friend of the unit Understand the environment Chartered organization History and experience with Scouting Income and education level Inner-city neighborhood / suburban / rural Visit often enough to be up-to-date Beware of emphasizing the district instead of unit needs Be a friend. Do unit people view you as a person who really cares?

Prioritize Unit Needs Keep a list of needs and problems
Evaluate your time — it is limited Concentrate your energies on main problems Focus on units that need help Do unit service — not everything else Activities are not a commissioner’s first job Say “no” when required Being a commissioner is your primary job Keep a running list of needs, problems and desirable improvement for each of your units. Highlight the most urgent needs and problems. Evaluate your time—it is limited Concentrate your commissioner energies on the unit needs you highlighted Beware the hazard of giving the most attention to the healthiest and most active units. Good commissioners don’t do that. Establish your priority unit(s). Priority units receive your most careful attention. A commissioner might be tempted to give the most attention to the healthiest and most active units. Good commissioners don’t do that. Establish your priority unit(s). Priority units receive your most careful attention. Caution: Don’t fall into the trap of doing everything else in the district except your appointed job—unit service Because of the many programs and activities of Scouting, unit commissioners might find themselves promoting projects, carrying messages, acting as judges, running SME campaigns, etc. While all these activities are unquestionably important, they are not the primary responsibilities of unit commissioners Unit commissioners do cooperate with other Scouting personnel working on specific programs even though they are not responsible for them Don’t feel guilty about occasionally saying “no” to other requests Serve in the commissioner position only. Some people, of course, may desire to remain affiliated with their home unit—perhaps in their own church. However, understand that being a commissioner is your primary Scouting job. Use your time helping with specific unit needs and helping each unit become effective with its unit program and unit operation.

Typical Priorities Unit not meeting Unit with no leader
New unit leader lacks training Unit with no active committee Unit with no new youth members Unit with weak leadership Conflict with chartered organization Unit charter renewal time The above are high priorities for commissioners because they are major threats to unit survival and/or indications that boys may not be receiving good Scouting. (These priorities are covered in detail in courses MCS303 and MCS304, Commissioner Lifesaving I and II.)

Steps in Handling a Problem
Identify the problem Decide if it is a problem Discuss the problem with the ADC Is assistance needed from the district committee? Decide whether you will handle it alone or with the ADC Decide who is to handle the problem Plan your actions Plan your alternatives Put the plan into action Evaluate

The Quality Unit Award A commissioner is successful if the unit is a Quality Unit Review achievements at recharter time Make a commitment for next year Present streamers, emblems, etc. You make it a year-around project for them to succeed A unit commissioner is successful when the units he or she serves are providing a quality program for youth. The national Quality Unit Award is one of the BSA’s principal measurements of Scouting success. The Quality Unit Award recognizes outstanding packs, troops, teams and crews that conduct quality programs for their youth. Here’s how it works: The unit may earn the Quality Unit Award based on its past charter year achievement. During the month after the unit’s charter renewal, (in BDAC, during the renewal) a review is made by a council representative, usually a commissioner, with unit adults to determine if the unit qualifies as a Quality Unit for the past year and to make a commitment for the coming year. The unit fills out the report for the past charter year and the commitment for the current charter year on the Quality Unit forms. One copy is retained by the unit and one copy is returned to the local council service center so units can be properly recognized. There are streamers, plaques, emblems, and pins to use for recognizing units and unit members. You will want to help present the recognition pieces. As a commissioner, you Become knowledgeable about the award criteria, forms and procedures. See your current Unit Commissioner Program Notebook for the latest award criteria for packs, troops, teams and crews. Carefully brief unit personnel of the units you serve. Throughout the year, provide help and encouragement for units to meet award criteria. Guide the annual review of unit achievement for the past charter year and commitment for the current charter year. Provide recognition for unit achievement. Stay in close touch with the ADC, DC or DE about how the district can help strengthen the quality of a particular unit’s program and leadership.

National Quality Unit Award
Four mandatory items Trained leader Trained assistant leader Outdoor activities Recharter on time Minimum two of six optional items 100% Boys’ Life (or improvement) Advancement Service project Etc., appropriate to the type of unit Pass out and share the National Quality Unit Award scoresheets for pack, troop, team and crew operation. Participants must recognize, from the discussion, that they represent desirable and important standards for quality unit operation. ALL UNITS: *1. Trained unit leader (CM, SM, VC, NL). For Cub Packs: 50% of DL/WL trained. *2. Trained assistant unit leader (CA, SA, VA, NA). One leader appointed in charge of youth protection training. *4. Recharter on time. 7,6,6,7. Conduct a service project for the sponsoring institution or the community. 10,9,9,9. Renew the charter with equal or greater membership than last year. The remainder of the requirements vary by program. They are: CUB PACKS: *3. Attend council Cub day camp, resident camp, family camp, Webelos overnighters, or other approved outdoor activity. 5. Nine pack meetings per year. 6. Have an active Tiger Den in the pack. 8. Have 70% of the boys advance during the year (or 10% more than last year). 9. 100% of the boys receive Boys' Life, or increase by 10% over last year. SCOUT TROOPS: *3. Have six outdoor activities and attend a BSA summer camp. 5. Prepare, publish and present an annual plan. 7. Have 60% of the boys advance during the year (or 10% more than last year). 8. 100% of the boys receive Boys' Life, or increase by 10% over last year. 10. Conduct troop JLT and monthly Patrol Leader's Council meetings. VARSITY TEAMS: *3. Participate in an organized league sport, or an Ultimate Adventure. 7. 100% of the boys receive Boys' Life, or increase by 10% over last year. 8. 50% of the boys earn the Varsity letter. 10. Conduct youth leadership training for the team officers. VENTURING CREWS: *3. Elect officers and conduct an elected officer's seminar. 5. Conduct a superactivity. 6. Conduct a minimum of two meetings or activities per month. 8. Conduct an open house or other recruiting effort. 10. Crew committee meets at least four times each year.

BCS 107 Youth Protection Training
Note: This class is built around the Youth Protection video. Using this PowerPoint presentation in addition may not be necessary! Instructor:

Introduction Child abuse is one of “five unacceptables”
Educate Scouting volunteers, parents and Scouts to aid in the detection and prevention of child abuse Establish leader-selection procedures to prevent offenders from entering BSA leadership Establish policies that create barriers to child abuse within the program Encourage Scouts to report improper behavior in order to identify offenders quickly Swift removal and reporting of alleged offenders Introduction. The Boy Scouts of America has identified the societal problem of child abuse as one of five unacceptables. We have adopted a strategy to guide our Youth Protection Program. Educating Scouting volunteers, parents, and Scouts to aid in the detection and prevention of child abuse. This training program is a key element in the educational program of the BSA. In addition, information is provided to members and their families through BSA publications and video productions. Establishing leader-selection procedures to prevent offenders from entering the BSA leadership ranks. The adult leader application form requests relevant information that should be checked by the chartered organization before accepting the applicant into unit leadership. The National Council Registration Service routinely screens applicants against a listing of individuals known to be ineligible for BSA membership. Establishing polices that create barriers to child abuse within the program. BSA has adopted various policies to guide the interaction of adult and youth members. Encouraging Scouts to report improper behavior in order to identify offenders quickly. Through stressing the “three Rs” of Youth Protection, members are encouraged to report attempted or actual abuse. Swift removal and reporting of alleged offenders. Any time abuse is suspected in Scouting, the alleged offender will not be eligible to participate in the program until completely exonerated of the accusations. The Scout Executive is responsible for reporting all suspected abuse to the proper authorities irrespective of whether the person making the allegations to him reports to the authorities.

Video II. Youth protection guidelines training for volunteer leaders and parents. Present this video-directed course in its entirety. Be sure to use the latest version of training developed by the Boy Scouts of America.

Commissioner Duties Conduct annual adult YPT
Help units use proper leader-selection Coach unit people if abuse occurs Promote use of youth videos Cub — It Happened to Me Scout — A Time to Tell Venturing — Personal Safety Awareness Explain how to use youth handbook inserts Stay up to date on YPT changes Commissioner Duties Conduct annual Youth Protection training each fall for unit adults in every unit (usually as part of your November visit at a unit committee meeting). Help units and their chartered organizations use proper leader-selection procedures. Coach unit people if child abuse occurs. Promote unit use of the videos designed to protect boys from sexual abuse: It happened to Me for Cub Scout-age youth and A Time to Tell for Boy Scout-age youth, and Personal Safety Awareness for high school-age youth. Explain to unit adults how the boy and parent use the inserts in the front of the youth handbooks. Consult with your council. Talk with your district commissioner or district executive to find out about the latest BSA resources on the prevention of child abuse.

BCS 108 Effective Roundtables I
The major resources for this course should be the latest editions of the Cub Scout Roundtable Planning Guide and the Boy Scout Roundtable Planning Guide. Cub Scout Roundtable Commissioner and Staff Basic Training Manual may also be a helpful resource (although the college courses should not be considered a substitute for basic training). All of these references have pages that can be copied for handouts. [The lesson outline has been put on the slides. There is no additional expansion, therefore I have not repeated the outline in the notes pages. There are a couple notes on the last couple slides.] Instructor:

Introduction Essential elements for success The will to do
The skill to do Who should attend roundtables When and where to hold roundtables Why people attend

Roundtable Structure Combined sessions Separate sessions

Basic Ingredients of a Roundtable Program
Preopening — exhibits, display, literature Opening Information and recognition Cub Scout program theme / Boy Scout program feature Closing After the meeting

Planning Cycle Annual program planning Quarterly planning meeting
Annual planning conference Monthly program themes Use of theme managers Quarterly planning meeting Monthly staff meetings Program themes Personal resources District and council events Special dates

Roundtable Planning Checklists

Resource Materials Planning guides Program Helps Scouting magazine
Boys’ Life magazine Scouting literature Other resources Divide the class into separate Cub Scout and Boy Scout groups for the remainder of the class time.

Closing BCS 109 coming up! Effective Roundtables II

BCS 109 Effective Roundtables II
The major resources for this course should be the latest editions of the Cub Scout Roundtable Planning Guide and the Boy Scout Roundtable Planning Guide. Cub Scout Roundtable Commissioner and Staff Basic Training Manual may also be a helpful resource (although the college courses should not be considered a substitute for basic training). All of these references have pages that can be copied for handouts. [The lesson outline has been put on the slides. There is no additional expansion, therefore I have not repeated the outline in the notes pages.] Instructor:

Promotion and Publicity (1)
Regular date, time, and meeting place “Think second Thursday” Have a permanent meeting place Dependable schedule important for attendance Reminders Newsletters Door prizes Forming a roundtable pack or troop Unit involvement — lots of people in the production

Promotion and Publicity (2)
Recognition Promotional plans Gimmicks, goodies, product samples Attendance awards Personal contact is best Phone squads Interesting guests

Location Adequate space Adequate parking Available year-round
Areas for split sessions Attractive and interesting facility Easily accessible Easily accessible for people with disabilities Meets health and safety requirements

Roundtable Morale Builders (1)
Displays and exhibits Program theme ideas Council and district events Scouting literature Equipment Unit show and tell Scouting memorabilia Trading post Boys’ Life Other stuff

Information center Announcements (keep them brief) Written notices and packets Scouting “supermarket” Physical property bank Songs Use of songs Songleading tips Songbooks

Icebreakers, stunts, and skits Icebreakers Group Meeting Sparklers Cheers and applause Stunts and skits Developing skits Staging skits Resources Funny lost-and-found

Games and contests Value of games Types of games Use of games Recognitions New people / new units Units and leaders Awards Fun stuff

Ceremonies Purpose of ceremonies Essential ingredients Staging ceremonies Involvement and participation Types of ceremonies Ceremonial props

Review of Quality Roundtable Ingredients
Action Material Handouts Skills and crafts New ideas Useful information Fun Food

BCS 110 Commissioner Style
Be sure each participant has the “Your Commissioner Style” chapter of the latest Commissioner Fieldbook. A commissioner’s style — how they provide service — is as important as what they do in the service process. Instructor:

Be a Frontline Diplomat
Be an effective commissioner Be a good listener Have sound judgement Be tactful Have a Scouting background or be a fast learner Be persistent and patient Be adaptable Know and practice Scouting ideals Be enthusiastic Treat everyone with respect, even when they annoy you To help units succeed, today’s commissioners must be people-oriented more than procedures-oriented. They are truly a council’s frontline diplomats. Because they operate mostly by persuasion rather than by legislation, unit commissioners should exercise the highest degree of diplomacy. (Conduct a presentation/group discussion on each of nine qualities of a “commissioner diplomat.” Place the quality on a chalkboard or flip chart as each quality is discussed. [This PPT slide will highlight and fade each quality on a mouse click.]

Exceptional Service Equation: Unit leader perception of help received
— Help the leader expected = Exceptional district service Exceptional service exceeds unit leader expectations rather than barely meeting expectations A part of commissioner style is to provide “exceptional service” as defined in the Commissioner Fieldbook. (Display definition on a display card or overhead projector.) [Slide above.] Exceptional service can also be stated like a mathematical formula: EXCEPTIONAL DISTRICT SERVICE EQUALS UNIT LEADER PERCEPTION OF HELP RECEIVED MINUS HELP THE UNIT LEADER EXPECTED. Simply meeting the expectations of unit leaders is not enough in our increasingly competitive society. Most people expect more than just “good enough” service. Exceptional commissioner service results in successful units. Have the group suggest ways to exceed the expectations of unit adults.

Roots Confidence and commitment Traditions Campfires Camporees
Uniforms Ideals — Law and Promise Youth leadership Quality programs Roots and Wings Good commissioners have both “roots” and “wings.” Roots Roots give Scouters a sense of confidence and commitment, those feelings that cause people to continue helping youth despite challenges and barriers along the way. Commissioners help units feel a part of the great traditions of Scouting—the inspiration of a campfire, the pride in wearing the uniform, or the excitement of the camporee. Commissioners uphold the ideals of the Scout Law and Promise, the value of youth leadership, and the quality of good unit programs. Good commissioners have roots. Commissioners have some of the deepest roots in Scouting’s history; they are the keepers of the traditions and standards of the BSA.

Wings Commissioners lead change Stay relevant to young peoples’ world
Help units personal growth to embrace change Be excited about new ideas Relate to the community and culture Wings Perhaps it is a paradox that commissioner also have wings. They are on the cutting edge of progress in the BSA as they help unit leaders understand and utilize changes and new ideas to keep Scouting relevant to the world in which we live. Wings give Scouters the excitement of personal growth and the freedom to embrace change. With wing, Scouting can remain relevant and responsive to youth. Commissioners help units feel comfortable with program improvements. They help units see the excitement of new ideas. Commissioners help each unit relate what the unit is doing in the community around it and the cultural background of the young people it serves. Good commissioners have wings.

Brainstorming What are specific examples of traditions and standards in Scouting that should probably not change? (Roots) What are specific example of recent changes in Scouting that we should try to quickly adapt to? (Wings) Effective commissioners balance their roots and wings Have the group brainstorm two lists as you list on a chalkboard or flip chart. What are specific examples of traditions and standards in Scouting that should probably not change? (Roots) What are specific example of recent changes in Scouting that we should try to quickly adapt to? (Wings)

How to Right a Wrong Service Recovery
Service recovery means HOW TO RIGHT A WRONG. We may strive for perfection, but we won’t be perfect; so when there are mistakes, we must have a process to make them right. Such advise is as valuable for Scouting as for businesses, schools, and other organizations in the community. We do make mistakes: the national office prints conflicting information in two of its publications; a local council double-books a favorite summer campsite; a district changes the roundtable location and forgets to tell leaders; a commissioner fails to show up at a pack committee meeting; a Scoutmaster forgets to award a Second Class badge at a court of honor. When a mistake happens, what should we do? (Have the group suggest specific steps commissioners need to be prepared to take to right a wrong. Then add any of the following points they may have missed.) [This slide is blank to allow the instructor to lead the discussion. The next slide has the book answers.]

How to Right a Wrong Find a sincere way to say “I’m sorry”
Act immediately Take the initiative Smooth ruffled feathers Let them know you care Turn a blunder into an opportunity Be prepared (Have the group suggest specific steps commissioners need to be prepared to take to right a wrong. Then add any of the following points they may have missed.) Find a sincere way to say “I’m sorry.” Admitting a goof-up might not be easy, but it sets the stage for overcoming a blunder. Act immediately. People appreciate prompt action. Don’t let problems fester; they often get worst—at least in the minds of the offended. Take the initiative. It’s often wise to notify a unit of a blunder and start the recovery process even before unit Scouter’s discover the mistake: “Bill, we lost your charter renewal envelope. We’ll help you redo the paperwork, and the council will reimburse you the bank fees to stop payment on your check for registration fees.” Smooth ruffled feathers. Remember that some people might be upset not only with the person or group who blundered but also with the whole Scouting organization. Let them know you care. Council and district attitudes toward unit people are crucial. Unit Scouters must be treated like the champions of Scouting they are. Commissioners must assure them that “We care about you!” Turn a blunder into an opportunity. When a mistake happens, don’t think just about damage control. Find creative ways to handle the problem to maximize unit leaders’ satisfaction with the district or council so that they feel better about Scouting than they would have if the mistake had never happened. Be prepared. Commissioners are empowered to handle, correct, and make restitution for blunders that affect unit people. Know how to listen for a problem, interpret what you hear, and take appropriate action.

BCS 111 Health and Safety Training
To conduct this session, use the Health and Safety Training Course Syllabus, No The council health and safety committee and/or risk management committee, with the consent of the Scout executive, have the responsibility to appoint people qualified to teach the BSA Health and Safety Training Course. This course introduces the concept of the “sandwich principle” with emphasis on the importance of qualified supervision and discipline. The course features the BSA booklet Guide to Safe Scouting, No , and the video Scouting Safety Begins with Leadership, AV-09V025. Experience has shown that the vast majority of serious injuries and fatalities in Scouting occur in unit-related activities conducted off council properties. Scheduling this training feature for commissioners is important because safe activities are great activities—and they save lives and prevent tragic injuries. Doing so will help commissioners promote the principles for safe Scouting with our unit leaders. [NOTE: When resources become available, this section will be updated using # If you need it, feel free to to see if he has been able to prepare a more detailed presentation.] Instructor:

BCS 112 What Would You Do? Instructor:
This is a group participation/discussion session on some fascinating situations that commissioners might encounter. Instructor:

Procedure Small groups solve separate problems. Positive solutions for all parties Report solutions Select individual ideas that have broader application Divide your participants into small groups. Give each group a separate problem to solve. Ask them to come up with some creative solutions to not only solve the problem, but to solve it in a way that will allow all parties to share positively in the solution. Distribute a list of all 10 situations to all participants so they can review the problem and make notes as each group reports. Have each group make a brief report. After each small group reports, ask the larger group to suggest at least one idea from the report which could serve as a broader guideline for commissioners in other kinds of situations.

#1 One of your friends, a new unit commissioner, meets for the first time with a longtime Cubmaster. While the Cubmaster is not hostile, he is decidedly formal. In the course of conversation, he says, “We don’t support Friends of Scouting in this unit because the council has never done anything for us.” The new commissioner calls you and says, “So what do I do now?”

#2 You receive a call from a harried Scoutmaster. She reports that her unit commissioner is an impossible chauvinist who resents women being in leadership positions in Scouting. She with the backing of her unit committee, demands the immediate reassignment of the commissioner. As an ADC, your course of action would be . . .

#3 You receive a call from John Smith, who informs you he is the new unit commissioner for Troop 1 and Pack 1. John wants to talk to you about some changes he thinks should be made in the operation and leadership of both units. He informs you that he has already spoken to the pastor of the church which holds the unit charters. You have never heard of John Smith before. What do you do next?

#4 You are a unit commissioner. You receive a call from an irate mother of a young Scout. Mom launches into a tirade about how her son’s advancement is being frustrated by members of the Scout’s unit. It seems her son had earned 17 merit badges at summer camp. He worked from 5 in the morning until 11 at night and had the approval of the provisional assistant Scoutmaster at the camp. She stated that the troop advancement committee is sitting on the blue cards, not processing them. Mom makes it clear that her son, who is 12 and a half, is going to be the youngest Eagle Scout in the nation. As soon as you hang up the phone you should . . .

#5 You receive a call from a single-parent father who is trying to get his twin sons into a Cub pack. He has been told by all the units in the area that they are full. What would you do?

#6 You learn that one one of your packs is telling their Cubs that denners and assistant denners who have completed their terms can cut the cords off and continue to wear the small yellow shoulder tab. The women of the pack have voted to wear the green Venturing uniform shirt with the blue tabs. What should you start doing?

#7 You meet a Scoutmaster at the council service center and he complains to you that he can never get any information about what’s happening in the district and the council. He feels isolated and forgotten. What would you recommend.

#8 It has come to your attention that one of your newly assigned troops has not attended a council summer camp in over six years. In fact, the troop puts on its own camp on privately owned land. The troop committee supports this program and feels the camp experience they are providing is far superior to anything happening in a council camp. Should you do anything?

#9 You have a unit in your area that has never, in the memory of man, ever done its charter renewal correctly. The unit leaders refuse to attend the orientation meetings and, in fact, do not take charter renewal very seriously. Should you do anything with this unit? If so, what’s the first thing?

#10 The committee chairman of a newly formed Boy Scout troop calls you and wants a laundry list of all the training opportunities for Scout leaders. Make up the list and prioritize it, showing the chairman who should take what training in what order.

BCS 113 Service to New Units
Introduction New units are a tremendous factor in membership growth—so more young people will grow in character and in personal fitness. How many of you currently serve a new unit? How many of you have served a new unit in the past? Some of you will be assigned a new unit in the future. Instructor:

Commissioner Tasks (1) No gap in service after organizing unit
How do commissioner and organizer work together? How do they handle transition? Make first charter presentation special Remember Fieldbook pp Commissioner tasks in serving a new unit. First, be absolutely sure that a new unit is under the care of a commissioner before the organizer leaves the unit. Provide transition; allow no time to elapse between the organizer’s and the commissioner’s supervision. How do the organizer and the commissioner work together? How do they handle the transition? Make the presentation of the first unit charter a very special event for members of the chartered organization and unit personnel. Where in Scouting literature can you find details on unit charter presentations? (Commissioner Fieldbook, pages 43-45)

Commissioner Tasks (2) First unit committee meeting Role? Your agenda?
Training Fast Start New Leader Essentials . . . Specific Training Attend the first meeting of the unit committee. Listen and guide, but do not take over. If necessary, help the committee chairman build the agenda. What is your role at a unit committee meeting? (A guest and a coach) What is your unwritten agenda for new troop committee meetings? (Building good team relationships, orientation on unit committee operation, coaching in unit program, etc.) Unit leader training is a priority. Follow up if unit leaders missed Fast Start, New Leader Essentials, or the appropriate new leader specific course. Provide the missing sessions if they cannot get to district courses. Tailor the training to the unit. (Review all the component courses for Basic Leader Training.) (Review why Basic Leader Training must take place ASAP—hopefully as part of the process of organizing the unit.)

Commissioner Tasks (3) Youth buy-in
Venturing — officers elected and trained Scouting — patrol method Cub Scouting — dens functioning Guide program planning First two months Be sure new unit leaders get “youth buy-in.” In crews and posts, be sure youth officers are elected and that the adviser trains the officers, using appropriate training material. Success requires that youth embrace the program. In troops, be sure the patrol method is used. Troop success depends on the development of boy leaders. In packs, be sure all dens are meeting regularly. Don’t assume the unit will have a program. Guide the unit in planning the first month or two of its program. How would you go about helping a unit with its first two months’ program?

Commissioner Tasks (4) Be a friend, not a “checker-upper”
Help start planning for major events Cub day camp, resident camp Scout summer camp Venturing superactivity Don’t appear to be a checker-upper. Commissioners are there to assist and guide, like good friends. First impressions are very important with a new unit. (Brief discussion.) Help the unit start plans for a long-term outdoor experience (Cub Scout resident camp or day camp, Boy Scout resident camp, Venturing superactivity, etc.) Why is this important?

Commissioner Tasks (5) Recognize unit successes.
Help leaders solve immediate concerns Recognize unit successes. Congratulate leaders for all achievements, no matter how small. Why? (Increase self-confidence, overcome fear of failure, positive reinforcement, etc.) Help leaders solve immediate concerns. (Elicit examples from the group) Failure to solve immediate concerns quickly may undermine further development of very new units with inexperienced leaders.

Commissioner Tasks (6) Play a mentoring role. Begin a trusting relationship. How is future help affected? How can you gauge trust? Play a helpful mentoring role with unit folk, and a trusting relationship will have begun. How does the commissioner’s initial experience with a new unit affect the commissioner’s ability to help the unit in the future? What clues might indicate that you have a good trust level with the new unit’s leadership?

Professional Relationships
BCS 114 Good Commissioner- Professional Relationships Instructor:

Introduction Volunteer – professional relationship special hallmark of BSA Core of its success Both share responsibility for good working relationships Introduction Since the early days of Scouting in the United States, good volunteer-professional relationships has been one of the special hallmarks of the Boy Scouts of America. Today, this special partnership between volunteers and professionals is the core of its success at a council/district level. When the partnership thrives, the Scouting movement thrives. If the partnership is not working will, Scouting suffers. Both commissioners and professionals share responsibility for building good working relationships in Scouting. No matter what your job or task in the council, skill in working effectively with your professional is important. Today we’re going to look at a few general qualities and practical tips for building a good relationship.

What is evidence of a good relationship?
Qualities of a Good Relationship (Lead a discussion) What evidence would suggest that a good relationship exists between a volunteer and a professional? Elicit: Each understands what the other “brings to the table.” They seek each other’s counsel. They enjoy each other’s company.

Good volunteer-professional relationships are characterized by mutual trust, mutual respect, and mutual recognition of each other’s role and competency. Good volunteer-professional relationships are characterized by mutual trust, mutual respect, and mutual recognition of each other’s role and competency. (Uncover the above statement on a large banner, poster, flip chart, or other medium to remain on display throughout the session.)

Mutual Dependence Common goal — quality program for youth
Interdependent Too much work to be done by professionals Professionals provide coaching / experience Seek each other’s counsel Professionals work with volunteers Should be friends When the partnership is working well, both partners are aware of their interdependence, they have complete confidence in each other, and they share the same objectives (to help units succeed in providing a quality program for youth). In Scout districts, for example, mutual dependence results because district executives know they cannot possibly do all the work that needs to be done, and district volunteers know they need the coaching and experience of full-time professionals. If partners have complete confidence in each other, they will seek each other’s counsel. Neither partner has a monopoly on wisdom, judgment, or experience. When the full resources of both parties are applied to decision making, the combination is unbeatable. Your professional is a Scouting friend and counselor. Working together is more effective when commissioners and professionals enjoy each other’s company. Professionals do not work for district volunteers, but with them as partners on behalf of youth. The unselfish service they both render and their common dedication breeds mutual respect and a feeling of kinship. One test of the relationship is whether the two parties think of each other as friends.

Differences / Similarities
Professional — full time, more experience Volunteer — part time, experience limited Similarities Dedicated to principles of Scouting Desire quality program for kids Occasionally a volunteer will say to a professional, “Remember, you get paid for this, and I don’t.” But that is not the significant difference between volunteers and professionals. The significant difference is that volunteers are able to give only a portion of their time to Scouting, while professionals give their full time, and then some. This means professional are dependent upon the movement for the material things of life, but id does not mean professional look upon Scouting differently than volunteers. Both are dedicated to the same principles, and both are trying to live out those principles in their lives and in their work. The fact that professionals give all their time means their experience is broader and deepens more quickly. Their training is more intensive and continues throughout their professional careers. So seek out the guidance of your professional coach. These qualities are a final result of our efforts. The remainder of the session will help us achieve the result.

Tip #1 Intentionally begin to build a good relationship with your professional from your very first visit. Be positive. Be enthusiastic. Be well prepared. Think in advance about the impression you want to make as one of the trusted volunteers of the district. Tips for Better Relationships Here are a few tips on how good commissioners work with their professionals: (Place the following 10 tips in a container and have 10 participants, each in turn, take one and share with the group. Following each statement, take a couple of minutes for group discussion and instructor comment.) [The slides following can be used for visual backup for the participants.] 1. Intentionally begin to build a good relationship with your professional from your very first visit. Be positive. Be enthusiastic. Be well prepared. Think in advance about the impression you want to make as one of the trusted volunteers of the district.

Tip #2 Be accessible to your professional adviser. Exchange phone numbers, addresses, mailing addresses, etc. Avoid the impression that you are too busy or annoyed when he calls. Return his calls.

Tip #3 Create a welcome environment for the new professional and plan ways to incorporate him or her into the team. Remember that it’s easy for a group to turn inward and make newcomers feel awkward or unwelcome. Send a letter of introduction to appropriate volunteers from an appropriate person in authority (council president, Scout executive, etc.). This helps a person feel good about joining the district or council. It also helps volunteers get acquainted with the new professional.

Tip #4 A professional will try to make efficient use of commissioners’ time and, as best they can, plan visits and meetings at times that are best for volunteers. Commissioners and professionals should help make the most efficient use of each other’s Scouting time

Tip #5 Commissioners should know that they can turn to their professional for advice or troubleshooting. Help create the kind of relationship in which you are comfortable asking for help.

Tip #6 There will inevitably be some professionals you don’t like as much as others. That’s human nature. However, part of being a good Scouter is working with all kinds of people, even when the human chemistry isn’t just perfect. Feel free to talk with your professional partner about how you are working together.

Tip #7 While you obviously want to form a Scouting relationship, it is nevertheless important to get to know your professional as a whole person. Most of us will feel more comfortable working with someone who is interested in other aspects of our lives as well as our Scouting responsibilities. Keep in mind that Scouting is not a person’s only priority in life. They will have family priorities and may be active in religious and other activities.

Tip #8 Let your professional adviser know if you plan to have your spouse, secretary, or work associate assist you with a Scouting task, and how the pro can be helpful to that person.

Tip #9 Develop good communication in which you and your professional really listen to and understand each other.

Tip #10 In some instances the function of guiding other volunteers is shared between you and a pro. A DE works with operating committee chairmen who also look to the district chairman for guidance. Both the DC and DE have a direct working relationship with ADCs. Unit commissioners work with both their DE and ADC. You and the professional should be careful to avoid confusion for volunteers and to ensure that they receive consistent messages and have a compatible relationship with both their volunteer leader and the professional.

Summary Scouting’s success is founded on volunteer talent with professional advice and support A Closing Date (sic) Historically, Scouting’s great success has resulted because of volunteer talent and the professionals who guide and support talented volunteers. The continuing greatness of Scouting as a volunteer movement is in your capable hands as you and your volunteer team work effectively with your professional adviser.

BCS 115 Commissioners and Diversity
Instructor:

Diversity – A Truly Important Idea
USA is a unique microcosm of world’s people A key element of power and success as nation PAST – “melting pot” TODAY – “tapestry” The United States of America is a unique microcosm of the world’s people. (Think about it) (Pause) Its makeup is unlike any other country in the world. This has been one of the key elements of our power and success as a nation. IN THE PAST, this country was called “the great melting pot.” Customs and cultures from many lands were expected to blend together like ingredients in a cream soup. But was this really accurate? TODAY, we have a better understanding. We’re starting to realize that the United States is more like a beautiful tapestry with the variety of threads with different colors and textures woven together to make this work of art.

Diversity – A Scouting Value
BSA is growing to be a diverse organization Does your unit / district reflect your community? How about where you work? Strength and inclusiveness from demographic growth helps us accomplish our vision The Boy Scouts of America’s leadership and membership is growing to reflect the demographic character of our nation. We are and will be a DIVERSE organization. (Discussion question) Take a look at your unit, district/council back home. Does it reflect the demographic makeup of your community? Or take a look at your own organization where you work. The strength and inclusiveness that results from this demographic growth will help us accomplish our vision as an organization.

Positive Types of Diversity
Race Ethnic / nationality background Gender Age Marital status—single, married, divorced Work experience Personality Religion Cultural values Race Ethnic / nationality background Gender Age Marital status—single, married, divorced Work experience Personality Religion Cultural values Diversity in the Boy Scouts of America is a desired state. It is an environment where all DIFFERENCES: age, gender, race, ethnicity, physical ability, personality, and life experiences are valued and integrated into every aspect of the organization’s operations.

Diversity Within Unity
United by mission, vision, values Cub Promise, Law of the Pack Scout Oath and Law Venturing Oath and Code What else unites us? Diversity = Uniqueness each brings Built on common values, differences allow us to reach more with richer program The membership of the Boy Scouts of America is united by our mission and vision and by our common values, expressed in the Boy Scout and Cub Scout Oath and Law and the Venturing Oath. What else can you think of that unites us in Scouting? (Group response) Diversity is the uniqueness that each of us brings to fulfilling our mission and achieving the vision. When we build on our common values, our differences can become a distinct advantage, allowing us to reach more young people with a richer program of Scouting.

Group Projects Why does diversity make Scouting strong? Examples?
How can commissioners help value individuals and use diversity to make Scouting stronger? Make a list of examples of how a commissioner can be a role model for diversity What can commissioners do to overcome prejudices? (Form small groups of four to eight persons. Assign a project question to each group. Have each group select a person to report back.) 1. Why does diversity make Scouting stronger? Give some examples of how diversity makes Scouting better. How can commissioners help value individuals and use diversity to make Scouting stronger? Each one of us can change the world or at least a small part of it. When we treat people fairly and respect their differences, the people around us respect us. Those watching us learn by our actions and often imitate us. Make a list of possible examples of how a commissioner can be a role model on diversity. People catch prejudice from other people, and no one or no group is immune from prejudging others. However, we can recognize and build up resistance to prejudices in ourselves and help friends and family do the same. Positive attitudes toward other people are rooted in a strong positive self-image. Self-assured people are not threatened by differences and are open to new experiences. What can commissioners do to overcome prejudice? (Have each group give a brief report.)

Summary Strength of BSA lies in mission, vision, traditions, but most of all people Create an environment People valued as individuals Treated with respect, dignity, fairness Everyone is energized to contribute BSA and nation better for it The strength of the Boy Scouts of America lies in its mission, its vision, its traditions, but most of all in its people. We strive to create an environment where people are valued as individuals and are treated with respect, dignity, and fairness. From that effort can come an environment where everyone is energized to contribute to the success of our mission, and we and our nation are better for it.

Graduation Go back to the main assembly hall now please. [If no assembly is scheduled, hand out appropriate certificates.]

Bachelor of Commissioner Science

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